LPS Eval Perform Rubric 2012-13
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Indicator 1A Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
UnsatisfactoryNeeds ImprovementProficientExemplary
1A-1Subject and
Teacher's plans display subject matter errors or misconceptions and reflect ineffective pedagogical approaches to the disciplineTeacher is familiar with important subject matter understandings and has a limited range of pedagogical approaches of the discipline Teacher's plans display a solid knowledge of essential subject matter concepts and skills and reflect familiarity with effective pedagogical approaches of the disciplineTeacher's plans display expert knowledge of the subject matter and its pedagogical approaches, including the ability to anticipate student thought processes and misconceptions
Teacher's plans do not connect to relevant district curricula or state framework.Teacher's plans often do not follow district curricula or state framework. Teacher's plans are drawn from and connected to relevant dirstrict curriculum and state frameworks. Teacher's plans connect extensively to district curricula and state framework as well as support other relevant disciplines
Learning objectives are either unclear or stated as activities. They lack measurable outcomes.Learning objectives are moderately clear or consist of a combination of outcomes and activities. Outcomes are poorly defined.Lesson objectives are clear and defined in terms of measurable student learning outcomes. Specific assessments are planned in advance for major learning outcomes Lesson objectives are clearly defined in terms of measurable student learning outcomes and specific formative and summative assessments are known in advance
1A-4Child and
Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes.Demonstrates knowledge of developmental levels of students this age, but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meeting intended outcomes.Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn that enable all students to progress toward meeting intended outcomes.Demonstrates expert knowledge of the developmental levels of the teacher's own students and students in this grade or subject more generally and uses this knowledge to expand learning experiences that enable all students to make significant progress toward meeting stated outcomes. Is able to model this element.
Materials and resources selected do not support the learning objectives or engage students in meaningful learning. Materials are not well organized for the lesson.Materials usually support the learning objectives. Resources are limited to textbook and supporting materials. Materials may not be organized for efficient use of time.Materials selected support the learning objectives and engage students in meaningful learning. Resources are often drawn from sources beyond the textbook publisher's. Materials are well organized for the lesson. Resources support the learning objectives and engage students in meaningful and memorable learning. Resources are frequently drawn from sources beyond the textbook. Materials are well organized for efficient use of time.
Indicator 1BAssessment: Uses a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, to develop differentiated and enhanced learning experiences and improve instruction.
UnsatisfactoryNeeds ImprovementProficientExemplary
Teacher does not monitor or formatively assess student learningTeacher monitors the progress of the class as a whole but does not use feedback to adjust instructionTeacher regularly monitors the progress of students and often uses formative assessments as feedback to adjust instruction.Teacher systematically elicits and monitors diagnostic information from individual students regarding their progress and routinely adjusts instruction based upon this information
Summative assessments are infrequent, draw only upon recall or recognition of factual information, and not teacher generatedSummative assessments lack rigor, higher level thinking, and application of learning in new situations. Student feedback is not always timely.Summative assessments require students to demonstrate mastery of clear performance standards at a level calling for analysis, synthesis and evaluative thinking. Student feedback is timely. Teacher uses authentic or performance-based assessments which require students to demonstrate deep understanding of clear performance standards. Student feedback is specific and timely.
Indicator 1CAnalysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.
UnsatisfactoryNeeds ImprovementProficientExemplary
1C-1Analysis of
Performs little to no analysis of assessment data and draws no conclusions from it. Draws conclusions from a limited analysis of student data to inform student grading decisions.Individually, and with colleagues, draws appropriate conclusions from analysis of wide range of assessment data.Individually, and with colleagues, thoroughly analyzes assessment data and draws actionable conclusions. Models this process for colleagues.
1C-2Use of
Rarely shares student assessment data or engages with colleagues concerning student performance data.Infrequently shares student assessment data with team and infrequently engages in collaboration about assessessment results.Seeks and uses individual and collaborative student assessment data as feedback to improve instructional practice for self and team. Routinely shares and uses assessment data to improve instruction. Leads and supports one's team in doing this work collaboratively.
Indicator 2AInstruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
UnsatisfactoryNeeds ImprovementProficientExemplary
2A-1Structure & PacingThe lesson has no clearly defined structure or the pace of the lesson is too slow or too rushed or bothThe lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is appropriate for most students most oftenThe lesson's structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students
Teacher uses only one or two teaching strategies; often relying too heavily on lectures and/or plodding through textbooks and worksheets. Offers few supports for students to produce quality work or effort.Teacher incorporates a limited range of instructional strategies, materials, and student groupings, with limited success. Provides few exemplars or rubrics and limited guided practice. Teacher draws upon a range of instructional strategies, incorporates varied resources, and groups students in multiple arrangements to meet the lesson's objectives. Often provides exemplars, rubrics, and guided practice.Teacher selects and executes instructional strategies which actively engage students, incorporates suitable materials, and groups students in a manner all expertly matched to the lesson's objectives.
2A-3Small Group
Students not working directly with the teacher are not engaged in productive learningStudents in only some groups are productively engaged in learning for the duration of the activity or when the teacher is not nearbySmall group work is well organized and most students are productively engaged in learning even when teacher is not nearby Small group work is well organized, students retain focus for the duration of the activity, and students work as a team to accomplish the task
& Rigor
Activities and assignments are inappropriate for students' age or background. Students are not mentally engaged. Tasks mostly rely on lower-level thinking.Activities and assignments are appropriate to some students and engage them mentally, but not at high levels tasks rarely require higher-order thinking skills.Activities and assignments frequently challenge and engage students in critical or higher level thinking (analysis, synthesis, evaluation).Students are regularly engaged in activities and assignments at a cognitively challenging level (analysis, synthesis, evaluation). Students demonstrate learning through application of knowledge.
2A-5Accommodations, Differentiation, and AdvocacyTeacher doe not reteach or provide support when students fail or have not mastered the material.Teacher does not adjust instruction for struggling students other than offering additional study time or re-takes for those who fail tests. Teacher makes adjustments and accommodations to instruction and assessments to reach a range of student abilities. Teacher takes responsibility for students who are not succeeding and persists with extra help and support.Teacher meets the learning needs and styles of students by differentiating instruction and assessments. Teacher relentlessly follows up with struggling students with time and support to reach proficiency
Indicator 2BLearning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
UnsatisfactoryNeeds ImprovementProficientExemplary
2B-1EnthusiasmTeacher conveys a negative attitude towards the content, suggesting its unimportance or unworthinessTeacher communicates importance of the work but with little conviction and with only minimal student buy-inTeacher conveys enthusiasm for the content and students show their belief in its value through active participation and expressions of curiosityTeacher conveys enthusiasm for the content and students show they value its importance through ongoing active participation, curiosity, and initiative taking
Teacher interactions with some students are demeaning, sarcastic, or inappropriate. Teacher lacks appropriate boundaries. Students exhibit disrespect for the teacher.Interactions are generally appropriate but reflect occasional inconsistencies, favoritism, or lack of appropriate boundaries. Students show insufficient respect for teacherTeacher shows caring, fairness and respect for all students and builds relationships with most. Students exhibit respect for the teacher.Teacher shows warmth, caring, fairness, and respect for all students and builds strong, relationships. Respected and seen as role model.
Social &
Student interactions are characterized by conflict, put-downs and sarcasmTeacher does not develop student social skills or foster positive interactions among them. Bullying behavior may be insufficiently addressed.Teacher deliberately develops self-discipline, self-efficacy, responsibility, and respectfulness. Fosters pro-social group interactions and thwarts bullying.Student demonstrate positive social skills and caring peer interactions. Students monitor own behavior and deal effectively with conflict.
Teacher maintains an environment that is unsafe or does not support student learning. Student behavior is not well monitored and teacher does not respond to misbehaviors, responds inconsistently, or in overly repressive manner. A safe physical and intellectual environment exists but teacher does not establish behavioral expectations and relies on situational responses only. Results are inconsistent and not always effective. Teacher creates and maintains a safe physical and intellectual environment that encourages students to take academic risks. C Standards of conduct are clear and consistent and responses to misbehavior are appropriate and respect students' dignity.Teacher creates and maintains a safe physical and intellectual environment. Standards of conduct may have been developed with student input as part of the learning process. Teacher responses to misbehavior are highly effective and sensitive to individual student needs.
Classroom routines are not in place. Transitions are chaotic. Significant wasted time and poor student behavior.Classroom routines are not consistently followed and transitions waste some time. Efficient classroom routines are in place and transitions occur smoothly, resulting in minimal loss of instructional timeSystems for classroom routines are well established, transitions are seamless, and students assume considerable responsibility for efficient operation
Indicator 2CCultural Proficiency: Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths and challenges are respected.
UnsatisfactoryNeeds ImprovementProficientExemplary
Teacher makes no effort to honor different cultures, cultural identities, or different perspectives of students.Diversity is embraced in token manner by teacher. Cultural minority students may not feel comfortable expressing their identity or views. Perspective taking skills are not taught.Classroom is a "safe space" where students are comfortable expressing their own identity and views. Curricular materials reflect multiculutaral perspectives. Teacher works to improve multicultural resposiveness in classroom and school. Classroom is a "safe space" and students respectfully express and consider opinions that may differ from teacher or other students.
Indicator 2DExpectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.
UnsatisfactoryNeeds ImprovementProficientExemplary
Teacher gives instruction without giving students a sense of where instruction is headed. Teacher does not hook students' interest or make connections of subject matter to their experience.Teacher attempts to explain the lesson's purpose, with limited success. Teacher tries to make the subject interesting and relate it to things students already know.Teacher makes the purpose of the lesson clear. Teacher activates and builds upon students' prior knowledge.Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning. Teacher grabs students' interest and builds upon prior knowledge, experience, and reading.
and Effort
Teacher does not communicate a level of expectations and/or the correlation between effort and achievement. Students are motivated to do tasks solely to avoid negative consequences Teacher does not regularly convey high expectations or make the connection between effort and achievement. Students accept minimal responsibility do good workTeacher consistently conveys high expectations of students and overtly demonstrates how strong effort leads to high achievement. Students demonstrate sustained effort and pride in their work Teacher challenges and motivates students to do their personal best. Students show their commitment through perseverance, attention to detail, willingness to revise work
Teacher's oral language is inaudible or written language illegible. Spoken or written language contains errors. Vocab. is inappropriate, or material is presented in a confusing wayTeacher's oral language is audible, written language is legible, and both conform to standard English. Sometimes uses language which is confusing, fuzzy, or inappropriateTeacher speaks and writes in clear and correct language, gives effective examples, and uses vocabulary which is appropriate to students' ageTeacher presents material clearly and explicitly, uses vivid and precise language, and finds opportunities to extend students' vocabulary
2D-4Access to KnowledgeRarely adapts instruction, materials, and assessments to make challenging material accessible to all students, including English language learners and students wih disabilities.Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students, including English language learners and students wih disabilities.Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material available to all students, including English learners and students with disabilities. Is able to model this element.
Indicator 3AEngagement: Welcomes and encourages every family to become active participants in the classroom and school community.
UnsatisfactoryNeeds ImprovementProficientExemplary
3A-1Family EngagementDoes not welcome family participation in supporting their student or becoming involved in the school community.Makes limited attempts to involve families in supporting their student or participating in the school community.Encourages families to actively participate in supporting their student and in participating in the school community.Successfully engages most families in actively supporting their student and in participating in the school community.
Indicator 3BCollaboration: Collaborates with families to create and implement strategies for supporting student learning and development, both at home and at school.
UnsatisfactoryNeeds ImprovementProficientExemplary
3B-1Learning ExpectationsTeacher rarely informs or involves parents or families in student learning.Teacher occasionally sends information home on how parents can help student with school work. Contacts easy to reach and supportive parents only. Teacher periodically updates parents about curriculum and student performance. Often finds ways to actively involve families in student learning. Teacher often communicates with parents to engage them in their child's education.
Indicator 3CCommunication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance.
UnsatisfactoryNeeds ImprovementProficientExemplary
Communication with Families
Teacher fails to adhere to procedures for communicating with families including failure to respond to parental inquires. Makes few attempts to respond to different family or cultural norms and/or responds inappropriately.Teacher adheres to procedures for communicating with families. May communicate respectfully, taking into account different family or cultural norms, but does so inconsistently.Teacher uses multiple means to communicate with families. Communicates in culturally responsive, professional, and timely manner.Teacher effectively conveys desire to work in partnership with families and does so. Consistently demonstrates understanding of different family or cultural norms.
Indicator 4AReflection: Demonstrates the capacity to reflect upon and improve the educator's own practice, using informal means as well as meeting with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.
UnsatisfactoryNeeds ImprovementProficientExemplary
Teacher does not have ability or desire to use feedback or data to reflect upon practice and make adjustmentsTeacher has limited or emerging ability to use feedback or data to reflect upon, inform, and adjust instructionTeacher effectively reflects upon practice and makes use of a variety of forms of feedback and data to adjust and improve instructionTeacher applies methodologies of lesson study, action research, peer coaching, or other approaches to inform instructional practice in a data driven manner
4A-2Goal SettingGenerally participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach.Proposes goals that are sometimes vague or easy to achieve and/or bases goals on limited self-assessment and analysis of student-learning data.Teacher proposes appropriate SMART goals relating to professional practice and student-learning. Individually and with colleagues, proposes challenging SMART goals. Is able to model this element.
Indicator 4BProfessional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build expertise and experience to assume different instructional and leadership roles.
UnsatisfactoryNeeds ImprovementProficientExemplary
4B-1Professional GrowthParticipates only as required in professional development activities and lacks initiative to incorporate new learning/training practices.Reluctant to seek out new ideas for improving practice. Inconsistent in application of new practices in classroom. Consistently seeks out and applies ideas for improving practice from supervisors, colleagues, and professional development. Consistently seeks out and applies ideas for improving practice for self and others. Demonstrates leadership in increasing school capacity to improve.
Indicator 4CCollaboration: Collaborates effectively with colleagues on a wide range of tasks.
UnsatisfactoryNeeds ImprovementProficientExemplary
4C-1Professional CollaborationTeacher resists or undermines improvement and collaboration efforts, or rarely and/or ineffectively collaborates with colleagues.Teacher joins in professional learning and collaboration activates as required but with little energy or initiative Teacher participates in school improvement initiatives including actively collaborating with colleagues to improve curriculum, instruction, and assessment Teacher demonstrates leadership in facilitating collaboration, sharing professional ideas, and developing new approaches to the craft of teaching
Indicator 4D Decision Making: Becomes involved in school-wide decision making and takes an active role in school improvement.
UnsatisfactoryNeeds ImprovementProficientExemplary
4D-1Decision MakingOnly participates when required and rarely makes meaningful contributions.May participate in planning and decision making efforts but not consistently or impactfully.Consistently contributes relevant ideas and expertise to planning and decision making at the grade level, department, or school.Consistently contributes ideas, time, and energy to implement grade, department, school, or district improvement efforts.
Indicator 4EShared Responsibility: Shares responsibility for performance of all students within the school.
UnsatisfactoryNeeds ImprovementProficientExemplary
4E-1Shared ResponsibilityRarely reinforces school-wide expectations for student learning and behavior. Detracts from efforts at fostering school community.Inconsistently reinforces school-wide expectations for student learning and behavior. Takes limited responsibility for meeting these needs.Consistently reinforces school-wide behavior and learning expectations beyond the classroom.Helps lead efforts that contribute to the learning and community building goals of the school at large.
Indicator 4FProfessional Responsibilities: Is ethical and reliable and consistently meets routine responsibilities.
UnsatisfactoryNeeds ImprovementProficientExemplary
Teacher fails to act in a professional manner or complete duties as assigned, or demonstrates poor judgment or discloses confidential student information inappropriately.Teacher usually meets professional responsibilities. Occasional reminders may be needed to ensure compliance with these. Sometimes demonstrates questionable judgment or inadvertently discloses confidential information.Teacher displays high standards of honesty, integrity, and confidentiality, including completion of assigned duties in a professional manner Teacher's character is an inspiration to others. Consistently acts upon needs of larger community
4F-2Substitute PreparationTeacher does not leave adequate lesson plans for substitutes.Teacher does not always leave clear and appropriate or sufficient lesson plans for substitutes.Teacher leaves clear directions and appropriate lesson plans for substitutes.Teacher leaves clear directions and effective lesson plans for substitutes.