evaluation rubrics for teachers · for example, emerging performance is clearly different from...

Evaluation Rubrics for Teachers Office of Leadership and System Support

West Virginia Board of Education2018-2019

David G. Perry, PresidentMiller L. Hall, Vice President

Thomas W. Campbell, CPA, Financial Officer

Robert W. Dunlevy, MemberF. Scott Rotruck, Member

Daniel D. Snavely, M.D., MemberDebra K. Sullivan, Member

Nancy J. White, MemberJames S. Wilson, D.D.S., Member

Sarah Armstrong Tucker, Ed.D., Ex OfficioChancellor

West Virginia Council for Community and Technical College EducationInterim Chancellor

West Virginia Higher Education Policy Commission

Steven L. Paine, Ed.D., Ex OfficioState Superintendent of Schools

West Virginia Department of Education

Rubrics

Levels of Performance

FourdistinctlevelsofperformanceareusedtodescribethequalityofteachingwithinWestVirginiaclassrooms.Rubricsguidethedeterminationofspecificperformancelevels.

Distinguished Accomplished Emerging Unsatisfactory Distinguishedperformancedescribesprofessionalteachingthatengagesstudentstobehighlyresponsiblefortheirownlearning.Performingatthislevelinvolvescontributingtotheprofessionallearningofothersthroughteacherleadership.

Accomplishedperformancedescribesprofessionalteachingthatexhibitsmasteryoftheworkofteachingwhileimprovingpracticeandservingtheprofessionalcommunity.

Emergingperformancerepresentsteachingthatdemonstratesknowledgeandskillstoimplementessentialelementsalbeitnotalwayssuccessfullyattimes.

Unsatisfactoryperformancedescribesteachingthatdoesnotconveysufficientunderstandingofconceptsorthesuccessfulimplementationofessentialelements.

Performance-levelratingsmayfluctuatefromyear-to-yearduetoavarietyofcircumstances,suchaschangesincontentorgradelevel.Evaluatorsselectaperformancelevelfromtherubricthatbestdescribescurrent,actualeducatorpractice—notafutureexpectation—foraparticularelement.Connectingtheperformanceleveltoactualpracticeisespeciallyimportantwhenchoosingbetweentwoadjoiningperformancelevels.Forexample,emergingperformanceisclearlydifferentfromunsatisfactoryperformance.Educators,likewise,selectfromtherubricaperformancelevelthatbestdescribescurrentpracticewhencompletingtheself-reflection.WestVirginiaProfessionalTeachingStandardsmayofferadditionalinsightintoselectinganappropriateperformancelevelforself-reflectionorevaluation.

Professional Teaching Standards

ThefiveProfessionalTeachingStandardsusedintheevaluationsystemarederivedfromtheWestVirginiaProfessionalTeachingStandards.TheProfessionalTeachingStandardsrecognizeperformanceattheAccomplishedleveltobemeritoriousaswellasrigorousandofhighquality.Accomplishedperformanceisexpectedtobethemostfrequentlyrecognizedlevelofperformance;performanceattheDistinguishedwilllikelyoccuronoccasion.Preponderanceoftheevidenceprovidesthebasisforevaluatorstodetermineperformance-levelratings.


STANDARD1:CURRICULUMANDPLANNINGElement 1.1: The teacher demonstrates a deep and extensive knowledge of the subject matter.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• demonstratesexpert,specializedcontentknowledge

• collaborateswithteachersfromothergradesandsubjectstoextendandconnectstudentlearningtoothercontentareas

Theteacher• demonstratesextensivecontentknowledge

• connectsstudentlearningtoothercontentareas

Theteacher• demonstratescontentknowledge

• attemptstoconnectstudentlearningtoothercontentareas

Theteacher• doesnotdemonstratesufficientcontentknowledge

• doesnotattempttoconnectstudentlearningtoothercontentareas

Element 1.2: The teacher designs standards-driven instruction using state-approved curricula.


Theteacher• collaborateswithothers,includingstudents,todesigninstructionandassessmentalignedtothestate-approvedcurricula

• collaborateswithstudentstodesignsequentiallearningactivitiesthatprovideforvariedstudentabilitiesandinterests

• collaborateswithothers,includingstudents,todesignlearningactivitiesthatpromotestudentcollaboration,criticalthinking,andproblemsolving

Theteacher• designswritteninstructionalplansthataligninstructionandassessmenttothestate-approvedcurricula

• designssequentiallearningactivitiesthatprovideforvariedstudentabilitiesandinterests

• designsactivitiesthatpromotestudentcollaboration,criticalthinking,andproblemsolving

Theteacher• designswritteninstructionalplansalignedtothestate-approvedcurricula

• designssequentiallearningactivitiesatappropriatedevelopmentallevels

• designsactivitiesthatpromotestudentcollaboration

Theteacher• doesnotdesignwritteninstructionalplans

• doesnotdesigninstructionalplansand/orunitsthataredrivenbystate-approvedcurricula

• doesnotdesignsequentiallearningactivitiesatappropriatedevelopmentallevels

• doesnotdesignactivitiesthatpromotestudentcollaboration

Element 1.3: The teacher uses a balanced assessment approach to guide student learning.


Theteacher• collaborateswithstudentstodesignanduseavarietyofassessments,includingpeerandstudentself-reflections,tomonitorstudentprogressandsetlearninggoals• collaborateswithstudentsandotherstoclearlydefineandcommunicateassessmentcriteria• sharesassessmentdataandprovidestimelyfeedbacktostudentsandotherstakeholders

Theteacher• designsandusesformativeandsummativeassessmentstomonitorstudentprogressandsetlearninggoals• clearlydefinesandcommunicatesassessmentcriteria• sharesassessmentdataandprovidestimelyfeedbacktostudents

Theteacher• designsandusesformativeandsummativeassessments• communicatesassessmentcriteria• sharesassessmentdatawithstudents

Theteacher• doesnotuseformativeandsummativeassessments• doesnotcommunicateassessmentcriteria• doesnotshareassessmentdataorprovidefeedbacktostudents

STANDARD2:THELEARNERANDTHELEARNINGENVIRONMENTElement 2.1: The teacher understands and responds to the unique characteristics of learners.


Theteacher• demonstratesextensiveknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• plans and implementsdifferentiated learningactivitieswithstudents

• helpscolleaguesunderstandtheuniquecharacteristicsofalllearners

Theteacher• demonstratesthoroughknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• plansandimplementsdifferentiatedlearningactivitiesforstudents

Theteacher• demonstrates adequateknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• plansandimplementsdifferentiatedlearningactivitiesforsomestudents

Theteacher• doesnotdemonstrateknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• doesnotplanandimplementappropriatelearningactivities

Element 2.2: The teacher establishes and maintains a safe and appropriate learning environment.


Theteacher• collaborateswithstudentstoestablishaneffectiveclassroommanagementsystem

• collaborateswithstudentstoensureappropriatebehaviorasdefinedbythecodeofconduct

• organizesspaceandmaterialsinasafe,highlyefficient,andwell-designedlearningenvironment

Theteacher• establishesaneffectiveclassroommanagementsystem

• respondsappropriatelyandrespectfullytostudentbehaviorasdefinedbythecodeofconduct

• organizesspaceandmaterialstoensuresafetyandefficiency

Theteacher• establishesaclassroommanagementsystem

• respondsinadequatelytostudentbehaviorasdefinedbythecodeofconduct

• organizesspaceandmaterials toensuresafety

Theteacher• doesnotimplementaneffectiveclassroommanagementsystem

• doesnotrespondtostudentbehaviorasdefinedbythecodeofconduct

• doesnotorganizespaceandmaterialstoensuresafety

Element 2.3: The teacher establishes and maintains a learner-centered culture.


Theteacher• establishes,withstudents,clearcriteriaforhigh-qualitywork• collaborateswithstudentstomaximizeinstructionaltime• engagesstudentsinactive,self-directedlearningaspartofacommunityoflearners• providesextensiveopportunitiesforstudentstocollaborateinlearning

Theteacher• setsandcommunicatesclearcriteriaforhigh-qualitywork• usesinstructionaltimeefficiently• engagesstudentsinactivelearning• providesadequateopportunitiesforstudentstocollaborateinlearning

Theteacher• setscriteriaforhigh-qualitywork• usesinstructionaltimewithlimitedefficiency• engagesstudentsinlearning• provideslimitedopportunitiesforstudentstocollaborateinlearning

Theteacher• doesnotestablishcriteriaforqualitywork• doesnotuseinstructionaltimeefficiently• doesnotengagestudentsinlearning• doesnotprovideopportunitiesforstudentstocollaborateinlearning


STANDARD3:TEACHINGElement 3.1: The teacher utilizes a variety of research-based instructional strategies.


Theteacher• collaborateswithstudentstouseanextensivevarietyofeffectiveinstructionalstrategiestodelivercontent

• collaborateswithstudentstoprovidescaffoldinganddifferentiatedinstruction

• extensivelyusesappropriatetechnologytodelivercontent

Theteacher• usesavarietyofeffectiveinstructionalstrategiestodelivercontent

• demonstratesadequateuseofscaffoldinganddifferentiatedinstruction

• adequatelyusestechnologytodelivercontent

Theteacher• usesalimitedvarietyofeffectiveinstructionalstrategiestodelivercontent

• demonstrateslimiteduseofscaffoldingordifferentiatedinstruction

• demonstrateslimiteduseofappropriatetechnologytodelivercontent

Theteacher• doesnotuseeffectiveinstructionalstrategiestodelivercontent

• doesnotscaffoldordifferentiateinstruction

• doesnotuseappropriatetechnologytodelivercontent

Element 3.2: The teacher motivates and engages students in learning, problem solving and collaboration.


Theteacher• facilitatesstudent-ledlearningactivitiesleadingtodeepunderstandingofthecontent

• encouragesstudentstoinitiateoradaptlearningactivitiestodeepenunderstanding

• providesstudentswithextensiveopportunitiestocollaborateandpeer-assessusingappropriatetechnologiestogatherinformation,problemsolveandsharelearning

Theteacher• provideslearningactivitiesrelevanttothecontentthatinvolvemeaningfulreal-worldexperiencesleadingtodeepunderstanding

• explainsdirectionsandproceduresclearlyandmodelsthemwhennecessary

• providesstudentswithadequateopportunitiestocollaborateandpeer-assessusingappropriatetechnologiestogatherinformation,problemsolveandsharelearning

Theteacher• provideslearningactivitiesrelevanttothecontent

• explainsdirectionsandprocedures

• providesstudentswithlimitedopportunitiestocollaborateusingappropriatetechnologies

Theteacher• doesnotprovidelearningactivitiesthatarerelevanttothecontent

• doesnotprovidemeaningfulactivities

• doesnotexplaindirectionsandprocedures

• doesnotprovidestudentsopportunitiestocollaborate

Element 3.3: The teacher adjusts instruction based on a variety of assessments and student responses.


Theteacher• effectivelymodifiesinstructiontomeettheneedsofallstudents• extensivelymonitorsstudentprogressusingavarietyofassessments• collaborateswithstudentsandotherstomakeinstructionaldecisions• extensivelyanalyzesandusesstudentdatatomakeinstructionaldecisions• usesavarietyofformativeassessmentstodifferentiateinstructionandprovideeffectiveinterventions

Theteacher• modifiesinstructionwhenneedisapparent• consistentlymonitorsstudentprogressusingavarietyofassessments• usesstudentfeedbacktomakeinstructionaldecisions• analyzesstudentdatatomakeinstructionaldecisions• usesavarietyofformativeassessmentstodifferentiateinstructionandprovideappropriateinterventions

Theteacher• recognizesmissedopportunitiestomodifyinstruction• inconsistentlymonitorsstudentprogressusingavarietyofassessments• examinesstudentdata• usesformativeassessmentstoprovidewhole-groupinterventions

Theteacher• doesnotmodifyinstruction• doesnotmonitorstudentprogress• doesnotbaseinstructiononavarietyofassessments• doesnotprovideinterventionsbasedonstudentdata

STANDARD4:PROFESSIONALRESPONSIBILITIESFORSELF-RENEWALElement 4.1: The teacher engages in professional development for self-renewal that guides continuous examination and improvement of professional practice.


Theteacher• initiatestheinvestigationthatleadstothedevelopmentofbestpractices

• extensivelyimplementsbestpractices

• mentorsothersintheimplementationofbestpractices

• sharesresultsofinvestigationatthelocal,state,ornationallevel

Theteacher• engagesinprofessionallearningtoinvestigatebestpractices

• consistentlyimplementsbestpractices

• sharesbestpracticeswithintheschoolcommunity

Theteacher• participatesinopportunitiestoinvestigatebestpracticeswheninvitedtodoso

• inconsistentlyimplementsbestpractices

Theteacher• doesnotparticipateinprofessionaldevelopmentofbestpracticesasrequiredforself-renewal

• doesnotimplementbestpractices

• doesnotimplementbestpracticesacquiredthroughprofessionaldevelopmenttoimproveunsatisfactoryperformancerating

Element 4.2: The teacher actively engages in collaborative learning opportunities for self-renewal with colleagues.


Theteacher• initiatesoradvancesthedevelopmentofacollaborativeteam

• contributesconsistentlytogrouplearning

• mentorsothersinutilizingknowledgeandskillsgained

Theteacher• participatesactivelyinand/orfacilitatesacollaborativeteam

• contributestogrouplearning

• utilizestheknowledgeandskillsgained

Theteacher• participatesinacollaborativeteamwheninvitedtodoso

• attemptstoutilizetheknowledgeandskillsgained

Theteacher• worksinisolation• doesnotcontributeproductivelytoworkofcollaborativeteamsasrequiredfor self-renewal

• doesnotutilizeknowledgeandskillsgained

• doesnotutilizeknowledgeandskillsgainedtoimproveunsatisfactoryperformancerating


STANDARD5:PROFESSIONALRESPONSIBILITIESFORSCHOOLANDCOMMUNITYElement 5.1: The teacher participates in school-wide collaborative efforts to support the success of all students.


Theteacher• leadstheongoingdevelopmentofschool-wideinitiativesbasedonschoolandstudentdata

• participatesinthedesignanddeliveryofprofessionaldevelopment fortheimplementationofschool-wideinitiatives

Theteacher• collaboratesinthedevelopmentofschool-wideinitiativesbasedonschoolandstudentdata

• participatesintheimplementationofschool-wideinitiatives

Theteacher• participatesinschool-wideinitiatives

Theteacher• doesnotparticipateinschool-wideinitiatives

Element 5.2: The teacher works with parents, guardians, families, and community entities to support student learning and well-being.


Theteacher• developsongoingopportunitiesforfamiliestoparticipateinclassroomactivitiesbasedonneedsassessment

• interactsappropriatelywithfamilieswithintheschoolandcommunity

• utilizestheoryandcurrentresearchtofacilitatemeaningfulconnectionsbetweentheschoolandfamily

• developsandpromotesmeaningfulschoolactivitiesbyutilizingcommunityexpertiseandresources

Theteacher• offersongoingopportunitiesforfamiliestoparticipateinclassroomactivities

• interactsappropriatelywithfamilieswithintheschoolsetting

• seeksrelevantknowledgeofthefamilyinordertoprovidemeaningfulconnectionsbetweentheschoolandfamily

• createspositiveconnectionsbetweentheschoolandthecommunity

Theteacher• participatesinschool-widefamilyactivities

• hasminimalinteractionwithfamilies

• respondsappropriatelytocontactfromfamilies

• occasionallyconnectsschoolactivitieswithcommunityresources

Theteacher• doesnotattendschool-widefamilyactivities

• doesnotrespondorinappropriatelyrespondstocontactfromfamilies

• doesnotpositivelycontributetotherelationshipbetweenschoolandcommunity

Element 5.3: The teacher promotes practices and policies that improve school environment and student learning.


Theteacher• involvescoachesandotherstoimplementandsustainteacher-identifiedchange• takesaleadershiproleingrowthinitiativesthataffectpracticeandpolicythroughouttheschoolcommunity

Theteacher• identifiespossibleareasofgrowthwithintheclassroomandschool• recommendsandfacilitatesopportunitiesforchangeandgrowthintheclassroomandschool

Theteacher• participatesinrequiredinitiativesleadingtochangeinpracticeandpolicyintheclassroomandschool

Theteacher• doesnotparticipateinavailableopportunitiesforchangeandgrowththataffectpracticeandpolicy

Student Learning StudentLearningisthesinglemostimportantgoalofeducation.Manythingsaffectstudents’qualityoflifeandreadinesstolearn.Thequalityofteaching,however,isthemostimportantschool-relatedfactorwiththepotentialtoimpactstudentlearning.Theworkoftheteacherconstitutesmultipledimensionsthatcontributetostudentachievement.Thisperformancestandardrequireseducatorstodemonstratetheirstudents’successthroughmultiplemeasures.TheeducatorevaluationrecognizestheprofessionalcommitmentandhardworknecessaryforWestVirginiastudentstoachieveathighlevels.Itrecognizesstudentgrowthinavarietyofclassroomsacrossdiversesocialandacademiccontexts.

STANDARD6:STUDENTLEARNINGElement 6.1: The work of the teacher results in measurable progress of student learning of state-approved curricula.


Evidencefrommultiplemeasuresconsistentlyvalidatesprogressofstudentlearningofappropriatestate-approvedcurricula.Theteacheraccomplishesastudent-learninggoalthatinvolvescollaborativeeffortsacrossclassrooms.

Evidencefrommultiplemeasuresconsistentlyvalidatesprogressofstudentlearningoftheappropriatestate-approvedcurricula.

Evidencefrommultiplemeasuresdoesnotconsistentlyvalidateprogressofstudentlearningoftheappropriatestate-approvedcurricula.

Evidencefrommultiplemeasuresdoesnotvalidateprogressofstudentlearningofappropriatestate-approvedcurricula.

Professional Conduct ProfessionalConductreflectstheunderstandingthatteachingisbothademandingandrewardingprofessionthatinvolvesaseriouscommitmenttothehigheststandardsofpublicservice.Thisperformancestandardsetsclearcriteriaforthosecompetenciesandhabits-of-mindwithoutwhichprofessionalteachingsimplycannotoccur.TheProfessionalConductstandardallowseducatorstoaddressareasofconcernwithoutnecessitatinganimprovementplan.TheProfessionalConductperformancestandarddoesnot,however,supplantcodeandpolicytowhicheducatorsremainfullyaccountableandisnotdeterminativeofwhetherbehavioriscorrectable.Certainviolationsmaybecuredbyimplementationofanimprovementplan;otherswillrequireimmediateaction.

STANDARD7:PROFESSIONALCONDUCTElement 7.1: The teacher demonstrates professional conduct as defined in law, policy and procedure at the state, district and school level.

MeetsStandard BelowStandard Unsatisfactory

PolicyandProcedure Adherestostate,districtandschoolpolicyandprocedure

Adherestostate,districtandschoolpolicyandprocedurewithfewexceptions

Demonstratesapatternofviolatingstate,districtorschoolpolicyandprocedure

Attendance Adherestostate,districtandschoolattendancepolicyandprocedure

Adherestostate,districtandschoolattendancepolicyandprocedurewithfewexceptions

Demonstratesapatternofabsencesthatviolatestate,districtorschoolattendancepolicyandprocedure

Schedule Adherestostate,districtandschoolworkschedulepolicyandprocedure

Adherestostate,districtandschoolworkschedulepolicyandprocedurewithfewexceptions

Demonstratesapatternoffailuretoadheretotheworkscheduledefinedbystate,districtorschoolpolicyandprocedure

Respect Interacts professionallywithstudents,parents/guardians,colleaguesandcommunity

Interactsprofessionallywithstudents,parents/guardians,colleaguesandcommunitywithfewexceptions

Demonstratesapatternofbehaviorwithstudents,parents/guardians,colleaguesand/orcommunitywhichisunprofessional

Steven L. Paine, Ed.D. West Virginia Superintendent of Schools

evaluation rubrics for teachers · for example, emerging performance is clearly different from...

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