evaluation rubrics for teachers€¦ · rubrics guide the determination of specific performance...
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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.
Professional Teaching Standards
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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
Professional Teaching Standards
STANDARD3:TEACHINGElement 3.1: The teacher utilizes a variety of research-based instructional strategies.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
Theteacher• initiatesoradvancesthedevelopmentofacollaborativeteam
• contributesconsistentlytogrouplearning
• mentorsothersinutilizingknowledgeandskillsgained
Theteacher• participatesactivelyinand/orfacilitatesacollaborativeteam
• contributestogrouplearning
• utilizestheknowledgeandskillsgained
Theteacher• participatesinacollaborativeteamwheninvitedtodoso
• attemptstoutilizetheknowledgeandskillsgained
Theteacher• worksinisolation• doesnotcontributeproductivelytoworkofcollaborativeteamsasrequiredfor self-renewal
• doesnotutilizeknowledgeandskillsgained
• doesnotutilizeknowledgeandskillsgainedtoimproveunsatisfactoryperformancerating
Professional Teaching Standards
STANDARD5:PROFESSIONALRESPONSIBILITIESFORSCHOOLANDCOMMUNITYElement 5.1: The teacher participates in school-wide collaborative efforts to support the success of all students.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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.
Distinguished Accomplished Emerging Unsatisfactory
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