little rock teacher evaluation 09-10 - nctq
TRANSCRIPT
LITTLE ROCK SCHOOL DISTRICT
Professional Teacher Appraisal System (PTAS) Revised Edition 2009
“In Pursuit of Excellence for Teaching and Learning”
Dr. Linda Watson, Superintendent 810 West Markham Street Little Rock, Arkansas 72201
501-447-1000
2009-10 LRSD Board of Directors Dianne Curry, President H. Baker Kurrus Charles Armstrong, Vice-President Dr. R. Michael Daugherty Jody Carreiro Dr. Katherine Mitchell Melanie Fox
Originally adopted by the Board on May 27, 2003
Revised June 2009
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TABLE OF CONTENTS
Foreword Committee and Chairpersons 3 Mission Statement 4 Evaluation Overview 5 Track I: Probationary Teachers 7 Track I Probationary Teacher Illustration 10 Track II: Professional Growth Plan 11 Track II Tenured Teacher Illustration 15
Professional Growth Plan Forms 16 Professional Growth Plan Final Evaluation for Completed Plans 18 Suggestion for Supervisors and Teachers 20 Track III: Professional Support 22
Track III: Action Plan for Improvement Form 28
Core Teaching Standards 31
Domain I: Planning and Preparation 32 Domain II: Classroom Environnent 39 Domain III: Instruction 43 Domain IV: Professional Responsibilities 51 Professional Teacher Appraisal System Forms 58
� Pre-Post Conference Documentation 60 � Classroom Observation 61 � Instruction and Reflection Profile 62 � LRSD Teacher Summative Form 68 � Tenured Teacher Summative Form 70
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FOREWORD
The Professional Teacher Appraisal System (PTAS) is the result of the collaboration, consultation, and cooperation of the Little Rock School District classroom teachers, principals, central office administrators, attorneys, and nationally recognized authorities in the field of effective teaching research. In a single document, we have expressed what we believe effective teachers do in their classrooms and what the most recent research reflects on effective teaching and learning. The Professional Teacher Appraisal System consists of four domains via Core Teaching Standards, four levels of performance, and three professional tracks of development. The ultimate aim is to increase student achievement as exhibited through quality and accountable teaching and learning. As research in the area of effective teaching continues to be examined, professionals will continue to learn more about teaching and its relationship to student learning. We have done our best to capture the dynamic and interactive processes of teaching as found within this document. We expect our teaching professionals to incorporate the four domains with their current and successful practices. As with any effort of this scope, this document will be reviewed and modified to ensure that it continues to reflect our best and most current thinking. It is with pride and pleasure that the Professional Teacher Appraisal System (PTAS) is presented to the teachers of the Little Rock School District. This document is an example of the commitment that the District’s educators, administrators, board, and association have to the improvements of public education and teacher performance in our community. All of those professionals involved in the development of the Professional Teacher Appraisal System (PTAS) hope it will serve as a valuable tool in our continuous pursuit of excellence for teaching and learning. _______________________________ ___________________________ Judy Magness Date Clementine Kelley Date LRSD Board of Directors Classroom Teacher Association President President ________________________________ T. Kenneth James Date Superintendent
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Acknowledgement of the Committee Members The Little Rock School District Professional Teacher Appraisal System (PTAS) is the result of collaboration and cooperation of our teachers, central office administrators, principals, and recognized authorities in the field of teacher evaluation systems and teaching. The committee respectfully submits this appraisal system with the purpose of creating excellence in teaching and learning in our school district for all teachers while building a community of learners for these professionals.
2004Committee Co-Chairperson 2007 Revision Committee Sadie Mitchell, Associate Superintendent Dr. Lloyd Sain, Chair & Dir. of PD Dr. Lloyd Sain, Jr., Principal, ALC Dr. Sadie Mitchell, Assoc. Supt. Kay Gunter, Administrative Assistant Dr. Olivine Roberts, Assoc. Supt.
Junious Babbs, Assoc. Supt. 2004 Committee Members Nancy Swaty, Principal Dr. T. Kenneth James, Superintendent Suzi Davis, Curriculum Director Tami Bennett, Teacher Marilyn Bostic, Teacher Karen Broadnax, ESL Supervisor Phillip Wilson, Teacher Dr. Linda Brown, Principal Lillie Carter, Principal Susan Colford, Teacher Catherine Koehler, Teacher Suzi Davis, Director, Sec. Eng./Foreign Languages Teresa Knapp, Teacher Mable Donaldson, Director, Gifted & Talented Dr. Cheryl Carson, Principal Frederick Fields, Principal David Hartz, HR Director Summer Futrell, Teacher Malinda Johnson, Teacher Dennis Glasgow, Director, Math & Science Grainger Ledbetter, Exec. Dir.,CTA Susan Hestir, Teacher Mayrean Johnson, Teacher Frances Cawthon-Jones 2009 Revision Committee Dr. Richard Hurley, Member, Track I Dr. Lloyd Sain, Director Clementine Kelley, CTA President Dr. Sadie Mitchell, Assoc. Supt. Dr. Marian Lacey, Assistant Superintendent Marilyn Bostic, Teacher Dr. Bonnie Lesley, Associate Superintendent Malinda Johnson, Teacher Victor McMurray, Teacher Dr. Daniel Whitehorn, Principal Marie McNeal, Director, Social Studies Katherine Snyder, Principal Anne Mangan, Principal Sabrina Kessler-Stout, Literacy Brent Mitchell, Teacher Teresa Knapp, Teacher Patricia Price, Director, Early Childhood Dana Jones, Teacher Beverly Williams, Director of Human Resources Carrie Stewart, Media Specialist Marion Woods, Coordinator, Staff Development
Dr. Lloyd Sain
PTAS Trainer & Committee Chair
2004 Educational Consultant Dr. Thomas L. McGreal
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Little Rock School District Professional Teacher Appraisal System (PTAS)
Mission Statement The Little Rock School District is committed to the pursuit of excellence in teaching and learning. We further believe that teaching and learning must be supported by a comprehensive appraisal system that identifies clear, rigorous, and measurable standards and that allows for individualized professional growth opportunities for its teachers. We believe that evaluation must be embedded in a collegial, collaborative, reflective, and supportive atmosphere where individual goal setting, continuous improvement, quality professional development, positive reinforcement, and ongoing dialogue are sustained practices and behaviors of the teachers and administrators. Designed to enhance the highest standards of excellence and professional expertise, the LRSD Professional Teacher Appraisal System provides a comprehensive process for providing success for all teachers while ensuring quality performance and accountability in the classroom. The Professional Teacher Appraisal System requires commitment, trust, and support from all members of the school community with the ultimate goal of improving and
enhancing classroom instruction and student achievement.
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Little Rock School District Professional Teacher Appraisal System (PTAS)
Evaluation Overview A. Purpose of Evaluation
The Little Rock School District believes that the principal responsibility of the certified teacher is to direct and assess teaching and learning experiences for students. The District places high regard on the quality of teaching and learning in each classroom with high expectations for improved student outcomes. In order to ensure such expectations are met, this appraisal system has been designed.
The purposes of this evaluation system are: 1) to enhance the quality of instruction, 2) to provide a basis for professional development, 3) to encourage collegiality and professionalism, and 4) to serve as the basis for sound and defensible employment decisions.
B. Goals of Evaluation The Little Rock School District has established the following goals for the teacher evaluation process:
1. To aim for excellence in the educational curriculum through improving teaching
techniques and providing opportunities for professional staff development and growth for every teacher.
2. To improve instruction by collecting specific data and by analyzing the individual
teaching performance for each certified person.
3. To improve teaching and learning by developing an individual professional plan for each certified person in the non-probationary track.
4. To identify for the teacher the critical skills and expectations that are essential
and clear indicators for effective teaching performance.
5. To offer a supportive process/track to any teacher who warrants additional assistance when further preparation and refining of skills are needed in meeting the expectations.
6. To offer feedback to the individual being evaluated in expressing the extent in
which his/her performance or undertaking has met the District's expectations or school improvement initiatives.
7. To provide accountability for the District's decision to continue employment.
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C. Review of the evaluation The appraisal system shall periodically be reviewed by the Classroom Teacher Association and the Little Rock School District. Any necessary proposed changes or clarifications may be recommended to the Little Rock School District Board of Directors for review and/or approval. D. Training of the evaluators
To ensure that evaluators are prepared to implement the Professional Teacher Appraisal System, the Little Rock School District shall: 1. Train evaluators and administrators in observation techniques that will enable
them to identify and to describe teaching behavior in alignment with the established teaching competencies as found in the Professional Teacher Appraisal System.
2. Offer training to evaluators to assist them in developing and assessing
professional growth plans.
3. Ensure that a district appraisal training program is established and completed by all pertinent evaluators and administrators.
4. Train yearly new principals and vice-principals on the expectations and procedures for the district's revised teacher appraisal system.
E. Orientation of Program Appraisal System
The following steps will be implemented to familiarize teachers of the District's appraisal system: 1. To acquaint Track I and Track II certified teachers to the LRSD evaluation
process, policy, procedures, and forms;
2. To explain and discuss the core teaching standards and coordinating rubrics for each domain;
3. To assign Track I teachers to an assigned evaluator at the building level;
4. To outline and explain the scope and importance of Professional Growth
Plan; and
5. To acquire the teacher's signed acknowledgment of the training and the receipt of the new appraisal booklet.
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TRACK I
PROBATIONARY
TEACHER
A probationary teacher (Track I) is defined as one
• who has fewer than three years of teaching experience, • who has more than three consecutive years of experience in an
Arkansas school district but who is new to the district, or • who enters teaching from the collegial or parochial sector.
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A. Evaluation of Probationary (Track I) Teachers
All certified Track I teachers will be evaluated on the Core Teaching Standards as outlined on pages 31-57. These standards have been established as the core and essential skills that all certified teachers must master in the Little Rock School District. Track I Teachers will be evaluated on four major categorical areas with each area containing specific expectations: Domain I: Planning and Preparation; Domain II: The Classroom Environment; Domain III: Instruction; and Domain IV: Professional Responsibilities. The levels of performance descriptors are Below Basic, Basic, Proficient and Distinguished. Any teacher who receives a below basic or basic mark in the weighted component must show improvement for continued employment in the Little Rock School District. Additionally, this teacher shall be offered the appropriate support as selected by the administrator to address the scope of the overall performance. The District's intent is for each teacher to be proficient in demonstrating mastery of the Core Teaching Standards.
B. Professional Growth Plan for Track I Teachers Teachers in Track I are required to complete yearly a professional growth plan that supports the teaching act as supported by the district’s Domains I thru III and/or Pathwise’s Domains A thru C. The Track I teacher who participates in Pathwise should seek the assistance of the mentor in developing the plan but should acquire the approval of the evaluator or principal before submitting the plan to the Pathwise Project Director and to the principal at the building level. The probationary teacher is encouraged to use the district’s Professional Growth Plan Form (p. 16). Those Track I teachers who are not participating in the Pathwise Program should use the district’s form (see page 16) in completing this requirement. With the approval of the principal, teachers, excluding Pathwise participants, in Track I may work with other teachers in the building to satisfy the professional growth plan requirement. Thus, the requirements, guidelines and schedule outlined in Track II will apply (see pages 11-14).
C. Observation of the Track I (Probationary) Teacher
In Track I, a teacher will be observed and evaluated for three consecutive years (see page 10). During year one, the teacher will receive two formal observations and one informal observation. The teacher must submit a professional growth plan to the principal. While the teacher in Track I may receive two observations during Year I by an assigned Pathwise mentor, these two observations will not be included
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or used in the evaluator's collection of data or evaluation of the teacher's mid-year or summative appraisal. During the second year, the teacher will receive one formal and one informal observation and will be required to complete a professional growth plan. The teacher will receive a mid-year and summative appraisal. While the teacher in Track I may receive two observations during Year II by an assigned Pathwise mentor, these two observations will not be included or used in the evaluator's collection of data or evaluation of the teacher's mid-year or summative appraisal.
During the third year, the teacher will receive one formal, two documented drop-in observations and a mid-year and summative appraisal. This teacher must also complete a professional growth plan.
Both formal and informal observations will be a minimum of thirty minutes in length. The formal observations will require a pre-conference, a scheduled or announced observation, and a reflection/post-conference between the teacher and the evaluator. The informal or unannounced observation will require the evaluator to offer a written summation or notation to the teacher describing the observation experience. A post-conference following the informal observation will be held and scheduled within ten (10) working days between the teacher and the administrator to reflect on the observation.
A walk-through observation may be done at any time as deemed necessary by the evaluator for a probationary or non-probationary teacher. A walk-through observation is an unannounced, non-timed visit to the classroom that will result in a written summation of the evaluator’s observation being placed in the teacher’s mailbox or given to the teacher. The evaluator has three (3) days to give the teacher a copy of the drop-in notes/form. Lastly, the evaluator will give the teachers 2-3 days prior to the pre or post conference to complete the Instruction and Reflection Profile requirement.
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Track One: Probationary Teacher Illustration
Year One
♦ Two Formal Observations ♦ One Informal Observation
♦ Mid-Year Evaluation (Dec. 1 – Feb. 1) ♦ Summative Evaluation (by May 31st) ♦ Professional Growth Plan (by May 15th)
Year Two
♦ One Formal Observations ♦ One Informal Observation ♦ Mid-Year Evaluation (Dec. 1 – Feb. 1) ♦ Summative Evaluation (by May 31st)
♦ Professional Growth Plan (by May 15th)
Year Three
♦ One Formal Observation ♦ Two Documented Drop-in Observations ♦ Mid-Year Evaluation (Dec. 1 – Feb. 1) ♦ Summative Evaluation (by May 31st) ♦ Professional Growth Plan (by May 15th)
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TRACK II:
NON-PROBATIONARY
TEACHERS A Track II or non-probationary teacher is one • who has three or more consecutive years of teaching experience in the LRSD district
• who has completed the Track I, Year 3 probationary status and will be recommended for non-probationary status for the subsequent year
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Track II Expectations and Requirements
Track II: The Professional Growth Plan of the LRSD Professional Teacher Appraisal System supports the continual improvement of professional skills among non-probationary teachers. As the non-probationary teacher has already demonstrated competency in teaching, the teacher and evaluator will work collaboratively toward the goal of increasing and strengthening these competencies. There are two major focuses in this Professional Growth Track: a continued demonstration of practices for effective teaching and a continued plan for professional growth. OBSERVATION OF A NON-PROBATIONARY TEACHER Non-probationary teachers are expected to demonstrate continued effective teaching practices at all times. Principals will continue to visit all classes informally but will conduct a formal observation on a non-probationary teacher every three years based on the assigned cycle year/designation. This formal observation process will include the pre-observation conference, the observation, and the post-observation conference as identified and used in Domains and Rubrics Section of the LRSD Professional Teacher Appraisal System. This observation will be based on the domains and the rubrics found in this section. A post-conference following the observation will be held and scheduled within ten (10) working days between the teacher and the administrator to reflect on the observation.
I Beginning with the Fall 2003-2004 school year, non-probationary teachers will be assigned a cycle (1, 2, or 3) as determined by the building principal and reported to the Human Resource Division for district tracking.
I The cycle as determined in Fall ’03, or when a teacher enters Track II after that date, will remain permanent for the teacher while employed in the LRSD, even when the teacher transfers to another building within the district.
I A non-probationary teacher should be formally observed only once within the three-year period of a cycle unless placed into Track III. At that time, the teacher will be evaluated on all domains and the completion/progress of his/her professional growth plan.
When the non-probationary is not on his/her cycle year to be formally observed, the teacher must fulfill yearly the expectations of Domain IV and his/her Professional Growth Plan. REQUIREMENTS AND GUIDELINES FOR THE PROFESSIONAL GROWTH PLAN Professional growth is expected to be collaborative, proactive, and continuous. The evaluator is involved through collaborating on goal identification and plan development as well as monitoring and conferencing on the progress of the plan.
I Teachers may choose a plan for professional growth from a suggested list of topics/fields or may choose one of their own.
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I Teachers may choose to work independently or with a team consisting of two to five members within their building. I All Track II teachers will complete and submit their plans and progress
checks annually, whether or not it is their formal evaluation year. I The plan may be a collaborative process with the involvement of the Educational Services Department and other appropriate personnel that will be consulted in the initial planning stage and may serve as a resource during the plan’s implementation.
Individual or Team Professional Growth Participants: Teachers are encouraged to participate as part of a team with grade level colleagues and members of department teams. A teacher may elect to work individually within his/her school or may work with a team not to exceed five members. Duration of Professional Growth Plan: Professional Growth Plans are developed for one year. If a teacher should decide that he or she is dissatisfied with the efforts of a team and chooses to discontinue with the team’s plan, the teacher is still responsible for completing an individual professional growth plan. Professional Growth Plan Goals: Growth goals should reflect building or district goals that result in the continuous improvement of student learning. The growth goal must be directly linked to one component from a domain of the three domains as listed in on the PGP form (see p. 16). Professional Growth Plan Activities/Methods: Activities and methods may include any of the following:
a. action research h. classroom observations b. peer coaching i. discussion groups (participant meetings) c. video taping j. workshops (instructor or participant) d. conferences k. self-assessment of teaching e. mentoring l. school improvement team participation f. college courses m. other g. development of teaching materials/instructional units
Professional Growth Plan Artifacts/Materials: Artifacts are indicators of progress that demonstrate professional growth and may include tangible or intangible outcomes. Artifacts or indicators of progress are selected and agreed to as part of the Professional Growth Plan outline (See Suggested List of Artifacts, p. 19). The artifacts are the property of the teacher. Professional Growth Plan Revisions: In the event a Professional Growth Plan needs to be revised, all revisions must be approved by the other teachers involved in the plan and the administrator.
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Professional Growth Plan Resources: Resources will be approved as part of the teacher’s Professional Growth Plan by the administrator. They may include classroom or professional materials, curriculum personnel or others as approved.
REQUIRED SCHEDULE DATES FOR PROFESSIONAL GROWTH PLANS October 15 The principal (s) will have an initial meeting with the teacher as
early as the spring of the prior year and no later than October 15 of the subsequent year to develop the Professional Growth Plan. All revisions and plans must be finalized by October 15 (See Professional Growth Plan Goal Outline Form, p. 16).
May 15th Prior to May 15th, the teacher (s) and building administrator
will have a concluding meeting during the second semester to review the results of the Plan via the Professional Growth Plan Final Evaluation Form for Completed Plans, p. 18
All forms for the pre-conference and the final meeting are maintained at the building level.
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PROFESSIONAL GROWTH PLAN OUTLINE
Cycle Year (Observation) (To be formally observed every three years
� One Formal Observation that includes a pre-and-post conference to assess Domains I thru IV
� Professional Growth Plan ( by May
15th)
� Summative Evaluation (by May 31st) (Domains I thru IV)
During the cycle year, the administrator may conduct drop-ins without notice. If the teacher’s performance
becomes unacceptable, the teacher will be notified and given an opportunity to improve via Track III.
Non-cycle Year (To occur two consecutive years of the three-year cycle)
♦ Domain IV Compliance Only ♦ Professional Growth Plan (by May 15h) ♦ Summative Evaluation (by May 31st)
(Domain IV only) During the non-cycle year, the administrator may conduct drop-ins without notice. If the teacher’s performance
becomes unacceptable, the teacher will be notified and given an opportunity to improve via Track III.
Track II: Tenured Teachers’ Illustration
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Professional Growth Plan Form
Beginning Date Final Report Date
______________ ______________
Teacher (s) Grade/Department
___________________________________________ ________________________ ___________________________________________ ________________________
_____________________ _____________________ ________________________ ___________________________________________ ________________________
___________________________________________ ________________________
Growth Goal:
Explain how the Growth Goal supports the School Improvement Plan (ACSIP)
Select only ONE component from a domain that relates to your growth goal:
DOMAIN 1: PLANNING AND PREPARATION
____ 1a. Demonstrating Knowledge of Content and Pedagogy* ____ 1b. Demonstrating Knowledge of Students*
____ 1c. Selecting Instructional Goals*
____ 1d. Demonstrating Knowledge of Resources ____ 1e. Designing Coherent Instruction*
____ 1f. Assessing Student Learning*
DOMAIN 2: THE CLASSROOM ENVIRONMENT
____ 2a. Establishing a Culture for Learning*
____ 2b. Managing Classroom Procedure* ____ 2c. Managing Student Behavior*
DOMAIN 3: INSTRUCTION ____ 3a. Communicating Clearly and Accurately*
____ 3b. Using Questioning and Discussion Techniques*
____ 3c. Engaging Students in Learning* ____ 3d. Providing Feedback to Students*
____ 3e. Utilizing Technology
This outline is to be completed by a teacher who works on an individual plan or by all participants involved on a team by October 15th each year.
Activities related to this plan must be completed prior to May 15th each year.
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Professional Growth Plan Outline Continued
Activities to meet the goals of this plan
Resources needed for plan
activities
Artifacts to be collected
Timeline (Month/Year to start activity)
All activities in this plan must be completed prior to May 15th using the PGP for Completed
Plan.
_______________________________________ __________________________ Administrator’s Signature Date
This form is filed at the building level.
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PROFESSIONAL GROWTH PLAN FINAL EVALUATION FORM FOR COMPLETED PLANS
This form is to be completed individually by each participant at the conclusion of the Professional Growth Plan.
Teacher: _____________________________ School: ______________________ Grade/Dept: _________ Plan start date: __________ Plan completion date: __________ If plan was a group plan, list other members:
1. ______________________________________ 2. _______________________________________
3. ______________________________________ 4. _______________________________________
Plan Outcomes: Artifacts Submitted: Teacher Reflection/Future Consideration: Evaluator’s comments: __________________________ ________ _______________________ _________ Administrator Signature Date Teacher Signature Date
This form is filed at the building level.
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SUGGESTED LIST OF ARTIFACTS
I. Planning and Preparation:
• Lesson Plans • Long Range Plans • Assessment Plan • Grading Plan/Grade Book • Discipline Plan • Substitute Plans • Curriculum Maps • Data Disaggregation on Student Achievement, Performance
II. Classroom Environment: • Affective Domain (self-esteem, incentives, rewards, projects, etc.) • Physical Layout (rationale) • Seating Arrangement (rationale)
• Team Building Strategies • Cooperative Learning • Classroom Rules/Routine • Bulletin Boards (interactive, instructional, affective) • Homework Plan • Photos/Videotaping • Display of Student Work
III. Instruction:
• Units of Study/Thematic Units • Literature/Book List • Extension/Enrichment Activities • Review/Reinforcement Activities • Modifications/Differentiations for Special Needs
• Flexible Grouping Plans • Instructional Sequence (samples from whole lesson sequence-planning through
culmination) • Completed Student Work Samples (with evidence of individually specific teacher
feedback)
• Homework Assignments and Guides • Technology Links (multimedia, laser disc, internet, etc.) • Curriculum Integration Efforts • Videotaping of Instruction/Photo Chronology of Unit Sequence
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Suggestions for Supervisors and Teachers in Goal/Plan Setting
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Refining Current Practices (Improvement Goals)
This type of goal fits a range of teaching areas, especially those that would be included under Domains
1,2, and 3 in the LRSD Professional Teacher Appraisal System(PTAS). It could include work on improving a
more basic skill(managing student behavior) or a more complex skill (engaging students in learning). The
important thing here is that the teacher is indicating a desire to improve something she already does in her
teaching. This type of goal would routinely be set by an individual rather than a team. The plan
for this type of goal could involve classroom observation as a form of formative assessment or some
form of artifact collection to demonstrate the desired improvement. This type of goal would generally
be set for only one year.
Acquisition of New Skills or Knowledge (Renewal
Goals).
In acquiring new skills or knowledge to enhance the application of the teaching standards, it should be
assumed that this type of goal will require some resources to support the gaining of the skill or the
needed information. The plan would likely include some form of demonstration of the newly acquired
skill or practice (presentation to other faculty, review by a support group or study group, written
material distributed to others, or an actual or taped demonstration). This type of goal could be set by
an individual or a team. To maximize the use of building or district resources, the new skill or
knowledge should be required to be directly related to the teaching and learning initiatives. In most
situations, this goal would be a two-year or three- year plan in order to allow time for the teacher to acquire the
new knowledge and to test its implementation
Doing Things Differently (Redesign or
Restructuring Goals).
These goals will often be set as derivatives of the components of professional practice as stated in the
standards. In settings different from traditional practice, the application of the standards might have
more significance. Developing goals and plans that would lead to new ways of doing things (project
based learning, non-graded rooms, developing interdisciplinary teams in high schools) provides a new
way of thinking about and demonstrating the importance of the teaching standards. This type of
activity will almost certainly require additional resources and time. This work should be done by a
team and never for less than two or three years. The product of this type of activity should include a
rationale for the change, the desired student outcomes, a discussion of the possible implications of the
new way of doing things for other parts of the system, and a plan for evaluating all relevant outcomes
of the change.
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Suggestions for Supervisors and Teachers in Goal/Plan Setting, continued
Setting Program or Curriculum Goals and Plans (from Content Standards or Within the Process of Developing Content
Standards)
"Deepening" Goals (Organizing Curriculum Around
Deepening Student Understanding).
This type of goal would focus on moving from broad curriculum coverage to a deeper concept of
curriculum that requires identifying what is most important for students to learn (i.e., focusing on
themes or questions rather than sequences of facts). Teachers could work toward this goal
individually or as a team. The product for this goal should include a rationale, what students should
know and be able to do as a result of this work, and plans for assessing student learning and for
evaluating the merit of the changes. Depending upon the scope of the project, the teacher or team could
work on this goal for three years.
"Integrating" Goals (Designing Learning
Experiences to Assist Students in Connecting Ideas
and Concepts Across Different Content Areas).
These goals would focus on developing integrated lessons, units, and courses. This work could be
done individually or in teams. Products should include rationale, desired student outcomes, necessary
materials, recommended teaching practices, and plans for assessing student learning and for evaluating
the merit of the activity. Depending upon the scope of the effort, the teacher or team may need two-year or
three-year plan to complete the work.
"Engaging" Goals (Designing Learning Experiences
to Engage Students).
These goals would focus on developing curriculum plans, materials, and related activities that attend
specifically to increasing the engagement of students in the work of the classroom. These goals would also
include attempts to engage different groups of students, based on special needs, styles, or
developmental stages. The product should include desired student outcomes, any curriculum materials
needed, identification of the necessary teaching strategies and skills, and plans for assessing student
outcomes and assessing the merit of the process. Depending upon the scope of the plan, the team or
teacher may need one to three years to complete thoroughly this plan.
"Assessing" Goals (Designing Activities and
Experiences Determining What Students Have
Learned and What They Can Do).
This type of goal would focus on developing new or alternative assessments to measure or describe
student learning. This goal could be done individually or in teams. The product should include a rationale
for developing the new assessment procedures, the student outcomes to be assessed, the measures and
rubrics to be used, and the implications for curriculum and instruction. Depending on the complexity
and scope of the assessment activity, the team or teacher may need one to three years.
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TRACK III
PROFESSIONAL SUPPORT
This track outlines the two-phases of assistance that a teacher can receive when improvement or
support is warranted.
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Track III Professional Support Track
PURPOSE The Track III: Professional Support Track will offer a good faith effort to support and guide the teacher in meeting the expectations set forth in the Little Rock School District‘s Core Teaching Standards. The Professional Support Track has three primary purposes: 1) to demonstrate the commitment of the District to the ongoing growth and development of
all teachers, 2) to enable an administrator to assist a probationary or non-probationary teacher to improve a
specific core teaching standard or/and professional competency, and 3) to enable a teacher to seek assistance in any of the Core Teaching Standards based upon
the teacher self-initiation. The Professional Support Track aims to offer the best possible opportunities for professional development and growth. However, during certain steps, the administrator may deem it necessary to involve the appropriate assistant superintendent or/and the Human Resource Director. Because of the personal nature of this track, confidentiality is required of all participants. Track III consists of two levels: Level One: Awareness Phase Level Two: Assistance Phase
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Track III
LEVEL ONE: AWARENESS PHASE The purpose of the Awareness Phase is to mutually assemble individuals to identify and discuss areas of concern related to the Core Teaching Standards. The following steps are employed in the Awareness Phase: 1) The administrator identifies a concern related to the Core Teaching Standard and informs
the teacher in writing of the concern. 2) The administrator establishes an initial meeting to be scheduled and held within 10 working
days of the notification of concern. 3) The administrator and teacher collaborate and attempt to resolve the concern(s) via an
established plan (see “Action Plan for Improvement Form,” p. 28). Procedures, resources, and timelines (not to exceed 30 days) relative to resolving the concern will be mutually agreed upon by the teacher, administrator, and/or other involved parties.
At the conclusion of the thirty day period, the administrator will review the documented progress of the teacher and will choose one of the following options: 1) The teacher will return to the Track I or II because the concern(s) has been
resolved. 2) If evidence exists that suggests that the teacher is making progress in the Awareness Phase
but improvement is still needed, then the administrator may elect to leave the teacher in this phase for a continuation of mutually agreed upon procedures and extended time line , not to exceed 15 more additional days.
OR
3) The teacher has not met the concern(s) and will be placed in the Assistance Phase. At the final meeting of the Awareness Phase, the principal should inform the teacher to her/his right to have a CTA representative or staff member at this meeting if the administrator is placing the teacher in the Assistance Phase. Minutes of meetings and information collected in the Awareness Phase will remain at the building level and between the concerned parties.
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If the administrator believes that the teacher needs a support system to address an area(s) of concern or if requested by the teacher, then a support team or appropriate personnel will be identified by the teacher and/or the administrator. At the administrator’s discretion, the administrator may omit placing a teacher in the Awareness Phase and may place the teacher directly in the Assistance Phase.
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TRACK III
(THIS SESSION IN CONJUNCTION WITH THE PN AGREEMENT MUST BE RATIFIED AND APPROVED)
LEVEL TWO: ASSISTANCE PHASE The purpose of the Assistance Phase is to provide more specific guidance and assistance to a tenured teacher. The following steps are employed in the Assistance Phase:
1) The administrator will schedule and hold an initial meeting within 10 working days of the final meeting of the Awareness Phase or after direct placement in the Assistance Phase to discuss the concerns and to implement the steps for this phase of improvement.
A. Before placing a teacher in the assistance phase, at least one formal observation must be completed in accordance with the evaluation procedures jointly adopted by LRSD and LRCTA.
B. A post conference and observation report (or any other written assessment, i.e., drop ins) must be completed in accordance with the evaluation procedures.
C. When the evaluator deems that the teacher’s overall performance is below basic or basic, a memo shall be given to the teacher setting a meeting to discuss performance domains and possible probation. The memo must include the following:
� The performance domains that that are basic or below; � The actions needed to improve or correct the basic or below basic area; � The principal’s assurance to meet with the teacher to develop a plan; � The principal’s statement to provide and schedule technical assistance; � The length of the probation or time required to improve; � A statement to notify the teacher of an extended probation, a non-renewal; or termination recommendation if the competency is not improved; and � A statement to notify the teacher of his/her right to union representation at
that initial meeting.
2) An individual plan for improvement will be written collaboratively by the teacher and the
administrator. The teacher will be allowed input into the development of the plan. If the teacher rejects the plan, he/she will be responsible for correcting the below basic or basic performance. The plan will include the following components (see “Action Plan for Improvement Form,” p. 28): This plan is to be specific with obtainable objectives and reasonable measurements.
a. A specific statement of the areas of concern(s) as it relates to the Core Teaching
Standards that have been identified as below basic or basic;
b. Strategies, procedures, technical assistance, and/or activities to be utilized for the resolution of the problem;
27
c. Indicators of success relating to the Core Teaching Standard that need improvement;
d. A listing of resources to be allocated for plan implementation and completion including but not limited to materials and staff development, with budgetary considerations. Technical assistance must be provided during this probationary period unless rejected by the teacher and documented by the administrator. e. A time line, maximum 40 contractual days for the teacher, indicating implementation
dates, final review dates, and meeting dates to review progress of the plan. 3) Copies of the plan, all meetings, and discussions will be filed at the building level and in the
teacher’s personnel file (See “Minutes of Action Plan Meeting,” p. 29). 4) During the probation period, the evaluator will do a formal observation with the required
pre and post observation conference to assess the progress and to provide feedback to the teacher. In the pre-conference, the teacher and administrator will mutually identify, where possible the date of the classroom observation. During the post observation conference, the administrator and the teacher will jointly conference to determine how future progress and feedback will be determined at or near the end of the probationary period (i.e., informal observation, drop-ins, written communication, and/or conferences).
5) At the final probationary conference, a union representative will be present. In
the final meeting, the principal shall be present to inform the teacher and to respond to any questions about his or her decision to enact the below options listed under #6.
6) An appraisal form shall be completed and included with the evaluator’s recommendation. A review of progress at the conclusion of the designated time period will result in one of the three recommendations by the administrator:
a. Problem is resolved. The teacher is moved from the Track III: Assistance Phase to
Track I or II.
b. Progress is noted. The teacher continues in the Assistance Phase for an additional period of time, not to exceed 15 additional days.
c. Problem is not resolved. The teacher is recommended for non-renewal or termination of
contract in accordance with the Arkansas Teacher Fair Dismissal Act.
4) All data and forms obtained during the Assistance Phase will be used if a non-renewal or termination should be recommended.
28
ACTION PLAN FOR IMPROVEMENT FORM
Check one: _____Awareness Phase _____Assistance Phase
Teacher __________________________Evaluator______________________ Date____________________________________ Domain: _____Planning and Preparation _____The Classroom Environment ____Instruction Concern(s): Additional Assistance Phase Staff: (if applicable) Action Plan Strategies: Action Plan Success Indicators: Resources (if applicable): Initial Meeting Date/Time: Interval Meeting Dates/Times: Final Meeting Date/Time: Recommendation: Evaluator Signature________________________ Date___________________ Teacher Signature_________________________ Date___________________
This form is filed at the building level and in the teacher’s personnel file.
29
MINUTES OF ACTION PLAN MEETING
Check one: _____Awareness Phase _____Assistance Phase
Teacher___________________________Evaluator______________________ Domain: _____Planning and Preparation _____The Classroom Environment _____Instruction Identifiable Concern(s): Progress Noted: Secondary Concern(s): Modifications (if applicable): Evaluator signature_____________________________ Date___________ Teacher signature______________________________ Date___________
This form is filed at the building level only.
30
DOMAINS AND
RUBRICS:
Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
31
CORE TEACHING STANDARDS
The Core Teaching Standards consist of four primary focuses: Domain I: Planning and Preparation; Domain II: The Classroom Environment; Domain III: Instruction; and Domain IV: Professional Responsibilities. Each of the four domains of this document refers to a distinct aspect of teaching. To some extent, the defined components within each domain form a coherent body of knowledge and skill, which can be the subject of focus independent of the other domains. The common thread that links all four of these domains is that they all engage students in learning important knowledge (Danielson, 1996). There are four levels of performance: below basic, basic, proficient, and distinguished. The levels range from describing teachers who are still attempting to master the fundamentals of teaching (below basic) to highly successful professionals who are able to communicate their expertise to other professionals (distinguished). Each component of a particular domain defines what is an unacceptable to highly acceptable performance level for each component. The four levels of performance, according to Danielson (1996), may be generally defined as follows:
• Below basic: The teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the element will enable the teacher to grow and develop in this area.
• Basic: The teacher appears to understand the concept underlying the element and aims
to implement its components, but application is sporadic, intermittent, or other wise not entirely successful.
• Proficient: The teacher clearly comprehends the concepts underscoring the components and applies it well.
• Distinguished: The teacher is identified as an exceptional or master teacher who makes
a contribution to the profession. The teacher’s classroom is exceptionally student-centered and is representative of a climate where students are active, self-initiating, and responsible learners.
Some components of the Core Teaching Standards have been identified as critical elements to the teaching act. Thus, these components have been identified as heavily weighted and critical as denoted by an asterisk (*).
32
DOMAIN 1
PLANNING AND PREPARATION
1A. Demonstrating Knowledge of Content and Pedagogy* Knowledge of Content Background Knowledge Knowledge of Content-related Pedagogy
1B. Demonstrating Knowledge of Students* Knowledge of Characteristics of Age Group Knowledge of Students’ Varied Approaches to Learning Knowledge of Students’ Skills and Achievement Levels Knowledge of Students’ Interest and Cultural Heritage
1C. Selecting Instructional Goals* Alignment to Standards Clarity Suitability for Diverse Students
1D. Demonstrating Knowledge of Resources Resources for Teaching Resources for Students
1E. Designing Coherent Instruction* Learning Activities Instructional Materials and Resources Instructional Grouping Lesson and Unit Structure
1F. Assessing Student Learning* Alignment with Instructional Goals, Standards and Benchmarks Criteria and Standards Variety of Strategies Analysis of Data and Assessment to Inform Instruction
33
DOMAIN
1: PLANNIN
G AND PREPARATIO
N
*Component 1a: Demonstrating Knowledge of Content and Pedagogy
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Knowledge of
Content
Teach
er m
akes
conte
nt errors
or
does
not co
rrect
conte
nt errors
st
udents
make.
Teach
er displa
ys
conte
nt
knowle
dge b
ut ca
nnot
articula
te c
onnect
ions
with
oth
er parts
of th
e d
isciplin
e
or with o
ther disciplin
es.
Teach
er displa
ys
conte
nt
knowle
dge a
nd m
akes
connect
ions
betw
een the
conte
nt and o
ther parts
of
the d
isciplin
e a
nd o
ther
disciplin
es.
Teach
er displa
ys
exte
nsive
conte
nt knowle
dge, with
evid
ence
of co
ntinuin
g
purs
uit o
f su
ch k
nowle
dge.
Background
Knowledge
Teach
er displa
ys
little
unders
tandin
g o
f back
gro
und
knowle
dge im
portant fo
r st
udent
learn
ing o
f th
e c
onte
nt.
Teach
er in
dicate
s so
me
aware
ness
of back
gro
und
knowle
dge, although s
uch
knowle
dge m
ay b
e
inco
mple
te o
r in
acc
ura
te.
Teach
er’s
pla
ns
and
pra
ctices
reflect
unders
tandin
g o
f back
gro
und k
nowle
dge
and rela
tionsh
ips
am
ong
topics
and c
once
pts
.
Teach
er act
ively b
uild
s on
knowle
dge o
f back
gro
und
and rela
tionsh
ips
when
desc
ribin
g inst
ruct
ion o
r
seekin
g c
ause
s fo
r st
udent
misunders
tandin
g.
Knowledge of
Content-
related
Pedagogy
Teach
er displa
ys
little
unders
tandin
g o
f pedagogical
issu
es
involved in s
tudent le
arn
ing
of th
e c
onte
nt.
Teach
er displa
ys
basic
pedagogical knowle
dge b
ut
does
not m
onitor and
adju
st for st
udent
misco
nce
ptions.
Pedagogical pra
ctices
reflect
current re
searc
h o
n
best
pra
ctice w
ithin
the
disciplin
e w
hile
monitoring
and a
dju
stin
g for st
udent
misco
nce
ptions
in w
hole
gro
up.
Inst
ruct
ion reflect
s th
e
teach
er’s
searc
h for best
pra
ctice a
nd a
dju
stin
g for
targ
ete
d, in
divid
ual
student m
isco
nce
ptions.
34
DOMAIN
1: PLANNIN
G AND PREPARATIO
N
*Component 1b: Demonstrating Background Knowledge
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Knowledge of
Characteristics
of Age Group
Teach
er displa
ys
min
imal
knowle
dge o
f develo
pm
enta
l ch
ara
cterist
ics
of age g
roup.
Teach
er displa
ys
genera
lly
acc
ura
te k
nowle
dge o
f develo
pm
enta
l
chara
cterist
ics
of age
gro
up.
Teach
er displa
ys
thoro
ugh
unders
tandin
g o
f ty
pical
develo
pm
enta
l
chara
cterist
ics
of age
gro
up a
s well
as
exce
ptions.
Teach
er displa
ys
knowle
dge o
f ty
pical
develo
pm
enta
l
chara
cterist
ics
of age
gro
up, exce
ptions, a
nd
diffe
rentiate
s
appro
priate
ly.
Knowledge of
Students’
Varied
Approaches to
Learning
Teach
er is u
nfa
miliar with the
diffe
rent appro
ach
es
to learn
ing
that st
udents
exhib
it, su
ch a
s le
arn
ing s
tyle
s, m
odalit
ies, a
nd
diffe
rent “inte
lligence
s”.
Teach
er displa
ys
genera
l
unders
tandin
g o
f th
e
diffe
rent appro
ach
es
to
learn
ing that st
udents
exhib
it.
Teach
er displa
ys
solid
unders
tandin
g o
f diffe
rent
appro
ach
es
to learn
ing
that st
udents
exhib
it.
Teach
er act
ively k
eeps
info
rmed a
nd s
eeks
new
ways
to u
se v
aried
appro
ach
es
to learn
ing in
inst
ruct
ional pla
nnin
g.
Knowledge of
Students’ Skills
and
Achievement
Levels
Teach
er displa
ys
little k
now
ledge
of st
udents
’ sk
ills
and a
chie
vem
ent
levels a
nd d
oes
not in
dicate
that
such
knowle
dge is
valu
able
.
Teach
er re
cognizes
the
students
’ sk
ills
and
ach
ievem
ent le
vels b
ut
displa
ys
this k
nowle
dge for
the c
lass
as
a w
hole
with
little regard
for
diffe
rentiate
d n
eeds.
Teach
er displa
ys
and
valu
es
knowle
dge o
f
students
’ sk
ills
and o
f
ach
ievem
ent le
vels w
hile
diffe
rentiating inst
ruct
ion
for gro
ups
of st
udents
.
Teach
er in
stru
ctio
n reflect
s th
e k
nowle
dge o
f
individ
ual st
udent sk
ills
and a
chie
vem
ent le
vels.
Knowledge of
Students’
Interests and
Cultural
Heritage
Teach
er displa
ys
little k
now
ledge
of st
udents
’ in
tere
sts
or cu
ltura
l herita
ge a
nd d
oes
not in
dicate
that
such
knowle
dge is
valu
able
.
Teach
er re
cognizes
the
valu
e o
f unders
tandin
g
students
’ in
tere
sts
or
cultura
l herita
ge b
ut
displa
ys
this k
nowle
dge for
the c
lass
only a
s a w
hole
.
Teach
er displa
ys
knowle
dge o
f th
e inte
rest
s or cu
ltura
l herita
ge o
f
gro
ups
of st
udents
and
reco
gnizes
the v
alu
e o
f th
is
knowle
dge
Teach
er displa
ys
knowle
dge o
f th
e inte
rest
s or cu
ltura
l herita
ge o
f each
student.
35
DOMAIN
1: PLANNIN
G AND PREPARATIO
N
*Component 1c: Selecting Instructional Goals
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Alignment to
Standards
Goals a
re n
ot appro
priate
and
repre
sent lo
w e
xpect
ations
or no
conce
ptu
al unders
tandin
g for
students
. Goals d
o n
ot re
late
to
standard
s and b
ench
mark
s.
Goals a
re m
odera
tely
appro
priate
in e
ither th
eir
expect
ations
or co
nce
ptu
al
unders
tandin
g for st
udents
and rela
te to s
tandard
s
and b
ench
mark
s.
Goals a
re a
ppro
priate
in
their level of expect
ations,
conce
ptu
al unders
tandin
g,
and rela
te to s
tandard
s
and b
ench
mark
s.
Not only a
re the g
oals
appro
priate
, but te
ach
er
can a
lso c
learly a
rticula
te
how g
oals e
stablis
h h
igh
expect
ations
and rela
te to
standard
s and
bench
mark
s.
Clarity
Goals a
re e
ither not clear or are
st
ate
d a
s st
udent act
ivitie
s.
Goals a
re o
nly m
odera
tely
clear or in
clude a
com
bin
ation o
f goals a
nd
act
ivitie
s.
Most
of th
e g
oals a
re c
lear
and a
re w
ritten in the form
of st
udent le
arn
ing.
All
the g
oals a
re c
lear and
are
written in the form
of
student le
arn
ing.
Suitability for
Diverse
Students
Goals a
re n
ot su
itable
for th
e c
lass
.
Goals a
re s
uitable
for a
few s
tudents
in the c
lass
.
Goals a
re s
uitable
for m
ost
st
udents
in the c
lass
.
Goals take into
acc
ount th
e
vary
ing learn
ing n
eeds
of
individ
ual st
udents
or
gro
ups.
36
DOMAIN
1: PLANNIN
G AND PREPARATIO
N
Component 1d: Demonstrating Knowledge of Resources
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Resources for
Teaching
Teach
er is u
naware
of re
sourc
es
availa
ble
thro
ugh the s
chool or
district.
Teach
er displa
ys
limited
aware
ness
of re
sourc
es
availa
ble
thro
ugh the
school or district.
Teach
er is fully
aware
of
all
reso
urc
es
availa
ble
th
rough the s
chool or
district
In a
dditio
n to b
ein
g a
ware
of sc
hool and d
istrict
reso
urc
es,
teach
er act
ively
seeks
oth
er m
ate
rials to
enhance
inst
ruct
ion, fo
r
exam
ple
, from
pro
fess
ional
org
anizations
or th
rough
the c
om
munity.
Resources for
Students
Teach
er is u
naware
of re
sourc
es
availa
ble
to a
ssist st
udents
who
need them
.
Teach
er displa
ys
limited
aware
ness
of re
sourc
es
availa
ble
thro
ugh the
school or district.
Teach
er is fully
aware
of
all
reso
urc
es
availa
ble
th
rough the s
chool or
district and k
nows
how to
gain
acc
ess
for st
udents
.
In a
dditio
n to b
ein
g a
ware
of sc
hool and d
istrict
reso
urc
es,
teach
er is
aware
of additio
nal
reso
urc
es
availa
ble
thro
ugh the c
om
munity.
37
DOMAIN
1: PLANNIN
G AND PREPARATIO
N
*Component 1e: Designing Coherent Instruction
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Learning
Activities
Learn
ing a
ctivitie
s are
not su
itable
for st
udents
or in
stru
ctio
nal goals.
They d
o n
ot fo
llow a
n o
rganized
pro
gre
ssio
n a
nd d
o n
ot re
flect
re
cent pro
fess
ional re
searc
h.
Learn
ing a
ctivitie
s do n
ot
diffe
rentiate
.
Only s
om
e o
f th
e learn
ing
act
ivitie
s are
suitable
for
students
or in
stru
ctio
nal
goals. Learn
ing
diffe
rentiation o
ccurs
.
Pro
gre
ssio
n o
f act
ivitie
s in
the u
nit is
uneven, and
only s
om
e a
ctivitie
s re
flect
rece
nt pro
fess
ional
rese
arc
h.
Most
of th
e learn
ing
act
ivitie
s are
suitable
for
students
and inst
ruct
ional
goals s
uch
as
whole
gro
up,
small
gro
up a
nd
individ
ualiz
ed inst
ruct
ion.
Pro
gre
ssio
n o
f act
ivitie
s in
th
e u
nit is
fairly e
ven, and
most
act
ivitie
s re
flect
re
cent pro
fess
ional
rese
arc
h.
Learn
ing a
ctivitie
s
inco
rpora
ting d
iffe
rentiate
d
inst
ruct
ion a
re h
ighly
rele
vant fo
r st
udents
and
inst
ruct
ional goals. T
hey
pro
gre
ss c
ohere
ntly,
pro
ducing a
unifie
d w
hole
and reflect
ing rece
nt
pro
fess
ional re
searc
h.
Instructional
Materials and
Resources
Mate
rials a
nd reso
urc
es
do n
ot
support the inst
ruct
ional goals o
r
engage s
tudents
in m
eanin
gfu
l le
arn
ing.
Som
e o
f th
e m
ate
rials a
nd
reso
urc
es
support the
inst
ruct
ional goals, and
som
e e
ngage s
tudents
in
meanin
gfu
l le
arn
ing.
All
mate
rials a
nd reso
urc
es
support the inst
ruct
ional
goals, and a
ssist in
diffe
rentiation o
f
inst
ruct
ion.
All
mate
rials a
nd reso
urc
es
support the inst
ruct
ional
goals, and a
ssist in
diffe
rentiate
d inst
ruct
ion.
There
is
evid
ence
of
student particip
ation in
sele
ctin
g o
r adapting
mate
rials.
Instructional
Groups
Inst
ruct
ional gro
ups
are
not varied
and n
ot appro
priate
to the d
iffe
rent
inst
ruct
ional goals.
Inst
ruct
ional gro
ups
are
in
consist
ent in
suitability
to
the inst
ruct
ional goals a
nd
offer m
inim
al variety
.
Inst
ruct
ional gro
ups
are
varied a
s appro
priate
to
the d
iffe
rent in
stru
ctio
nal
goals.
Inst
ruct
ional gro
ups
are
varied a
s appro
priate
to
the d
iffe
rent in
stru
ctio
nal
goals. T
here
is
evid
ence
of so
me s
tudent in
put in
th
e in
stru
ctio
nal gro
upin
g.
Lesson and
Unit Structure
The less
on o
r unit h
as
no c
learly
defined s
truct
ure
, or th
e s
truct
ure
is c
haotic.
Tim
e a
lloca
tions
are
unre
alis
tic.
The less
on o
r unit h
as
a
reco
gnizable
struct
ure
, although the s
truct
ure
is
not uniform
ly m
ain
tain
ed
thro
ughout. M
ost
tim
e
allo
cations
are
reaso
nable
.
The less
on o
r unit h
as
a
clearly d
efined s
truct
ure
and a
ctivitie
s th
at su
pport
diffe
rentiate
d inst
ruct
ion.
Tim
e a
lloca
tions
are
re
aso
nable
.
The less
on’s o
r unit’s
stru
cture
is
clear and
allo
ws
for diffe
rent
path
ways
acc
ord
ing to
student needs.
38
DOMAIN
1: PLANNIN
G AND PREPARATIO
N
*Component 1f: Assessing Student Learning
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Alignment
with
Instructional
Goals,
Standards, and
Benchmarks
Conte
nt and m
eth
ods
of
ass
ess
ment are
not alig
ned w
ith
inst
ruct
ional goals, st
andard
s,
and b
ench
mark
s.
Conte
nt and m
eth
ods
of
ass
ess
ment sh
ow m
inim
al
alig
nm
ent with
inst
ruct
ional goals,
standard
s, a
nd
bench
mark
s.
Conte
nt and m
eth
ods
of
ass
ess
ment sh
ow c
onsist
ent
alig
nm
ent with inst
ruct
ional
goals, st
andard
s, a
nd
bench
mark
s.
The a
ssess
ment is
com
ple
tely a
ligned w
ith
the inst
ruct
ional goals,
standard
s, a
nd
bench
mark
s, b
oth
in
conte
nt and m
eth
ods.
Criteria and
Standards
Ass
ess
ment co
nta
ins
no c
lear
criteria o
r st
andard
s.
Ass
ess
ment cr
iteria a
nd
standard
s have b
een
develo
ped, but th
ey a
re
either not clear or have
not been c
learly
com
municate
d to
students
.
Ass
ess
ment cr
iteria a
nd
standard
s are
cle
ar and
have b
een c
learly
com
municate
d to s
tudents
.
Ass
ess
ment cr
iteria a
nd
standard
s are
cle
ar and
have b
een c
learly
com
municate
d to s
tudents
with s
tudents
’ co
ntrib
ution
to the d
evelo
pm
ent of th
e
criteria a
nd s
tandard
s
Variety of
Strategies
Ass
ess
ments
show n
o v
ariety
in
measu
ring s
tudent ach
ievem
ent
with regard
to d
iffe
rentiate
d
inst
ruct
ion.
Ass
ess
ments
show
limited v
ariety
in
measu
ring s
tudent
ach
ievem
ent with regard
to d
iffe
rentiate
d
inst
ruct
ion.
Ass
ess
ments
show a
variety
of ass
ess
ment st
rate
gie
s,
includin
g p
eer and s
elf
ass
ess
ment to
measu
re
student ach
ievem
ent.
Teach
er develo
ps
and u
ses
a w
ide v
ariety
of
ass
ess
ment act
ivitie
s as
well
as
vary
ing types
of
nontraditio
nal
ass
ess
ments
.
Analysis of Data
and Assessment
to Inform
Instruction
Sourc
es
of data
and/o
r
ass
ess
ments
were
not use
d for
pla
nnin
g.
Sourc
es
of data
and/o
r
ass
ess
ments
were
analyze
d b
ut not use
d for
pla
nnin
g o
r th
e g
rowth
was
less
than the
est
ablis
hed g
oal.
Base
d o
n a
nalysis
of so
urc
es
of data
and a
ssess
ments
, th
e teach
er id
entifies
the
inst
ruct
ional needs/
goals,
dete
rmin
es
futu
re
inst
ruct
ion, m
onitors
, and
quantifiably d
em
onst
rate
s st
udent gro
wth
as
est
ablis
hed.
The teach
er id
entifies
the
inst
ruct
ional needs/
goals,
dete
rmin
es
futu
re
inst
ruct
ional fo
cus,
monitors
and q
uantifiably
dem
onst
rate
s st
udent
gro
wth
beyond w
hat is
expect
ed w
ith s
tudent
particip
ation in the
exam
ination o
f data
to
impro
ve s
tudent le
arn
ing.
39
DOMAIN 2
THE CLASSROOM ENVIRONMENT
2A. Establishing a Culture for Learning* Expectations for Learning and Achievement Teacher Interaction with Students Physical Environment Advocacy
2B. Managing Classroom Procedures* Management of Instructional Groups Management of Transitions Management of Materials and Supplies Performance of Non-instructional Duties
2C. Managing Student Behavior* Expectations Monitoring of Student Behavior
40
DOMAIN
2: THE CLASSROOM ENVIR
ONMENT
*Component 2a: Establishing a Culture for Learning
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Expectations
for Learning
and
Achievement
Inst
ruct
ional goals, act
ivitie
s,
inte
ract
ions,
and c
lass
room
environm
ent re
flect
s belo
w g
rade –
level, low o
rder th
inkin
g a
nd
inte
ract
ion is
not co
nnect
ed to
real-lif
e s
ituations.
Inst
ruct
ional goals,
act
ivitie
s, inte
ract
ions,
and
class
room
environm
ent
reflect
inco
nsist
ent use
of
gra
de level appro
priate
hig
her ord
er th
inkin
g a
nd
very
little c
onnect
ion to
real-lif
e s
ituations.
Inst
ruct
ional goals,
act
ivitie
s, inte
ract
ions,
and
class
room
environm
ent
reflect
gra
de level
appro
priate
hig
her ord
er
thin
kin
g inst
ruct
ion
connect
ed to real-lif
e
situ
ations.
Inst
ruct
ional goals,
act
ivitie
s, inte
ract
ions
and
class
room
environm
ent
reflect
stu
dent/te
ach
er
colla
bora
tion in s
ettin
g
goals a
nd p
lannin
g g
rade -
level appro
priate
hig
her
ord
er th
inkin
g inst
ruct
ion
connect
ed to real-lif
e
situ
ations.
Teacher
Interaction
with Students
Teach
er in
tera
ctio
n w
ith a
t le
ast
som
e s
tudents
is
negative,
inappro
priate
to d
evelo
pm
enta
l and c
ultura
l norm
s.
Teach
er-st
udent
inte
ract
ions
are
genera
lly
appro
priate
but re
flect
occ
asional in
consist
encies,
favoritism
, or disre
gard
for
develo
pm
enta
l and c
ultura
l
norm
s. Stu
dents
exhib
it
disre
spect
for te
ach
er.
Teach
er-st
udent
inte
ract
ions
are
positive,
dem
onst
rate
genera
l warm
th, ca
ring a
nd
resp
ect
, and a
re
appro
priate
to the
develo
pm
enta
l and c
ultura
l norm
s. Stu
dents
exhib
it
resp
ect
for te
ach
er.
Teach
er dem
onst
rate
s
genuin
e c
aring a
nd resp
ect
for each
stu
dent. Stu
dents
exhib
it resp
ect
for te
ach
er.
Physical
Environment
Physica
l environm
ent is u
nin
vitin
g,
disord
erly a
nd lack
s st
imula
ting
com
ponents
.
Physica
l environm
ent is
limited w
ith e
xam
ple
s of
ord
erlin
ess
, st
udent work
and s
tim
ula
ting
com
ponents
.
Physica
l environm
ent
create
s an a
tmosp
here
that is a
ttra
ctive,
welcom
ing, st
imula
ting,
and d
ispla
ys
current
exam
ple
s of st
udent work
.
Physica
l environm
ent is
innovative, cr
eative a
nd
reflect
s st
udent-ce
nte
red
design w
ith c
urrent
student work
and c
onte
nt-
specific
learn
ing/m
ate
rials
displa
yed.
Advocacy
Teach
er does
not work
to e
nsu
re
that all
students
rece
ive a
fair
opportunity to s
ucc
eed.
Teach
er so
metim
es
work
s
to e
nsu
re that all
students
re
ceive a
fair o
pportunity
to s
ucc
eed.
Teach
er work
s to
ensu
re
that all
students
rece
ive a
fa
ir o
pportunity to
succ
eed.
Teach
er m
akes
a p
articula
r
effort to c
halle
nge
negative a
ttitudes
and
help
s ensu
re that all
students
, particula
rly those
traditio
nally
unders
erv
ed,
are
honore
d in the s
chool.
41
DOMAIN
2: THE CLASSROOM ENVIR
ONMENT
*Component 2b: Managing Classroom Procedures
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Management of
Instructional
Groups
Task
s fo
r gro
up w
ork
are
unsu
ccess
ful and/o
r unpla
nned,
resu
ltin
g in c
om
ple
te o
ff-task
behavio
r.
Task
s fo
r gro
up w
ork
are
partia
lly o
rganized,
resu
ltin
g in s
om
e o
ff-task
behavio
r when teach
er is
involved w
ith o
ne g
roup.
Task
s fo
r gro
up w
ork
are
org
anized, and g
roups
are
m
anaged s
o s
tudents
are
engaged a
t all
tim
es.
Gro
ups
work
ing
independently a
re
pro
duct
ively e
ngaged a
t
all
tim
es, w
ith s
tudents
ass
um
ing resp
onsibility
for
pro
duct
ivity.
Management of
Transitions
Tra
nsitions
are
inefficie
nt,
ineffect
ive, and d
istract
ing.
Tra
nsitions
resu
lt in loss
of in
stru
ctio
nal tim
e.
Tra
nsitions
occ
ur
smooth
ly w
ith teach
er
superv
isio
n.
Tra
nsitions
are
seam
less
, with s
tudents
ass
um
ing
som
e resp
onsibility
for
efficie
nt opera
tion.
Management of
Materials and
Supplies
Mate
rials a
re h
andle
d inefficie
ntly,
resu
ltin
g in loss
of in
stru
ctio
nal
tim
e.
Routines
for handlin
g
mate
rials a
nd s
upplie
s fu
nct
ion m
odera
tely w
ell.
Routines
for handlin
g
mate
rials a
nd s
upplie
s occ
ur sm
ooth
ly w
ith
teach
er su
perv
isio
n.
Routines
for handlin
g
mate
rials a
nd s
upplie
s are
se
am
less
with s
tudents
ass
um
ing s
om
e
resp
onsibility
for efficie
nt
opera
tion.
Perform
ance of
Non-instructional
Duties
Inst
ruct
ional tim
e is
lost
in
perform
ing n
on-inst
ruct
ional
duties.
Syst
em
s fo
r perform
ing
non-inst
ruct
ional duties
are
inco
nsist
ently e
fficie
nt,
resu
ltin
g in loss
of
inst
ruct
ional tim
e.
Efficie
nt sy
stem
s fo
r
perform
ing n
on-
inst
ruct
ional duties
are
in
pla
ce, re
sultin
g in n
o loss
of in
stru
ctio
nal tim
e.
Syst
em
s fo
r perform
ing
non-inst
ruct
ional duties
are
well
est
ablis
hed, with
students
ass
um
ing
considera
ble
resp
onsibility
for efficie
nt opera
tion.
42
DOMAIN
2: THE CLASSROOM ENVIR
ONMENT
*Component 2c: Managing Student Behavior
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Expectations
No s
tandard
s of co
nduct
appear to
have b
een e
stablis
hed, or st
udents
are
confu
sed a
s to
what th
e
standard
s are
.
Est
ablis
hm
ent of st
andard
s
of co
nduct
and s
tudent
unders
tandin
g o
f th
em
appear in
consist
ent.
Sta
ndard
s of co
nduct
have
been e
stablis
hed a
nd a
re
clear to
all
students
.
Sta
ndard
s of co
nduct
are
clear to
all
students
and
appear to
have b
een
develo
ped w
ith s
tudent
particip
ation.
Monitoring of
Student
Behavior
Stu
dent behavio
r is n
ot m
onitore
d,
and teach
er is u
naware
of what
students
are
doin
g.
Teach
er is g
enera
lly a
ware
of so
me s
tudent behavio
r but does
not re
spond to
the b
ehavio
r.
Teach
er is a
lert to s
tudent
behavio
r at all
tim
es
and
resp
onds
appro
priate
ly
and tim
ely.
Monitoring b
y teach
er is
subtle a
nd p
reventa
tive.
Stu
dents
monitor th
eir
own a
nd their p
eers
’ behavio
r co
rrect
ing o
ne
anoth
er re
spect
fully
.
43
DOMAIN 3
INSTRUCTION
3A: Communicating Clearly and Accurately*
Directions and Procedures Oral and Written Language
3B: Using Questioning and Discussion Techniques*
Quality of Questions Discussion Techniques Quality of Discussion
3C: Engaging Students in Learning*
Presentation of Content Activities, Resources, and Assignments Grouping of Students Structure and Pacing
Lesson Adjustment
3D: Providing Feedback to Students*
Quality Timeliness Responses to Students
3E: Utilizing Technology Curriculum Resource Instruction
44
DOMAIN
3: INSTRUCTIO
N
*Component 3a: Communicating Clearly and Accurately
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Directions and
Procedures
Teach
er direct
ions
and p
roce
dure
s
are
confu
sing to s
tudents
.
Teach
er direct
ions
and
pro
cedure
s are
som
etim
es
gra
de-level in
appro
priate
, exce
ssively d
eta
iled, or
poorly e
xpre
ssed.
Teach
er direct
ions
and
pro
cedure
s are
cle
ar to
students
and c
onta
in a
n
appro
priate
level of deta
il.
Teach
er direct
ions
and
pro
cedure
s are
cle
ar to
students
and teach
er
anticipate
s poss
ible
student m
isunders
tandin
g.
Oral and
Written
Language
Spoken o
r written language
conta
ins
many g
ram
mar and
synta
x e
rrors
. V
oca
bula
ry is
inappro
priate
, vague o
r use
d
inco
rrect
ly, le
avin
g s
tudents
confu
sed.
Teach
er’s
spoken a
nd
written language is
som
etim
es
unclear and
inco
rrect
. Voca
bula
ry is
som
etim
es
inappro
priate
for st
udents
’ ages
or
back
gro
unds.
Teach
er’s
spoken a
nd
written language is
clear
and c
orrect
. V
oca
bula
ry is
appro
priate
to s
tudent’s
age a
nd inte
rest
s.
Teach
er’s
spoken a
nd
written language is
correct
and e
xpre
ssive, with w
ell
chose
n v
oca
bula
ry that
enrich
es
the less
on.
45
DOMAIN
3: INSTRUCTIO
N
*Component 3b: Using Questioning and Discussion Techniques
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Quality of
Questions
Teach
er’s
quest
ions
are
virtu
ally
all
of poor qualit
y.
Quest
ions
show little v
ariety
in
tech
niq
ues
em
plo
yin
g m
ost
ly o
r all
stru
cture
d tech
niq
ues. No
inte
rpre
tative o
r open-e
nded
tech
niq
ues
em
plo
yed.
Teach
er’s
quest
ions
are
a c
om
bin
ation o
f lo
w
and h
igh q
ualit
y.
Teach
er use
s m
ore
than
one q
uest
ionin
g
tech
niq
ue w
ith little
inte
rpre
tative o
r open-
ended tech
niq
ues.
M
ost
of te
ach
er’s
quest
ions
are
of a h
igh
qualit
y. T
each
er use
s a
variety
of quest
ionin
g
tech
niq
ues
includin
g
som
e inte
rpre
tative,
stru
cture
d, open-e
nded,
and g
uid
ed q
uest
ions
to
allo
w for adequate
dem
onst
ration o
f unders
tandin
g.
Adequate
tim
e is
availa
ble
for st
udents
to
resp
ond.
Teach
er’s
quest
ions
are
of uniform
ly h
igh q
ualit
y
and d
em
onst
rate
a
variety
of te
chniq
ues,
with a
dequate
tim
e for
students
to resp
ond.
Teach
er enco
ura
ges
students
to form
ula
te a
variety
of hig
h q
ualit
y
quest
ions.
Discussion
Techniques
In
tera
ctio
n b
etw
een teach
er
and s
tudents
is
pre
dom
inantly
recita
tion s
tyle
with teach
er
initia
ting a
ll quest
ions
and/o
r answ
ers
.
Teach
er m
akes
som
e
attem
pt to
engage
students
in d
iscu
ssio
n,
with u
neven resu
lts.
Cla
ssro
om
inte
ract
ion
repre
sents
tru
e
discu
ssio
n w
ith teach
er
act
ing a
s fa
cilit
ato
r.
Teach
er enco
ura
ges
students
to a
ssum
e a
co
nsidera
ble
re
sponsibility
for th
e
succ
ess
of th
e
discu
ssio
n, in
itiating
topics
and m
akin
g
unso
licited
contrib
utions.
46
DOMAIN
3: INSTRUCTIO
N
*Component 3b: Using Questioning and Discussion Techniques (cont.)
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Quality of
Discussion
Discu
ssio
ns
are
often o
f non-
subst
antive q
ualit
y w
ith little
attention to topic(s
).
Teach
er attem
pts
to
keep d
iscu
ssio
n
subst
antive b
ut with
limited s
ucc
ess
.
Discu
ssio
n w
anders
from
appro
priate
to
pic(s
).
Teach
er guid
es
and
leads
students
in
engaged a
nd
subst
antive d
iscu
ssio
n
and c
onvers
ation.
Teach
er enco
ura
ges
students
to initiate
qualit
y d
iscu
ssio
ns
with
subst
antive c
onvers
ation
to further unders
tandin
g
while
engagin
g a
ll st
udents
.
47
DOMAIN
3: INSTRUCTIO
N
*Component 3c: Engaging Students in Learning
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Presentation of
Content
Pre
senta
tion o
f co
nte
nt is
inappro
priate
and u
nclear or use
s
poor exam
ple
s and a
nalo
gie
s.
Pre
senta
tion o
f co
nte
nt is
inco
nsist
ent in
qualit
y.
Som
e is
done s
killfu
lly,
with g
ood e
xam
ple
s; o
ther
portio
ns
are
difficu
lt to
follo
w.
Pre
senta
tion o
f co
nte
nt is
appro
priate
and lin
ks
well
with s
tudents
’ knowle
dge
and e
xperience
.
Pre
senta
tion o
f co
nte
nt is
appro
priate
and lin
ks
well
with s
tudents
’ knowle
dge
and e
xperience
. S
tudents
contrib
ute
to p
rese
nta
tion
of co
nte
nt.
Activities,
Resources, and
Assignments
Act
ivitie
s and reso
urc
es
are
in
appro
priate
for st
udents
in term
s
of th
eir a
ge o
r back
gro
unds.
Stu
dents
are
not engaged
menta
lly.
Som
e a
ctivitie
s, a
nd
reso
urc
es
are
appro
priate
to s
tudents
and e
ngage
them
menta
lly b
ut oth
ers
do n
ot.
Most
act
ivitie
s and
reso
urc
es
are
varied a
nd
appro
priate
to s
tudents
.
Alm
ost
all
students
are
cognitively e
ngaged in
them
.
Stu
dents
are
cognitively
engaged in a
variety
of
act
ivitie
s and a
ssig
nm
ents
in
their e
xplo
ration o
f
conte
nt. Stu
dents
are
allo
wed to c
hoose
initia
te
or adapt act
ivitie
s and
reso
urc
es
to e
nhance
unders
tandin
g.
Grouping of
Students
In
stru
ctio
nal gro
ups
are
inappro
priate
to the s
tudents
or to
th
e inst
ruct
ional goals.
In
stru
ctio
nal gro
ups
are
only p
artia
lly a
ppro
priate
to
the s
tudents
or only
modera
tely s
ucc
ess
ful in
advancing the inst
ruct
ional
goals o
f a less
on.
In
stru
ctio
nal gro
ups
are
pro
duct
ive a
nd fully
appro
priate
to the
students
or to
the
inst
ruct
ional goals o
f a
less
on.
In
stru
ctio
nal gro
ups
are
pro
duct
ive a
nd fully
appro
priate
to the
inst
ruct
ional goals o
f a
less
on. S
tudents
take the
initia
tive to influence
inst
ruct
ional gro
ups
to
advance
their
unders
tandin
g.
48
DOMAIN
3: INSTRUCTIO
N
*Component 3c: Engaging Students in Learning (cont.)
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Structure and
Pacing
The less
on h
as
no c
learly d
efined
stru
cture
, and/o
r th
e p
acing is
inappro
priate
.
The less
on h
as
a
reco
gnizable
struct
ure
,
although it is n
ot uniform
ly
main
tain
ed thro
ughout th
e
less
on. P
acing o
f th
e
less
on is
inco
nsist
ent.
The less
on h
as
a c
learly
defined s
truct
ure
aro
und
which the a
ctivitie
s are
org
anized. P
acing o
f th
e
less
on is
consist
ent.
The less
on’s s
truct
ure
is
hig
hly c
ohere
nt, a
llowin
g
for re
flect
ion a
nd c
losu
re
as
appro
priate
. P
acing o
f
the less
on is
appro
priate
fo
r all
students
.
Lesson
Adjustm
ent
Teach
er adhere
s rigid
ly to a
n
inst
ruct
ional pla
n, even w
hen a
change w
ill c
learly im
pro
ve a
le
sson.
Teach
er attem
pts
to a
dju
st
a less
on w
ith inco
nsist
ence
resu
lts.
Teach
er m
akes
a m
inor
adju
stm
ent to
a less
on,
and the a
dju
stm
ent occ
urs
sm
ooth
ly.
Teach
er su
ccess
fully
m
akes
a required a
nd
appro
priate
adju
stm
ent to
a less
on a
nd o
ffers
an
expla
nation for it to the
students
.
49
DOMAIN
3: INSTRUCTIO
N
*Component 3d: Providing Feedback to Students
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Quality
Feedback
is
either not pro
vid
ed o
r
is o
f uniform
ly p
oor qualit
y.
Feedback
is
inco
nsist
ent in
qualit
y: S
om
e e
lem
ents
are
not acc
ura
te,
subst
antive, co
nst
ruct
ive,
and s
pecific.
Feedback
is
consist
ently
acc
ura
te, su
bst
antive,
const
ruct
ive, and s
pecific.
Feedback
is
consist
ently
acc
ura
te, su
bst
antive,
const
ruct
ive, and s
pecific.
Pro
visio
n is
made for
students
to u
se feedback
in
their learn
ing.
Tim
eliness
Feedback
is
not pro
vid
ed in a
tim
ely m
anner.
Tim
elin
ess
of fe
edback
is
inco
nsist
ent.
Feedback
is
consist
ently
pro
vid
ed in a
tim
ely
manner.
Feedback
is
consist
ently
pro
vid
ed in a
tim
ely
manner. Stu
dents
make
pro
mpt use
of th
e
feedback
in their learn
ing.
Responses to
Students
Teach
er devalu
es
or disre
gard
s
students
’ quest
ions
or in
tere
sts.
Teach
er attem
pts
to
acc
om
modate
stu
dents
’
quest
ions
or in
tere
sts
with
min
imum
expla
nation.
Teach
er su
ccess
fully
acc
om
modate
s st
udents
’
quest
ions
or in
tere
sts
with
a s
ufficie
nt expla
nation.
Teach
er se
izes
a m
ajo
r
opportunity to e
nhance
learn
ing b
y b
uild
ing o
n
sponta
neous
inte
ract
ions.
50
DOMAIN
3: INSTRUCTIO
N
Component 3e: Utilizing Technology
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Curriculum
Resource
Teach
er does
not use
tech
nolo
gy
as
a reso
urc
e to s
upport the
curriculu
m.
Teach
er in
frequently u
ses
tech
nolo
gy a
s a reso
urc
e
to s
upport the c
urriculu
m.
The teach
er use
s a v
ariety
of te
chnolo
gy a
s a
reso
urc
e to s
upport the
curriculu
m o
n a
regula
r
basis.
Teach
er and s
tudents
use
a v
ariety
of te
chnolo
gy a
s
a reso
urc
e in the less
on,
and s
tudents
initia
te u
se o
f
tech
nolo
gy a
s re
sourc
es
for in
tere
sts
and learn
ing.
Instruction
Inst
ruct
ion p
rovid
es
no
opportunity for use
of te
chnolo
gy.
Som
e inst
ruct
ion p
rovid
es
infrequent use
of
tech
nolo
gy. L
ittle
opportunity for st
udent
involvem
ent.
Inst
ruct
ion p
rovid
es
significant use
of
tech
nolo
gy. Teach
er
enco
ura
ges
and g
uid
es
students
in u
se o
f availa
ble
tech
nolo
gy.
Teach
er enco
ura
ges
and
guid
es
students
in u
se o
f
availa
ble
tech
nolo
gy to
further unders
tandin
g a
nd
rese
arc
h, as
well
as
act
ively k
eeps
info
rmed
and s
eeks
new w
ays
to
enco
ura
ge s
tudent use
of
tech
nolo
gy.
51
DOMAIN 4
PROFESSIONAL RESPONSIBILITIES
4A. Reflecting on Teaching Accuracy
Use in Future Teaching
4B. Maintaining Accurate Records* Student Completion of Assignments Student Progress in Learning Non-instructional Records
4C. Communication with Families Information about the Instructional Program Information About Individual Students Engagement of Families in the Instructional Program
4D. Contributing to the School Relationships with Colleagues Service to the School Instructional Collaboration on Teaching and Learning
4E. Growing and Developing Professionally* Enhancement of Content Knowledge and Pedagogical Skill Service to the Profession Professional Growth to School Improvement
4F. Showing Professionalism Service to Students Decision Making
52
DOMAIN
4: PROFESSIO
NAL RESPONSIB
ILITIES
Component 4a: Reflecting on Teaching
Level o
f Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Accuracy
Teach
er does
not know if a
less
on w
as
effect
ive o
r ach
ieved its
goals, or
pro
foundly m
isju
dges
the
succ
ess
of a less
on.
Teach
er has
a g
enera
lly
acc
ura
te im
pre
ssio
n o
f a
less
on’s e
ffect
iveness
and
the e
xte
nt to
which
inst
ruct
ional goals w
ere
m
et.
Teach
er m
akes
an a
ccura
te
ass
ess
ment of le
sson’s
effect
iveness
and the e
xte
nt
to w
hich it ach
ieved its
goals a
nd c
an c
ite two
genera
l re
fere
nce
s to
support the judgm
ent.
Teach
er m
akes
a thoughtful
and a
ccura
te a
ssess
ment of
a less
on’s e
ffect
iveness
and
the e
xte
nt to
which it
ach
ieves
goals, citing thre
e
or m
ore
specific
exam
ple
s
from
the less
on a
nd
weig
hin
g the rela
tive
stre
ngth
of each
.
Use in Future
Teaching
Teach
er has
no s
uggest
ions
for how a
less
on m
ay b
e
impro
ved a
noth
er tim
e.
Teach
er m
akes
one
suggest
ion a
bout how a
less
on m
ay b
e im
pro
ved.
Teach
er m
akes
two s
pecific
suggest
ions
on h
ow a
less
on m
ay b
e im
pro
ved.
Dra
win
g o
n a
n e
xte
nsive
repertoire o
f sk
ills, the
teach
er offers
at le
ast
two
specific
altern
ative a
ctio
ns,
com
ple
te w
ith p
robable
outc
om
es
of diffe
rent
appro
ach
es.
53
DOMAIN
4: PROFESSIO
NAL RESPONSIB
ILITIES
*Component 4b: M
aintaining Accurate Records
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Student
Completion of
Assignments
Teach
er’s
syst
em
for m
ain
tain
ing
info
rmation o
n s
tudent co
mple
tion
of ass
ignm
ents
is
in d
isarray.
Teach
er’s
syst
em
for
main
tain
ing info
rmation
on s
tudent co
mple
tion o
f
ass
ignm
ents
is
rudim
enta
ry a
nd o
nly
partia
lly e
ffect
ive.
Teach
er’s
syst
em
for
main
tain
ing info
rmation
on s
tudent co
mple
tion o
f
ass
ignm
ents
is
fully
effect
ive.
Teach
ers
’ sy
stem
for
main
tain
ing info
rmation
on s
tudent co
mple
tion o
f
ass
ignm
ents
is
fully
effect
ive a
nd tim
ely w
ith
som
e s
tudent
involvem
ent.
Student Progress
in Learning
Teach
er has
no s
yst
em
for
main
tain
ing info
rmation o
n
student pro
gre
ss in learn
ing, or
the s
yst
em
is
in d
isarray.
Teach
er’s
syst
em
for
main
tain
ing info
rmation
on s
tudent pro
gre
ss in
learn
ing is
inco
mple
te, not
current, o
r in
acc
ura
te.
Teach
er’s
syst
em
for
main
tain
ing info
rmation
on s
tudent pro
gre
ss in
learn
ing is
com
ple
te,
current, a
nd a
ccura
te.
Teach
er and s
tudents
use
data
to m
ake d
ecisions
for
impro
vin
g learn
ing.
Non-instructional
Records
Teach
ers
’ re
cord
s fo
r non-
inst
ruct
ional act
ivitie
s are
in
disarray, re
sultin
g in e
rrors
and
confu
sion.
Teach
er’s
reco
rds
for non-
inst
ruct
ional act
ivitie
s are
adequate
, but th
ey
require fre
quent
monitoring to a
void
error.
Teach
er’s
syst
em
for
main
tain
ing info
rmation
on n
on-inst
ruct
ional
act
ivitie
s is a
ccura
te,
com
ple
te, and c
urrent.
Teach
er’s
syst
em
for
main
tain
ing info
rmation
on n
on-inst
ruct
ional
act
ivitie
s is a
ccura
te,
com
ple
te, cu
rrent, a
nd
students
contrib
ute
to its
main
tenance
.
54
DOMAIN
4: PROFESSIO
NAL RESPONSIB
ILITIES
Component 4c: Communication w
ith Families
The documentation m
ust be over time and support or show a two-w
ay communication process w
herein the
parent is provided the opportunity to respond to the teacher’s communication.
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Inform
ation About
the Instructional
Program
Teach
er pro
vid
es
little info
rmation
about th
e inst
ruct
ional pro
gra
m to
fam
ilies.
Teach
er particip
ate
s in
the
school’s
act
ivitie
s fo
r pare
nt co
mm
unication b
ut
offers
little a
dditio
nal
info
rmation.
Teach
er pro
vid
es
two
form
s of docu
menta
tion
info
rmation to p
are
nts
, as
appro
priate
about th
e
inst
ruct
ional pro
gra
m.
Teach
er pro
vid
es
at le
ast
thre
e form
s of in
form
ation
to p
are
nts
as
appro
priate
about in
stru
ctio
nal
pro
gra
m. S
tudents
particip
ate
in p
reparing
mate
rials.
Inform
ation About
Individual Students
Teach
er pro
vid
es
min
imal
info
rmation to p
are
nts
and d
oes
not re
spond o
r re
sponds
inse
nsitively to p
are
nt co
nce
rns
about st
udents
.
Teach
er adhere
s to
the
school’s
required
pro
cedure
s fo
r
com
municating to
pare
nts
. R
esp
onse
s to
pare
nt co
nce
rns
are
m
inim
al.
Teach
er co
mm
unicate
s with p
are
nts
about
students
’ pro
gre
ss o
n a
regula
r basis
and is
availa
ble
as
needed to
resp
ond to p
are
nt
conce
rns.
Teach
er pro
vid
es
info
rmation to p
are
nts
frequently o
n b
oth
positive a
nd n
egative
asp
ect
s of st
udent
pro
gre
ss. R
esp
onse
to
pare
nt co
nce
rns
is
handle
d w
ith g
reat
sensitivity.
Engagement of
Families in the
Instructional
Program
Teach
er m
akes
no a
ttem
pt to
engage fam
ilies
in the
inst
ruct
ional pro
gra
m.
Teach
er m
akes
modest
attem
pts
to e
ngage
fam
ilies
in the
inst
ruct
ional pro
gra
m.
Teach
er’s
efforts
to
engage fam
ilies
in the
inst
ruct
ional pro
gra
m a
re
frequent and innovative.
Teach
er’s
efforts
to
engage fam
ilies
in the
inst
ruct
ional pro
gra
m a
re
frequent and innovative.
Stu
dents
contrib
ute
ideas
for pro
ject
s th
at will b
e
enhance
d b
y fam
ily
particip
ation.
55
DOMAIN
4: PROFESSIO
NAL RESPONSIB
ILITIES
Component 4d: Contributing to the School and District
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Relationships
with Colleagues
Teach
er dem
onst
rate
s an
unwillin
gness
to c
oopera
te w
ith
colle
agues.
Teach
er m
ain
tain
s co
rdia
l re
lationsh
ips
with
colle
agues
to fulfill the
duties
that th
e s
chool or
district re
quires.
Support a
nd c
oopera
tion
chara
cterize
rela
tionsh
ips
with c
olle
agues.
Support a
nd c
oopera
tion
chara
cterize
rela
tionsh
ips
with c
olle
agues.
Teach
er
takes
initia
tive in
ass
um
ing leaders
hip
am
ong the facu
lty.
Service to the
School
Teach
er avoid
s particip
ating in
school events
.
Teach
er in
consist
ently
particip
ate
s in
sch
ool
events
.
Teach
er particip
ate
s in
two required s
chool
events
.
Teach
er particip
ate
s in
thre
e o
r m
ore
sch
ool
events
/pro
ject
s or
ass
um
es
a leaders
hip
role
at th
e s
chool and/o
r district le
vel.
Instructional
Collaboration on
Teaching and
Learning
Teach
er ra
rely o
r never
colla
bora
tes
with c
olle
agues
makin
g n
o c
ontrib
ution to the
impro
vem
ent of th
e inst
ruct
ional
pro
gra
m, departm
ent, team
, or
district efforts.
Teach
er m
inim
ally
colla
bora
tes
with
colle
agues, m
akin
g little
contrib
ution to the
impro
vem
ent of th
e
inst
ruct
ional pro
gra
m v
ia
departm
ent, team
, or
district efforts.
Teach
er ro
utinely
colla
bora
tes
with
colle
agues, m
akin
g
significant co
ntrib
ution to
the im
pro
vem
ent of th
e
inst
ruct
ional pro
gra
m v
ia
departm
ent, team
, or
district efforts.
Teach
er ta
kes
leaders
hip
role
s in
cre
ating a
nd
sust
ain
ing inte
rdisciplin
ary
colla
bora
tion toward
the
impro
vem
ent of th
e
inst
ruct
ional pro
gra
m a
nd
makes
subst
antial
contrib
ution to the
departm
ent, team
, or
district effort.
56
DOMAIN
4: PROFESSIO
NAL RESPONSIB
ILITIES
*Component 4e: Growing and Developing Professionally
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Enhancement of
Content
Knowledge and
Pedagogical Skill
Teach
er does
not particip
ate
in
pro
fess
ional develo
pm
ent
act
ivitie
s to
enhance
knowle
dge
or sk
ill.
Teach
er particip
ate
s in
pro
fess
ional act
ivitie
s to
a
limited e
xte
nt.
Teach
er particip
ate
s at
required level fo
r pro
fess
ional develo
pm
ent
to e
nhance
conte
nt
knowle
dge a
nd
pedagogical sk
ill.
Teach
er exce
eds
the
required h
ours
and a
pplie
s what is learn
ed in the
class
room
.
Professional
Growth to School
Improvement
The p
rofe
ssio
nal gro
wth
pla
n is
not alig
ned o
r does
not in
dicate
a
refinem
ent in
pra
ctice.
The p
rofe
ssio
nal gro
wth
pla
n is
alig
ned b
ut
min
imally
indicate
s a
refinem
ent in
pra
ctice.
The p
rofe
ssio
nal gro
wth
pla
n is
alig
ned w
ith the
school’s
im
pro
vem
ent pla
n
and d
irect
ly a
ddre
sses
needs
of st
udents
while
fost
ering reflect
ion a
nd
refinem
ent of pro
fess
ional
pra
ctice.
The p
rofe
ssio
nal gro
wth
pla
n is
alig
ned w
ith the
school’s
im
pro
vem
ent pla
n
and d
irect
ly a
ddre
sses
needs
of st
udents
while
fost
ering reflect
ion a
nd
refinem
ent of pro
fess
ional
pra
ctice. In
additio
n, th
e
imple
menta
tion o
f th
e
pla
n’s a
ctivitie
s affect
s
inst
ruct
ion.
NOTE: The final assessment of the professional growth plan is in conjunction w
ith the teacher’s completion of
the approved plan and the submission of documentation or evidence to support the implementation of the
plan. A teacher’s failure to complete a plan w
ill result in a below basic rating.
Under Enhancement of Content and Knowledge and Pedagogical skill, “participate in professional development activities” is assessed as follows:
•
Teach
er earn
s 0-2
9 h
ours
of develo
pm
ent is b
elo
w b
asic
•
Teach
er earn
s 30-5
9 h
ours
is
basic.
•
Teach
er earn
s 60 –
74 h
ours
with 6
hours
in e
duca
tional te
chnolo
gy, 2 h
ours
in p
are
nta
l in
volvem
ent/st
rate
gie
s,
•
and 2
hours
in A
R H
isto
ry for K-5
AR H
isto
ry teach
ers
who o
ffer in
stru
ctio
n in A
R H
isto
ry is
pro
ficient.
•
Teach
er earn
s 75 h
ours
or m
ore
with 6
hours
in e
duca
tional te
chnolo
gy, 2 h
ours
in p
are
nta
l in
volvem
ent/st
rate
gie
s, a
nd 2
hours
in A
R H
isto
ry for te
ach
ers
who o
ffer in
stru
ctio
n in A
R H
isto
ry is
distinguished.
57
DOMAIN
4: PROFESSIO
NAL RESPONSIB
ILITIES
Component 4f: Showing Professionalism
Level of Perform
ance
ELEMENT
Belo
w B
asic
Basic
Pro
ficient
Distinguished
Service to
Students
Teach
er is n
ot ale
rt to s
tudents
’ needs.
Teach
er’s
attem
pts
to
serv
e s
tudents
are
inco
nsist
ent.
Teach
er is c
onsist
ently
act
ive in s
erv
ing s
tudents
.
Teach
er is h
ighly p
roact
ive
in s
erv
ing s
tudents
,
seekin
g o
ut re
sourc
es
when n
ece
ssary
.
Decision M
aking
Teach
er m
akes
decisions
sole
ly
base
d o
n s
elf-s
erv
ing inte
rest
s.
Teach
er’s
decisions
are
base
d o
n lim
ited though
genuin
ely p
rofe
ssio
nal
standard
s.
Teach
er work
s co
llabora
tively w
ith
colle
agues
in m
akin
g
decisions
base
d o
n
pro
fess
ional st
andard
s.
Teach
er ta
kes
a leaders
hip
ro
le in team
or
departm
enta
l decision-
makin
g a
nd h
elp
s ensu
re
that su
ch d
ecisions
are
base
d o
n the h
ighest
pro
fess
ional st
andard
s.
58
PROFESSIONAL
TEACHER
APPRAISAL
FORMS
59
Professional Teacher Appraisal System Forms
The Little Rock School District believes that teaching and learning are the most critical aspects of the teacher’s responsibilities but while still holding that the professional responsibilities of the teacher are essential to the development of the school’s culture, climate, programs, and in meeting necessary building and/or district goals. To ensure this goal, several forms have been developed for this process:
� Pre-Conference Documentation Form � Classroom Observation Documentation Form � Instruction and Reflection Profile � Teacher Summative Appraisal � Tenured Teacher Summative Appraisal Form (used for non-
observation year) The components on the LRSD Teacher Summative Appraisal Form with asterisk (*) (see pages 68-69) have been identified as critically important skills of a successful teacher’s repertoire. Thus, if a teacher receives a below basic or basic marking in one of these critical components, the teacher will be expected to show improvement for continued employment in the Little Rock School District. The District expects for all teachers to be proficient in meeting the Core Teaching Standards. The summative appraisal form also offers an overall review of the teachers’ ability to meet the district- established expectations that all teachers will have to achieve in offering a quality education to all children of the district.
60
PRE- POST CONFERENCE DOCUMENTATION FORM (To be completed by the evaluator/observer)
Name ___________________________ Subject ________________Grade Level________
Observer___________________ Observation Date____________ Delivery Date________
Domain 1: Planning and Preparation Domain 4: Professional Responsibilities *Component 1a: Demonstrating Knowledge of Content and Pedagogy
Component 4a: Reflecting on Teaching
*Component 1b: Demonstrating Knowledge of Students
*Component 4b: Maintaining Accurate Records
*Component 1c: Selecting Instructional Goals
Component 4c: Communication with Families
Component 1d: Demonstrating Knowledge of Resources
Component 4d: Contributing to the School and District
*Component 1e: Designing Coherent Instruction
*Component 4e: Growing and Developing Professionally
*Component 1f: Assessing Student Learning
Component 4f: Showing Professionalism
Notes:
Notes:
61
CLASSROOM OBSERVATION (To be completed by the observer)
FORMAL _____ INFORMAL _____ DROP-IN _____
TIME IN__________ TIME-OUT_________
Name ________________________Subject________________ Grade Level___________
Observer____________________ Observation Date__________ Delivery Date________ Domain 2: Classroom Environment Domain 3: Instruction
*Component 2a: Establishing a Culture for Learning
*Component 3a: Communicating Clearly and Accurately
*Component 2b: Managing Classroom Procedures
*Component 3b: Using Questioning and Discussion Techniques
*Component 2c: Managing Student Behavior
*Component 3c: Engaging Students in Learning
Component 2d: Organizing Physical Space
*Component 3d: Providing Feedback to Students
General Comments:
*Component 3e: Utilizing Technology
Notes: Notes:
62
Instruction and Reflection Profile
Teach
er_
________________________________________________________________________________
Evalu
ato
r’s
Nam
e__________________________________________________Title__________________________
_
_
G
rade_
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____
__
_ S
cho
ol_
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_
Sub
ject
__
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___
___
___
___
__
__
_ D
ate
of
Eval
uat
ion _
__
__
/__
___
/___
__
(if
ap
pli
cab
le)
Month Day Year
INSTRUCTION PLAN
To b
e c
om
plete
d b
y th
e teach
er prior to
the p
re-c
onfe
rence
and the o
bse
rvation.
REFLECTIO
N
To b
e c
om
plete
d a
fter th
e o
bse
rvation b
y th
e teach
er in
pre
para
tion for th
e post
-obse
rvation
confe
rence
. Only p
ages
66-6
7 w
ill n
eed to b
e photocopied for the evaluator for the post-conference.
1. LEARNING GOALS/OBJECTIVES-DOMAIN 1C
What
are
the
go
als
for
stud
ent
lear
nin
g f
or
this
less
on?
That
is,
what
do
yo
u i
nte
nd
stud
ents
to
lea
rn? 1C
Wh
y h
ave
yo
u c
ho
sen t
hes
e g
oal
s? 1C
To w
hat
exte
nt
did
stu
dents
lear
n w
hat
yo
u i
nte
nd
ed?
Ho
w d
o y
ou k
no
w t
hat
?
63
2. STUDENT GROUPING-DOMAIN 1E
Ho
w w
ill
yo
u g
roup
stu
den
ts f
or
inst
ruct
ion? 1E
Wh
y h
ave
yo
u c
ho
sen t
his
gro
up
ing,
and
ho
w d
oes
it
contr
ibute
to
dif
fere
nti
atio
n o
f
inst
ruct
ion? 1E
Ho
w w
ou
ld y
ou g
roup
stu
dents
fo
r si
mil
ar i
nst
ructi
on i
n t
he
futu
re?
Wh
y?
3. METHODS-DOMAIN 1E
What
tea
chin
g m
etho
d(s
) w
ill
yo
u u
se f
or
this
less
on? 1E
Wh
y h
ave
yo
u c
ho
sen t
hes
e m
etho
ds
and
ho
w d
o t
hey c
ontr
ibute
to
dif
fere
nti
atio
n
of
inst
ruct
ion? 1E
In w
hat
ways
wer
e yo
ur
teac
hin
g m
etho
ds
effe
ctiv
e?
Ho
w d
o y
ou k
no
w t
hat
?
64
4. ACTIVITIES-DOMAIN 1E
What
act
ivit
ies
hav
e yo
u p
lan
ned
and
ho
w d
o t
hey c
ontr
ibute
to
dif
fere
nti
atio
n o
f
inst
ruct
ion? 1E
Act
ivit
y
Tim
e A
llo
cate
d
In w
hat
ways
wer
e yo
ur
acti
vit
ies
effe
ctiv
e?
Ho
w d
o y
ou k
no
w t
hat
?
Act
ivit
y
Tim
e A
ctual
ly U
sed
5. MATERIALS-DOMAIN 1E
What
in
stru
ctio
nal
mat
eria
ls w
ill
yo
u u
se,
if a
ny? 1E
Wh
y h
ave
yo
u c
ho
sen t
hes
e m
ater
ials
? H
ow
do
they c
ontr
ibute
to
dif
fere
nti
atio
n o
f
inst
ruct
ion? 1E
In w
hat
ways
wer
e yo
ur
mate
rial
s ef
fect
ive?
6. EVALUATION-DOMAIN 1F
Ho
w a
nd
when d
o y
ou p
lan t
o e
val
uat
e st
ud
ent
lear
nin
g o
n t
he
conte
nt
of
this
less
on? 1F
Has
an
yth
ing t
hat
hap
pen
ed d
uri
ng t
his
less
on i
nfl
uen
ced
yo
ur
eval
uat
ion p
lan?
If s
o,
ho
w h
as i
t ch
anged
and
wh
y?
65
Wh
y h
ave
yo
u c
ho
sen t
his
ap
pro
ach t
o e
val
uat
ion o
r as
sess
men
t? H
ow
do
es i
t
contr
ibute
to
dif
fere
nti
ati
on o
f in
stru
ctio
n? 1F
H
ow
wil
l yo
u u
se t
he
info
rmat
ion f
rom
the
evalu
atio
n t
o p
lan f
utu
re i
nst
ruct
ions?
Des
crib
e ho
w y
ou u
se d
ata
and
/or
asse
ssm
ent
in y
our
pla
nnin
g f
or
inst
ruct
ion.
What
do
es t
he
dat
a sh
ow
ab
out
yo
ur
stud
ents
’ gro
wth
? S
pec
ific
ally
, ho
w d
id i
t af
fect
the
pla
nnin
g f
or
this
les
son? 1F
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__
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___
___
___
___
___
___
__
__
__
___
___
___
___
___
___
__
__
__
___
___
___
___
___
___
__
__
__
___
___
___
___
___
___
__
__
__
___
___
___
___
__
Pro
vid
e se
ver
al s
am
ple
s o
f st
ud
ent
wo
rk o
n t
his
ass
ign
ment.
T
his
wo
rk s
ho
uld
ref
lect
the
full
ran
ge
of
stud
ent’
s ab
ilit
y i
n y
our
clas
s and
incl
ud
e fe
edb
ack y
ou p
rovid
e to
stud
ents
on t
hei
r p
aper
GENERAL REFLECTION BEFORE THE OBSERVATION-DOMAIN 1B
What
dem
ogra
ph
ic i
nfo
rmat
ion h
ave
yo
u o
bta
ined
on y
our
stud
ents
of
the
class
ob
serv
ed?
What
sp
ecia
l ch
arac
teri
stic
s ex
ist
am
ong t
he
stud
ents
of
the
clas
s b
ein
g
ob
serv
ed? 1B
A
pp
roxim
atel
y w
hat
PE
RC
EN
TA
GE
of
yo
ur
class
can
be c
ateg
ori
zed
as
the
foll
ow
ing? C
ite
the
sourc
e th
at s
up
po
rts
yo
ur
dat
a. 1B
[
]
A
bo
ve-
aver
age
or
advan
ced
ach
ievem
ent
level
[
]
A
ver
age
or
pro
fici
ent
achie
vem
ent
level
[
]
B
elo
w-a
ver
age
or
bel
ow
bas
ic a
chie
vem
ent
level
10
0%
T
ota
l
66
Ho
w d
oes
the
con
tent
of
this
les
son b
uil
d o
n w
hat
has
bee
n l
earn
ed P
RE
VIO
US
LY
and
ho
w d
oes
it
rela
te t
o w
hat
stu
den
ts w
ill
be
lear
nin
g i
n t
he
FU
TU
RE
? DOMAIN 1A
Ho
w w
ill
yo
u a
dju
st o
r m
onit
or
for
po
ssib
le s
tud
ents
’ m
isco
nce
pti
on o
f th
e le
arnin
g? DOMAIN 1A
What
res
ourc
es h
ave
yo
u u
sed
in p
lan
nin
g t
his
less
on?
Be
spec
ific
and
wh
ere
po
ssib
le,
pro
vid
e ev
iden
ce t
o s
up
po
rt t
he
use
of
reso
urc
es t
o p
lan t
he
less
on. DOMAIN 1A/1D
GENERAL REFLECTION AFTER THE OBSERVATION TO BE SHARED PHYSICALLY WITH THE EVALUATOR.-DOMAIN 4A
Did
yo
u d
epar
t fr
om
an
yth
ing y
ou p
lan
ned
fo
r in
this
les
son?
If s
o,
wh
y? 4A
If y
ou w
ere
go
ing t
o t
each
this
cla
ss a
gai
n t
o t
he
sam
e st
ud
ents
, w
hat
wo
uld
yo
u d
o d
iffe
ren
tly? W
hat
wo
uld
yo
u d
o t
he
sam
e? W
hy? 4A
67
B
ased
on w
hat
hap
pen
ed i
n t
his
less
on,
wh
at d
o y
ou p
lan t
o d
o n
ext
wit
h t
his
cla
ss? 4A
Iden
tify
an i
nd
ivid
ual
or
gro
up
of
stud
ents
who
did
wel
l in
this
less
on.
Ho
w d
o y
ou a
cco
unt
for
this
ind
ivid
ual
or
gro
up
’s p
erfo
rman
ce? 4A
Iden
tify
an i
nd
ivid
ual
or
gro
up
of
stud
ents
who
had
dif
ficu
lty i
n t
his
les
son.
What
acc
ou
nt
for
this
ind
ivid
ual
or
gro
up
’s p
erfo
rmance
? H
ow
wil
l yo
u h
elp
this
(th
ese
)
stud
ent(
s) a
chie
ve
the
lear
nin
g g
oal
s? 4A
Ple
ase
add
any o
ther
co
mm
ents
, re
acti
ons,
or
ques
tio
ns
abo
ut
the
less
on.
To be signed at the conclusion of the post conference
Eval
uato
r's
Sig
nat
ure
__
__
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__
__
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___
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___
___
D
ate_
__
__
___
___
___
__
__
_
Tea
cher
's S
ignatu
re_
__
__
____
__
__
___
___
___
___
___
___
Dat
e___
___
___
___
__
__
___
_
© 2
00
2 R
epri
nte
d w
ith
th
e p
erm
issi
on o
f E
TS
. R
evis
ed L
RS
D v
ersi
on
200
9
68
LITTLE ROCK SCHOOL DISTRICT PTAS-Rxxx
TEACHER SUMMATIVE APPRAISAL
Teacher_______________________________________School_______________ Date__________
Mark One: _____Mid-year _____Summative Mark One: _____Track I yr. 1 2 3 E _____Track II _____Track III
BB=Below Basic B=Basic P=Proficient D=Distinguished
• denotes heavily weighted components
DOMAIN 1: PLANNING AND PREPARATION Level of Performance
Component BB
B
P
D
1a. Demonstrating Knowledge of Content and Pedagogy* 1b. Demonstrating Knowledge of Students* 1c. Selecting Instructional Goals* 1d. Demonstrating Knowledge of Resources 1e. Designing Coherent Instruction* 1f. Assessing Student Learning*
Strengths Areas to Address
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Level of Performance Component BB
B
P
D
2a. Establishing a Culture for Learning*
2b. Managing Classroom Procedure*
2c. Managing Student Behavior*
Strengths Areas to Address
69
DOMAIN 3: INSTRUCTION Component BB
B
P
D
3a. Communicating Clearly and Accurately*
3b. Using Questioning and Discussion Techniques*
3c. Engaging Students in Learning*
3d. Providing Feedback to Students*
3e. Utilizing Technology
Strengths Areas to Address
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Level of Performance
Component BB
B
P
D
4a. Reflecting on Teaching
4b. Maintaining Accurate Records*
4c. Communication with Families
4d. Contributing to the School and District
4e. Growing and Developing Professionally*
4f. Showing Professionalism
Strengths Areas to Address
(If the teacher disagrees with any part of the appraisal or with a recommendation made by the principal, the teacher may elect to attach a written response to the appraisal instrument. Both documents shall then be placed in the teacher’s personnel file). .
_____________________________________________ _____________________________________________ Principal’s Signature Date Teacher’s Signature Date
Signature indicates that the teacher has read and signed the report but does not necessarily indicate agreement with it.)
Recommended for re-election ______ Yes _____ No (To be completed at the end of the school year.) Recommended for Tenure____________ Recommended for extended year of probationary
status in Year III____________
70
PTAS-Txxxx
TENURED TEACHER SUMMATIVE APPRAISAL FORM
Name ___________________________ School_________________ Grade Level______________ Subject___________________ Date________ Observer Name_______________________________
Domain 4: Professional Responsibilities
*Component 4b: Maintaining Accurate Records
Component 4c: Communication with Families
Component 4d: Contributing to the School and District
*Component 4e: Growing and Developing Professionally
*Component 4F: Showing Professionalism
Comments:
Progress on Professional Growth Plan
Comments:
DOMAINDOMAINDOMAINDOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4: PROFESSIONAL RESPONSIBILITIES 4: PROFESSIONAL RESPONSIBILITIES 4: PROFESSIONAL RESPONSIBILITIES Level of Performance Level of Performance Level of Performance Level of Performance
Component BB
B
P
D
4b. Maintaining Accurate Records*
4c. Communication with Families
4d. Contributing to the School and District
4e. Growing and Developing Professionally*
4f. Showing Professionalism
Teacher Recommended for Renewal _____Yes (If the teacher disagrees with any part of the appraisal or with a recommendation made by the principal, the teacher may elect to attach a written response to the appraisal instrument. Both documents shall then be placed in the teacher’s personnel file. The signature indicates that the teacher has read and received the report but does not necessarily indicate agreement with it).
_____________________________________________ __________________________________________________
Principal’s Signature Date Teacher’s Signature Date