Copy of Shannon Mower Self-Evaluation of Copy of Official AISU Teacher Evaluation Rubric (this one)

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1	AISU Teacher Evaluation Rubric (Version 1.3)
2	Standard	Performance Expectation	YOUR LEVEL (Beg. of Year)	YOUR LEVEL (Middle of Year)	YOUR LEVEL (End of Year)	Not Effective (Lv. 0)	Emerging (Lv. 1) & Minimally Effective (Lv. 2)	Effective (Lv. 3)	Highly Effective (Lv. 4)
3	Standard 1: Learner Development	1.1: Creates developmentally appropriate and challenging learning experiences based on individual student’s strengths, interests, and needs.	2	3 While tutoring students, I use Google Docs to individualize response for Tier III intervention strategies.			- Creates learning experiences appropriate to different learner developmental levels.	…and - Identifies appropriate developmental levels of individual learners and consistently and appropriately differentiates learning opportunities.	…and - Supports learners in setting and meeting their own learning goals aligned to their diverse learning needs.
4	Standard 1: Learner Development	1.2: Collaborates with families, colleagues, and other professionals to promote student growth and development.	2	3 - Weekly emails now include parents emails.			- Interacts and communicates with families and colleagues related to learner growth and development.	…and - Collaborates with family members, colleagues, and other professionals to help meet the unique needs of all learners. - Provides personalized information and communication to all stakeholders.	…and - Anticipates the unique needs of each learner and collaborates with families and a full range of colleagues and other professionals to address those needs.
5	Standard 2: Learning Differences	2.1: Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity while holding high expectations for all.	2	2 - This is a challenge because I we do not change items in the virtual classroom.			- Applies understanding of learner diversity to encourage all learners to reach their full potential.	…and - Supports learner differences as when designing, adapting, and facilitating learning for all students. - Provides learners multiple ways to demonstrate learning.	…and - Uses learner differences as an asset in designing, adapting, and facilitating learning for all students. - Connects multiple perspectives and encourages learners to learn from each other.
6	Standard 3: Supporting International Students and English Language Learners (ELLs)	3.1: Supports English language development for all ELLs, including international students.	2	3 - Via email, I provided students with the PDF Open Educational Resource textbooks from USOE and YouTube clips of science concepts for alternate explanations.			- Provides ELLs with supplemental resources to understand course content. - Collaborates with ESL instructors to create a coherent system of English language development in regular and ESL courses.	...and - Uses a variety of techniques to develop English language proficiency, including an emphasis on key vocabulary, modeling, small-group learning, visuals, hands-on activities, demonstrations, and gestures.	...and - Proactively seeks learning on how to better support ELLs and implements it in the classroom.
7		3.2: Integrates international students with local students within the classroom.	2	2 - I only have one international student in the virtual courses.			- Encourages international students and local students to work together on assignments and projects.	...and - Introduces international and local students to one another and supports them in working together. - Creates meaningful learning activities that require students to work together across cultural differences.	...and - Creates a learning environment that thrives on differences and teaches students to benefit therefrom.
8		3.3: Communicates information concerning international student performance with all stakeholders.	2	3 - Parents/ host family contacts are included in the weekly email.			- Updates international students' grades weekly.	...and - Maintains close contact with host families and families of international students. - Works closely with International Program Director to ensure sufficient communication with all stakeholders.	...and - Proactively shares international student successes and challenges with all stakeholders, including International Program Director, host families, and families.
9	Standard 4: Learning Environments	4.1: Develops learning experiences that engage and support students as self-directed learners who internalize classroom expectations and procedures.	3	4 - In addition to the weekly emails, individualized email reports of student progress are now conducted. It includes discussion of "honors" students need to complete the term projects, where regular credit students do not. This allows me to help students set date/progress goals as well as content depth goals.			- Establishes classroom expectations and procedures.	…and - Supports each learner as he/she establishes expectations and develops responsibility for his/her own behavior.	…and - Collaborates with learners in developing self-directed learning experiences.
10		4.2: Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.	2 - In the Virtual program, there is not much opportunity for student collaboration or cooperative learning groups.	3 - While the virtual programs removed the requirement for students to complete "drop-box" activities and "graded discussions", for students to receive an "honors" distinction on their transcript, I kep these to fascilitate student collaboration.			- Promotes a positive and respectful learning climate. - Provides opportunities for student interactions.	…and - Uses principles of Love and Logic to prevent and respond to conflict. - Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry. - Encourages student learning teams for the purpose of developing cooperation, collaboration, and student leadership.	…and - Supports learners as they reflect on and modify their personal interactions. - Supports learners to create and manage learning teams to meet learning goals.
11		4.3: Partners effectively with teaching assistant (TA) to optimize curriculum, instruction, and use of the learning environment.	3	4- TA's, Student Sccess Coaches and even IEP case managers are included in student progress reports.			- Works with TA to encourage learners to be engaged with the content. - Distributes time, space, and attention to engage learners.	…and - Problem-solves with TA to ensure a productive learning environment. - Uses differentiated management strategies focusing on individual learner needs.	…and - Fosters each learner’s ability to manage and reflect upon his/her own learning. - Fosters each learner’s ability to manage and reflect upon his/her own learning time.
12	Standard 5: Content Knowledge	5.1: Bases instruction on accurate content knowledge using multiple representations of concepts.	2 - Completed another Endorsement in Environmental Studies to add to the Biology Endorsement and permanently authorize Earth and Space Systems Science	3- In addition to completing another endorsement, students are given access to OER Textbooks from USOE, multiple YouTube channels including PBS Crash Course to view content, and Tier III intervention tutoring on Google Docs. Frequently, I will give students a direct link to view these YouTube explanations when additional tutoring is needed. The use of GoogleDocs allows me to analyze learner errors and re-direct. YouTube allows me to to deepen student learning.			- Demonstrates content knowledge in the teaching assignment. - Facilitates learning basic concepts of the discipline. - Demonstrates an ability to move through curriculum with ease as students move at different paces.	…and - Uses multiple representations and explanations of concepts to deepen each learner’s understanding. - Designs learning experiences to explicitly foster inquiry and problem-solving. - Models and expects learners to evaluate, create, and think critically about the content. - Analyzes learner errors and misconceptions in order to redirect, focus, and deepen learning.	…and - Pursues opportunities to learn new developments in the discipline and continually deepens content knowledge. - Motivates learners to extend and share their own knowledge beyond core content. - Anticipates possible learner misunderstandings and proactively mitigates concerns.
13	Standard 6: Assessment	6.1: Uses data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.	2 - Reviewing the assessments in Plato and getting used to their information.	3- While reviewing Plato assessments, I discovered multiple errors in their answer key. Edmentum has been notified of them with corrections (and proof). However, they have not responded to a single message from me. To that end, those test items are dropped from students grades. This data shows what test items to omit.			- Monitors learner performance and responds to individual learning needs. - Uses data to evaluate effectiveness of curriculum and instruction on student learning.	…and - Designs and targets strategies for facilitating learning based on data. - Uses multiple formative and summative assessments to make ongoing adjustments. - Targets intervention and enrichment strategies based on data.	…and - Provides multiple assessment options to engage the learner in demonstrating knowledge and skills. - Collaborates with colleagues to use a variety of data to reflect and adapt planning and instruction.
14		6.2: Engages students in understanding and identifying the elements of quality work.	2 - Timely graded responses are provided to students.	3 - The use of GoogleDocs for Tier III intervention tutoring has enabled me to give individual feedback. Additionally, for each Post-test re-set, students are given a scoring break-down coordinating telling what percentage correct they received from each tutorial. Students are then told which tutorial(s) need to be reviewed prior to retaking their exam.			- Provides feedback on learner work. - Identifies elements of quality work.	…and - Provides timely, descriptive, and specific feedback to individuals and groups. - Provides ways for learners to monitor and reflect upon their own progress.	…and - Provides opportunities for learners to self-assess work and receive peer feedback.
15		6.3: Documents student progress and provides descriptive feedback to student, parent, and other stakeholders in a variety of ways.	3 - stratgies used: email, Learner Progress Reports, and Learner Assessment Reports	4 - Strategies used: email, Learner Progress Reports, Learner Assessment Reports, Google Docs, Pacing Guides, Google Forms for course feedback and Disclosure statements			- Documents and shares assessment feedback with learners and parents/guardians as required.	…and - Uses a variety of effective formats to document and provide feedback on learner progress. - Initiates ongoing, open communication between home and school about learner progress.	…and - Engages learners in using feedback to improve future progress.
16		6.4: Creates ways to move ownership and analysis of data to students to promote independent learning.	2	3 - Strategies used: email and pacing guides			- Shares student performance data with students on an individual basis.	...and - Teaches students to analyze their own performance data to make informed decisions and set goals.	...and - Proactively shares with other staff ways in which students are becoming more independent learners.
17		6.5: Assesses student progress in a competency-based manner against clearly defined standards.	3 - Students are emailed the reminder of competency is above 80% for every test re-set.	4 - Students, parents and their success coaches are included in emails of proficiency scores of 80% or higher. These individuals are also all included in pacing chart communications.			- Assesses students in a competency-based manner against course standards.	...and - Makes expectations clear to students concerning how they can demonstrate competency on each standard. - Allows students to advance through coursework in a competency-based manner.	...and - Collaborates with staff and students to improve competency-based assessment practices.
18	Standard 7: Blended Instruction	7.1: Uses a variety of effective digital tools to personalize learning.	2	3 - In addition to Plato, students are given OER PDF textbooks to look up scientific literacy (vocabulary) terms, and YouTube channels that correlate to their content areas. PBS Crash Course for Geology & Astronomy, & Biology. Amoeba Sisters for Biology.			- Uses technology to support instruction.	…and - Evaluates and uses various technologies to personalize and enrich learning. - Incorporates technology to accelerate and extend learning. - Directs students to multiple online resources for learning.	…and - Provides opportunities for learners to critically analyze information from multiple and diverse sources and perspectives.
19		7.2: Facilitates meaningful, in-class experiences that incorporate group learning.	1 - I'm not sure how this works in the virtual classroom as we have opted to be self-paced. Student presentations would have to be on the same topic and pace for this to work.	2 - I'm not sure how this works in the virtual classroom as we have opted to be self-paced. Student presentations would have to be on the same topic and pace for this to work. I do have the honors students participate in "Graded Discussions" which work as a small-group interaction. However, they do not read or comment on each other's content. Plato/Edmentum is not set-up in a way to allow a chat-group style response. If it fascilitated chats, then that is how I would meet this requirement.			- Facilitates meaningful in-class experiences such as discussions, student presentations, teacher presentations, etc.	...and - Directs students to work in groups on in-class assignments and projects. - Coaches students on how to be successful working and learning in small groups.	...and - Solicits feedback from students on their in-class experience and group learning and adjusts their facilitation based on that feedback. - Facilitates development of self-directed groups which independently develop projects.
20		7.3: Facilitates project work (incl. expeditionary learning in MS) that is engaging, has real-world application, and develops 21st century skills.	3 - All student work is done and submitted on Chrome Books.	3 - All student work is created, reviewed, studied and completed using Chrome Books.			- Incorporates project work into the course curriculum.	...and - Facilitates project work that is engaging, has real-world application, and develops 21st century skills.	...and - Promotes interdisciplinary and across-grade-level projects and learning.
21	Standard 8: 21st Century Skill Development	8.1: Provides multiple opportunities for students to develop higher order, cognitive, and meta-cognitive skills.	2	2 - To improve higher-order thinking, the LC staff should vote to re-instate the graded discussions and projects, and not reserve them only for the honors students.			- Uses curriculum and instruction that foster higher order thinking.	…and - Supports learners in analyzing, synthesizing, and making decisions. - Engages learners in reflecting on their learning. - Expects students to generate and evaluate new ideas.	…and - Creates complex, open-ended learning opportunities where learners develop inventive solutions to problems.
22		8.2: Supports and expands learner’s communication skills.	2	2 - In looking toward the future, I would like to add teacher-created scientific literacy (vocabulary) items to Plato/Edmentum. We are currently reviewing a way to do so for the next school year.			- Provides opportunities for learners to practice communication skills.	…and - Teaches content-specific reading, writing, listening, and speaking skills for effective communication. - Provides opportunities for learners to expand communication skills to articulate thoughts and ideas. - Helps students develop content-specific academic vocabulary.	…and - Engages each student in transfering communication skills to real-world contexts. - Promotes the use of multiple forms of communication that furthers understanding of content and builds critical thinking.
23		8.3: Supports development of learners' social/emotional skills.	3	3			- Implements school plans for development of learners' social/emotional skills.	...and - Creates an environment that allows students to comfortably develop social/emotional skills.	...and - Proactively contributes to improvement efforts in developing learners' social/emotional skills.
24		8.4: Develops learners’ abilities to find and use information to solve real-world problems.	2	2 - To improve, the LC would need to re-instate using the Graded Discussions and Drop-Box activities for grading. The teacher would then need to "add" real-world problems into the course content because Plato/Edmentum does not have that already in its program.			- Exposes learners to various media and other sources.	...and - Develops each learner’s ability to find, understand, and analyze diverse sources of information. - Provides opportunities for learners to interpret and analyze multiple sources of information to solve real-world problems.	..and - Fosters a learning environment where learners offer opinions, support claims, and share perspectives to solve problems.
25	Standard 9: Reflection and Continuous Growth	9.1: Adapts and improves practice based on reflection, collaboration, and new learning.	3	4 - In addition to attending "All Staff" meeting virtually and participating in the LC-group emails, I have completed an extra endorsement, and enrolled in the following Professional Development conferences: 1) Utah Environmental Educator's conference on March 10, 2017 and 2) Utah Coalition of Educational Technology conference on March 16 & 17, 2017.			- Applies current professional learning to classroom practice, consistent with its intent. - Reflects on teaching and uses that to drive improvement within their personal practice and the development of the school as a whole.	...and - Collaborates with supervisor to develop a professional learning plan based on data and these standards. - Measures the effectiveness of new learning strategies by actively collecting and reflecting upon data and feedback. - Maintains a growth mindset in their professional practice. - Engages with colleagues in improving their professional practice.	...and - Actively seeks professional learning from many sources, including their peers, to refine professional practices. - Seeks and implements new ideas and participates in dialogue regarding new research, regulations, and requirements and the implications for learning.
26	Standard 10: Leadership and Collaboration	10.1: Supports and facilitates implementation of schoolwide values and behavioral norms.	3	3			- Implements school plans for developing shared values and behavioral norms.	...and - Models schoolwide values and behavioral norms for students. - Consistently supports students in following schoolwide values and behavioral norms.	...and - Proactively explores ways to improve school culture at AISU.
27	Standard 10: Leadership and Collaboration	10.2: Demonstrates flexibility and proactively initiates change to create continuous improvement.	3	3			- Follows directives from school leadership. - Maintains cordial professional relationships with colleagues to fulfill required duties.	...and - Collaborates with school leadership and other staff members in a positive manner to initiate change and create continuous improvement. - Demonstrates flexibility in making necessary adjustments for improvement.	...and - Initiates change efforts for continuous improvement. - Aligns own professional learning plan and student achievement goals with school improvement initiatives.
28	Standard 11: Professional and Ethical Behavior	11.1: Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.	3	3			- Understands, adheres to, and upholds federal and state laws, State Board of Education rules, state and local policies, supervisory directives, professional, moral, and ethical conduct and holds others accountable to do the same.
29	Standard 11: Professional and Ethical Behavior	11.2: Is responsible for compliance with all requirements of State Board of Education Rule R277-530 at all levels of teacher develop-ment.	3	3- Added an endorsement in Environmental Studies, and attending 2 PD conferences -- UEEC and UCET.			- Avoids actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities. - Takes responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way. - Maintains accurate instructional and non-instructional records. - Maintains integrity and confidentiality in matters concerning student records and collegial consultation. - Develops appropriate student-teacher relationships as defined in rule, law, and policy. - Maintains professional demeanor and appearance.
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