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TEACHER
ASSESSMENT
HANDBOOK
2017-2018
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Acknowledgements
The Pulaski County Public School Division is grateful to the following teachers and
administrators who served on the committee to revise and update the teacher evaluation system.
*Teachers*
Amanda Butler
Theda Gilmore
Ginny Hagee
Justin McNett
Amy Parsell
Angela Price
Linda Snow
Lezley Wilson
*Administrators*
Rod Reedy
Bridget Parsons, Ed.D.
Robin Keener
Stacey Heller
Gregory A. Brown, Ed.D.
EQUAL EMPLOYMENT OPPORTUNITY
Pulaski County Public Schools does not discriminate on the basis of race, creed, gender, national
origin, age, military service or disability. Reasonable accommodations will be provided for
persons with disabilities if requested.
Adopted: May 17th
, 2012
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TABLE OF CONTENTS
INTRODUCTION………………………..…………………………………………...4
Overview of Handbook…………………………………………………………4
Board of Education ……..……………………………………………………...4
Purpose of the Evaluation System……………………………………………...4
Design of the Evaluation System…………………….…………………………4
Background……………………………………………………………………..5
Rating System…………………………………………………………………..5
STANDARD SEVEN and STUDENT ACADEMIC GROWTH..…………………...6
Student Academic Growth and Measures……………………………...………6
Measures…………….………..………………………………………..……6
DATA COLLECTION……………………………………………….……….……….7
Informal Observations……………....….…………….…………………...……7
Formative Observations…….………………………….……………………....7
Portfolios……………………………………………….…………………..…..7
Teacher Self-Evaluation……………………………………...………..……….7
Student Achievement Goal Setting……………………………………..……...8
Goal Setting Process……………………………………….………..………….8
Summative Evaluation Conferences and Schedule………..….……………..…9
Annual Contract Teachers……………..…………………………..……9
Continuing Contract Teachers……………………………………..……9
Teacher Improvement Assistance Plans………….………...……………..……9
LIST OF APPENDICES………….…………………….………………………….…11
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INTRODUCTION
Overview of Handbook
This handbook describes the teacher evaluation system developed for Pulaski County Public School as
set forth in Pulaski County Public Schools’ policies GCM, GCN, and GCN-R; and Pulaski County
Public Schools’ Comprehensive Plan, goals 1.4 and 1.5.
Board of Education
The School Board believes that the professional growth and development for its professional personnel can be
accomplished through a procedural assessment of performance. The Board subscribes to the
development and implementation of a comprehensive model of evaluation for teachers which will
ensure teachers’ professional growth and contribute to improved performance. Additionally, the
Board believes that an effective teacher evaluation system can contribute significantly to the successful
delivery of school services and programs that are consistent with the mission of our school system. This
effective system will evaluate teachers based upon the academic progress of their students. The
system will also assess the skill and knowledge level of teachers in the following areas:
Professional Knowledge, Instructional Planning, Instructional Delivery, Assessment of and for
Student Learning, Learning Environment, and Professionalism.
Purposes of the Evaluation System
The Educational Accountability Act of 1999 provides that each local school board adopt for use by the
division superintendent clearly defined criteria for a performance evaluation process for principals,
assistant principals, and supervisors, and instruction personnel that includes, among other things, an
assessment of such administrators’ and instructors’ skills and knowledge; student academic progress and
school gains in student learning; and effectiveness in addressing school safety and enforcing student
discipline. The division superintendent shall implement such performance evaluation process in making
employment recommendations to the school board pursuant to 22.1-293 (22.1-294B). The use of clear
evaluation criteria and uniform performance standards for administrative and instructional personnel
serves as a foundation for a fair and comprehensive evaluation system that provides sufficient detail and
definition so that all personnel can reasonably understand their job expectations. Clear evaluation
criteria are the measure by which the school division’s effectiveness and improvement of overall job
performance is judged.
Design of the Evaluation System
The Superintendent and staff, in cooperation with teachers, shall have the responsibility for
developing and maintaining an effective and efficient evaluation system which meets the expectations
of the Commonwealth of Virginia as set forth by the Guidelines for Uniform Performance Standards
and Evaluation Criteria for Teachers. In doing so, the Board emphasizes that evaluations should be
conducted in a professional and cooperative manner and should provide for both personal and school
division improvement. The Board also recognizes that periodic review and evaluation of the system will
occur. The Board shall approve the evaluation system and subsequent revisions prior to its
implementation.
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Background
The teacher evaluation process is organized around seven (7) standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of and for Student Learning
5. Learning Environment
6. Professionalism
7. Student Academic Growth
In addition, this evaluation process emphasizes the division’s focus on the use of research-based
instructional strategies (e.g., Marzano), classroom technology integration, Professional Learning
Communities (P.L.C.s) and building students’ background knowledge.
Rating System
The teacher evaluation process uses a four-level rating scale:
4 – Exemplary
3 – Proficient
2 – Emerging/Needs Improvement
1 – Does Not Meet Standard
The Exemplary level is reserved for truly outstanding teaching as described by very demanding
criteria; there will be relatively few scores at this level. The Proficient level describes expected
professional performance. Emerging/Needs Improvement indicates that performance has deficiencies.
And, performance at the Does Not Meet Standard level is clearly unacceptable.
When scoring, the evaluator will read each of the descriptors under each of the four rating levels (e.g.,
review all items in Exemplary, Proficient, Emerging/Needs Improvement, and Does Not Meet Standard)
and select the statement that most accurately describes the teacher’s performance. This creates a vivid and
graphic display of overall performance, areas for commendation, and areas of needed improvement.
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STUDENT ACADEMIC GROWTH
Student Academic Growth and Measures
The Code of Virginia requires that school boards’ procedures for evaluating teachers address student
academic progress; how this requirement is met is the responsibility of local school boards. Though not
mandated, the Virginia Department of Education’s Guidelines for Uniform Performance Standards and
Evaluation Criteria for Teachers recommends that each teacher receive a summative evaluation rating,
and that the rating be determined by weighting the first six standards equally at 10 percent each, and that
the seventh standard, student academic progress, account for 40 percent of the summative evaluation.
The committee members charged with the development of this teacher evaluation instrument have
chosen to adjust these recommendations.
Standard Seven (7) shall be comprised of a minimum of two (2) S.M.A.R.T. goals for all teachers. To
meet the guidelines, these two (2) goals should use different instruments to measure student growth.
Tier I teachers are defined to be teachers of record for reading and mathematics (grades K through 8).
All other teachers are defined to be Tier II teachers. Tier II teachers will be expected to have a firm
grasp of the goals for their students in reading and mathematics.
Measures
The list of measures that may be considered for analyzing student growth is extensive. Some potential
measures include:
1. Advanced Placement Tests
2. Brigance
3. CogAT
4. Virginia Standards of Learning (SOL)
5. Scholastic Reading Inventory (SRI)
6. Phonological Awareness Literacy Screening (PALS)
7. Powerschool Assessment and Analytics
8. Developmental Spelling Analysis (DSA)
9. Developmental Reading Assessment (DRA)
10. Qualitative Reading Inventory (QRI)
11. Virginia Alternative Assessment Program (VAAP)
12. Virginia Modified Achievement Standards Test (VMAST)
13. Virginia Substitute Evaluation Program (VSEP)
14. CTE Competencies
15. Presidential Physical Fitness Tests
16. Individualized Education Plan (IEP) goals
17. S.T.A.R. Assessments
18. Quizzes
19. Tests
20. Authentic assessments/portfolios/writing samples/running records
21. Pre/Post-assessments
22. Nine weeks’ test
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DATA COLLECTION
**COMPONENTS OF A SUMMATIVE EVALUATION**
1. Informal Observations 2. Formative Observations 3. Portfolios (for Teacher Improvement Assistance Plans only) 4. Teacher Self-Evaluation 5. Student Achievement Goal Setting (captured in Standard 7)
Informal Observations Good assessment incorporates more information than what is secured during a singular class period.
Information on the teacher should be constantly absorbed. The interactions of the teacher with students,
parents, community, and peers should be incorporated in good assessment. The teacher is a part of the
school environment every day and not just the day(s) administration chooses to observe in the classroom.
Observation from central office administration will not be incorporated in a teacher’s observation.
Formative Observations
The rubrics are designed to provide teachers with an assessment of their performance in all standards
(Appendix A). The rubrics are not checklists for classroom visits. To knowledgeably complete the rubrics,
evaluators need to observe faculty on multiple occasions throughout the year. It is not good practice to
complete the rubrics based on one classroom observation. Regular, unannounced mini-
observations offer the best opportunity for administrators to have an accurate sense of a teacher's
performance and provide formative feedback.
Portfolios
Although maintaining a portfolio is not required for most teachers, organizing a portfolio around the
seven (7) standards is beneficial. The contents of any portfolio are chosen by the teacher and should be
organized by standards. Portfolios are intended to provide teachers with a vehicle to collect and
organize artifacts of their instruction. Artifacts should never be created specifically for a teacher’s
portfolio. A portfolio is not a required component of a teacher’s summative evaluation unless the
teacher is on a Teacher Improvement Assistance Plan.
Teacher Self-Evaluation
A component of sound teacher evaluation is the teacher’s view of his or her own performance as an
educator. A teacher’s self-evaluation (Appendix D), when used in conjunction with administration’s
evaluation of the teacher’s performance, should efficiently determine any disconnects that exist between
the teacher’s and the administrator’s assessment of the teacher’s strengths and potential areas of needed
improvement. This should allow for better dialogue between the teacher and the evaluator and,
potentially, to tailor professional development for the teacher. A rating of exemplary in a teacher’s self-
evaluation should be accompanied by supporting documentation.
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Student Achievement Goal Setting
Teachers have a definite and powerful impact on student learning and academic performance.
The purposes of goal setting include focusing attention on students and on instructional improvement
based on a process of determining baseline performance, developing strategies for improvement, and
assessing results at the end of the academic year. More specifically, the intent of student achievement
goal setting is to:
• make explicit the connection between teaching and learning;
• make instructional decisions based upon student data;
• provide a tool for school improvement;
• increase the effectiveness of instruction via continuous professional growth;
• focus attention on student results; and
• increase student achievement.
Goal Setting Process
Student achievement goal setting (Appendix C) involves several steps, beginning with knowing where
students are in relation to what is expected of them. Then, teachers can set specific, measurable goals
based on both the demands of the curriculum and the needs of the students. The next part of the process
is recursive in that the teacher creates and implements strategies and monitors progress. As progress is
monitored, the teacher makes adjustments to the teaching and learning strategies.
Finally, a summative judgment is made regarding student learning for a specific period of time. Each
teacher, using the results of an initial assessment, sets an annual goal for improving student achievement.
The evaluator and the teacher meet to discuss data from the initial assessment and review the annual
goal. A new goal is identified each year, semester, or nine weeks. The goal should be customized for the
teaching assignment and for the individual learners. Student academic progress goals measure where the
students are at the beginning of the year, where they are at mid-year, where they are at the end of the
year, and examine the difference. Appropriate measures of student learning gains differ substantially
based on the learners’ grade level, content area, and ability level. The following measurement tools are
appropriate for assessing student academic progress:
• criterion-referenced tests;
• norm-referenced tests;
• standardized achievement tests;
• school adopted interim/common/benchmark assessments; and
• authentic measures (e.g., learner portfolio, recitation, performance).
In addition to teacher-generated measures of student performance gains, administrators may conduct
school-wide reviews of test data to identify patterns in the instructional program. Such reports are useful
for documenting student gains and for making comparisons. Goals are developed early in the school
year. The goals describe observable behavior and/or measurable results that would occur when a goal is
achieved. The acronym SMART is a useful way to self-assess a goal’s feasibility and worth.
Specific: The goal is focused, for example, by content area, or learners’ needs.
Measurable: An appropriate instrument/measure is selected to assess the goal.
Appropriate: The goal is within the teacher’s control to effect change.
Realistic: The goal is feasible for the teacher.
Time limited: The goal is contained within a single school year.
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To align with the state recommendation of using multiple measures when evaluating student growth
(Standard 7). All teachers will develop two (2) goals. The other measures (e.g. PALS, S.T.A.R., or
School Division Benchmark Tests) used to determine student growth for this formal goal will be
approved by school administration prior to the construction of the goal-setting documents and, again;
must be approved by the school administration once the goal-setting documents have been completed.
The time-frame for documented monitoring/evaluating of the goal shall be no greater than mid-duration
and, again; at the end of the approved time-frame to determine the success of the goal.
Summative Evaluation Conferences and Schedule
The summative evaluation will incorporate all components of the assessment process. This includes the
formative observation(s) (Appendix A), informal observations, the student achievement goal setting
(Appendix C) for Standard 7, the portfolio (if applicable), and the self-evaluation.
The schedule for evaluation differs for annual contract teachers and continuing contract teachers.
Annual contract (Probationary) teachers will have a summative evaluation and
conference held with their evaluator annually. During the year, frequent classroom visits are to be
conducted including two (2) formative observations. This summative evaluation and conference shall
be completed and submitted to the Human Resources Department prior to May 1st. Additional
conferences and observations may be conducted by evaluation staff.
Continuing contract (Tenured) teachers will have a minimum of one (1) formative
observation conducted during the first year and second year of the evaluation cycle. These formative
observations for the first and second year of the cycle shall be completed and submitted to the Human
Resources Department prior to June 1st
of each year. During year three of the evaluation cycle,
continuing contract teachers will have a minimum of one (1) formative observation, a summative
evaluation, and a conference with their evaluator. The formative observation and the summative
evaluation shall be completed and submitted to the Human Resources Department prior to May 1st of
the third year of the cycle. Additional conferences and observations may be conducted by the
administrative staff.
Teacher Improvement Assistance Plans
If a teacher’s performance does not meet expectations established by the school division, the teacher
will be placed on a Teacher Improvement Assistance Plan (Appendix B). Teacher Improvement
Assistance Plans are required if the teacher:
1. receives a rating of Does Not Meet Standard (1) in any of the standards, or
2. receives a rating of Emerging/Needs Improvement in any two (2) standards.
Although placement on a Teacher Improvement Assistance Plan generally occurs at summative
evaluation intervals, a teacher can be placed on a Teacher Improvement Assistance Plan at any point
during the year, or any time during the evaluation cycle; for good and just cause.
If a teacher is placed on a Teacher Improvement Assistance Plan, the evaluator and/or immediate supervisor
and the teacher will jointly develop the Teacher Improvement Assistance Plan which will outline:
a) the areas of concern that need to be addressed,
b) any applicable instructions for the employee,
c) any applicable resources that are available, and
d) an established timeline with targeted dates.
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Additionally, a portfolio will be a required component of any Teacher Improvement Assistance
Plan. As a diligent evaluator has the ability to observe a teacher only a small fraction of the school
day, the portfolio is to be used for the teacher’s benefit to collect material he or she views that
supports the standards, the areas of concern, the use of applicable resources, and other information
the teacher views as pertinent to the Teacher Improvement Assistance Plan. Additionally, a portfolio
is not designed to have artifacts created just for the portfolio. The artifacts chosen for a portfolio
should come from the lesson(s) taught in the classroom over the pre-determined time frame. Copies
of the Teacher Improvement Assistance Plan will be forwarded to the Director for Human Resources and
the Deputy Superintendent for Academic Support and Administration.
It is worth emphasizing that the placement of a teacher on a Teacher Improvement Assistance Plan
should not be viewed as punitive. A teacher being placed an a Teacher Improvement Assistance
Plan should stand as an acknowledgement that improvement in one or more areas is expected in
order to support the goals, vision, and mission of Pulaski County Public Schools. The Teacher
Improvement Assistance Plan is established with the students’ growth, safety, and future at the
center of the process.
Rebuttal
When an employee is required to sign any of the forms in this process, the employee is signing only that
he/she has reviewed the content. When there is a disagreement relative to this material, data, or
statements made in a conference, the employee is invited to prepare written statements, which he/she
believes represents his/her side of the issue(s), and the employee’s written statement shall become part
of the evaluation file.
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APPENDIX A
TEACHER ASSESSMENT INSTRUMENT
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Pulaski County Public Schools
Teacher Assessment
2017-2018
□ Formative Observation □ Summative Evaluation
Teacher: _______________________ Evaluator: __________________
Subject or Primary Assignment: ____________ Date: _____________
Annual Contract Level: 1st year □
2nd
year □
3rd
year □
Continuing Contract Level: 1st year □
2nd
year □
3rd
year □
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Standard 1: Professional Knowledge
The teacher:
4
Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Effectively addresses
appropriate curriculum
standards.
Addresses curriculum standards
through differentiated instruction
so that all students can
demonstrate a good understanding
of the concepts being taught.
Effectively addresses
curriculum standards
according to the pacing
guides. Most students are
able to demonstrate an
understanding of the
concepts being taught.
Addresses some curriculum
standards, but not others.
Students have minimal
understanding of concepts
being taught.
Does not adequately cover
curriculum standards and
students demonstrate
limited understanding.
Integrates key
content elements and
facilitates use of
higher level thinking
skills in instruction.
Presents the lesson using a variety
of materials and research-based
strategies so that students are able
to articulate higher order thought
and understanding of key content
elements by making connections to
past/future learning and/or other
subjects.
Integrates key content
elements by using research-
based strategies to encourage
students to employ higher
order thinking.
Key content elements are
marginally presented.
Limited use of research-
based strategies and little
emphasis on higher order
thinking.
Key content elements are
poorly presented and it is
evident that little planning
occurred to guide students
to higher order thinking.
Links content with
past and future
learning experiences,
other subject areas,
and real world
experiences and
applications.
Helps students to think critically and
make their own connections with
past and future learning to other
subjects, or to the real world.
Teacher links content with
past and future learning, other
subjects, and real world.
Makes unsuccessful attempts
to help student connect new
knowledge to past or future
learning.
Makes no attempt to help
student make connections
to past or future learning.
Demonstrates an
accurate knowledge
of the subject
matter.
Has superior knowledge of the
subject matter and is able to
differentiate with many higher
order activities, from which
students are able to make
connections. Teacher is able to
communicate so that ALL students
are able to demonstrate
understanding.
Confidently and accurately
presents subject matter.
Communicates clearly and
easily so that students are
able to demonstrate
understanding of what is
being taught.
Lacks confidence in
presenting subject matter and
may present some inaccurate
information. Is not able to
differentiate instruction,
especially for students at-
risk.
Has limited knowledge of
subject matter and students
are unable to demonstrate
understanding of the
concepts.
Demonstrates skills
relevant to the subject
area(s) taught.
Presents the subject matter in
unique ways so that students gain a
deep understanding of the concepts
and are able to apply the
information.
Demonstrates skills relevant to
subject taught so that most
students are able to
demonstrate understanding.
Ability to demonstrate skills
relevant to subject being
taught is emerging. Students
are able to demonstrate some
understanding.
Has limited ability to
demonstrate skills relevant
to the subject being taught.
Students appear confused
and are unable to
demonstrate understanding.
Bases instruction on
goals that reflect high
expectations and an
understanding of the
subject.
Bases instruction not only on SOL
objectives, but has expectations
that students will reach an
understanding beyond what is
required and has mastery
understanding of the subject
matter.
Bases instruction on SOL’s,
countywide objectives, and
demonstrates high
expectations for students’
mastery of the content. Has
a solid understanding of the
subject matter.
Bases some instruction on
SOL’s and countywide
objectives, but no others.
Knowledge of subject matter
is emerging.
The teacher has no defined
learning goals or
expectations for learning.
Has limited knowledge of
subject matter.
Demonstrates an
understanding of
intellectual, social,
emotional, physical
development of age
group.
Presents information in an age
appropriate manner but students
are able to demonstrate a deep
understanding of the concepts. Is
able to build community within the
classroom, so students feel safe
socially and emotionally.
Presents information in an
age appropriate manner
(appropriate intellectually
and physically).
Demonstrates sensitivity to
the social & emotional needs
of students.
Has some grasp of age
appropriateness but needs
improvement in
understanding the social,
emotional, intellectual and
physical needs of students.
Does not demonstrate
sensitivity to the social,
emotional, intellectual and
physical needs of students.
Communicates
clearly and checks for
understanding.
Has valid & reliable data to
demonstrate and document students’
understanding of concepts. Clearly
communicates learning expectations.
Checks frequently for
understanding, both formally
and informally, and clearly
communicates expectations.
Checks inconsistently for
understanding either formally
or informally. Expectations for
students’ learning are unclear.
Does not check for
understanding and is
ineffective in
communicating with
students
Predominate rating:____ Comments:
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Standard 2: Instructional Planning and Preparation
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Uses student learning
data to guide
planning.
Uses a variety of student
performance data, including
pretests, to plan instructional
units. Obviously and
consistently monitors learning
data and adjusts instructional
plan to insure students meet
learning objectives.
Uses a variety of student
performance data,
including pretests, to plan
instructional units.
Generally, but not
consistently, monitors
learning data and adjusts
instructional plan to meet
learning objectives.
Uses at least one student
performance data source to
plan instructional units.
Inconsistently or
infrequently monitors
learning data and adjusts
instructional plan to meet
learning objectives.
Plans units based on
instructional goals, but
independent of student data.
Student data is neither
gathered nor applied to
instructional plan.
Plans time
realistically for
pacing, content
mastery, and
transitions.
Plans for a rigorous instructional
pace that aligns with Curriculum
Framework and SOL’s.
Sufficient time for remediation
as well as enrichment is
incorporated into long-range
plans and is implemented
Plans for an instructional
pace that aligns with
Curriculum Framework
and SOL’s. Plans
sufficiently for instruction
and remediation and
implements. Occasionally
includes enrichment if time
allows.
Plans for an instructional
pace that aligns with
Curriculum Framework and
SOL’s. Occasionally
remediation and/or
enrichment time is included,
but not consistently evident
in planning or
implementation.
No long-range pacing plan is
evident. Sufficient
instructional time is not
planned and implemented to
meet instructional goals. End
of course topics are condensed
or omitted to fit within
instructional time frame.
Plans for
differentiated
instruction.
Written plans clearly indicate a
tiered instructional approach to
meet diverse student needs that is
highly engaging. Adaptations in
either process or product are
evident. A variety of highly
effective instructional methods
or strategies are integrated into
plans to address higher order
thinking and learning styles.
Written plans indicate
adaptations to meet diverse
student needs. A variety of
instructional methods or
strategies are integrated
into plans. Plans address
learning styles, higher-
order thinking skills, and
other accommodations.
Written plans indicate some
adaptations to meet diverse
student needs, but not
consistently. Instructional
strategies or methods are
limited to a few that are
often repeated.
Accommodations or
adaptations are reactive vs.
pre-planned.
Written plans show no
indication of accommodations
or adaptations to meet student
needs. Instructional methods
are not varied, nor do they
employ higher order thinking
skills. Students’ individual
needs and learning styles are
not considered in plans.
Aligns lesson
objective to the
curriculum and
student learning
needs.
Written plans are impeccable in
their detail, reflecting
instructional goals and state
standards and are executed
through instructional delivery.
Written plans clearly
indicate instructional goals
and reference state
standards and are executed
through instructional
delivery.
Written plans indicate
instructional goals; but may
inconsistently reference
curriculum or state
standards. Plans are not
followed as written.
Written plans indicate
instructional goals, but either
do not reference state
standards or are not aligned to
state standards.
Aligns Exhibits
knowledge of
effective lesson
construction.
Always designs structured
lessons with clear, measurable
goals. Plans have a format that
includes accessing prior
knowledge, best instructional
practices, assessment, and
alignment to state standards,
accommodations, and next steps.
Usually designs structured
lessons with clear,
measurable goals. Plans
usually have a format that
includes accessing prior
knowledge, best
instructional practices,
assessment, and alignment
to state standards,
accommodations, and next
steps.
Planned lessons are
consistently missing 1-2
components of a structured
lesson. Plans generally
include instructional goals
but may be missing other
components.
Evidence of lesson planning is
intermittent or missing.
Lesson planning lacks
structure. Instructional goals
may be unclear. Introductions
and closings are missing.
There is no evidence of
planning for assessment,
differentiation, or student
accommodations.
Develops
appropriate long and
short-range plan and
adapts plans when
needed.
Once developed, plans are
adapted to meet needs of
students based on formal (pre-
tests, & formative assessments)
and informal, real-time data.
Plans are obviously adapted to
react, redirect, or reteach as
needed, based on consistent
sampling of student learning.
Once developed, plans may
be adapted based on
student formative
assessments. Some
formative assessments and
other measures may be
used to signal an adaptation
is needed.
Once developed, plans are
generally static, with little
opportunity to react or
reteach. Formative
assessments are not generally
utilized to drive instruction.
Adaptations, if made, are
generally based on informal
data.
Formative assessments are not
used to gauge instructional
effectiveness. Consequently,
plans are not adapted or
changed based on student
learning within the course of
instruction.
Predominate rating:____ Comments:
15
Standard 3: Delivery of Instruction
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Engages and maintains
students in active learning.
The teacher clearly understands the
need to engage students in the
learning process and is successful in
a delivery of instruction which
fosters student interest and creativity.
The teacher promotes application of
acquired knowledge to the other
content areas and adapts to the
student involvement in an organized
manner.
The teacher clearly understands
the need to engage students in
active learning. A plan for
student participation is evident
and cooperation in the delivery of
instruction is embraced by the
majority of students. The teacher
responds to students who need to
be reconnected to the learning
process.
The teacher understands the need to
actively engage students in the
learning process. There is an
attempt to foster student learning
and/or creativity. However, lessons
lack a clear plan for student
participation. The teacher appears
to be uncomfortable with student
involvement in dynamic learning.
The teacher seldom provides
opportunities for student
contribution to the learning
process. At times, students
appear to be inattentive and/or
unaware of the focus of the
lesson. The instructional
delivery does not foster student
interest and/or creativity.
Builds upon students’
existing knowledge and
skills.
The teacher understands the need for
assessing and activating a learner’s
prior knowledge. Instructional
planning and delivery is designed
around the students’ existing
knowledge. Scaffolding is evident.
The teacher has the ability to adjust
the lesson based upon the students’
knowledge.
The teacher demonstrates
understanding of the need for
assessing and activating a
learner’s prior knowledge.
Lesson plans reference the
necessity for scaffolding;
however, it is not used as the
primary means of instructional
planning and delivery.
The teacher understands the need
to assess and activate a learner’s
prior knowledge. However,
lessons do not have a clear plan
for scaffolding. The teacher
appears to be unsure how to
incorporate and/or build upon the
existing knowledge.
The teacher makes no connection
between new material and students’
prior knowledge. Little is done to
gather a foundation of knowledge to
build upon. Instructional delivery is
not designed for scaffolding, and
existing student knowledge is not
factored into the plan for instruction.
Differentiates instruction to
meet the students’ needs.
The teacher is knowledgeable in the
application of a variety of
instructional methodologies to
accommodate the needs of the
diverse learners in the classroom.
The needs of both struggling and
gifted learners are met in the delivery
of instruction.
The teacher is knowledgeable in
a variety of instructional
methodologies. The needs of
diverse learners are recognized.
The teacher has been exposed
to a variety of instructional
methodologies. The needs of
diverse learners are not
realized in a manner that
promotes student success.
The teacher does not demonstrate
knowledge in, or is resistant to
using, a variety of instructional
methodologies even though proper
training has been provided. The
needs of diverse learners are not
addressed in planning and/or
implementation of the lesson.
Reinforces learning goals
consistently through the
lesson.
The teacher clearly demonstrates
understanding, and has a well-
defined plan for reinforcing; the
school division’s desired learning
goals. Current and past learning
goals are reinforced throughout
the delivery of instruction.
The teacher demonstrates an
understanding of the school
division’s desired learning
outcomes. A plan for
reinforcing and meeting set
goals is evident and is
normally referred to at the
beginning and/or completion
of the lesson.
The teacher appears to
understand the school
division’s desired learning
outcomes. However, there is
lack of a clear plan for
reinforcing and meeting these
goals. The teacher
discovers/acknowledges the
need for instructional
adjustments at the completion
of the lesson and/or
assessment.
The teacher does not demonstrate an
understanding of the school
division’s desired learning goals.
Lessons are not designed to
reinforcement these goals nor have a
clear plan. The teacher is unaware
of, or resistant to, the need for
instructional adjustments in order to
meet the desired learning goals.
Utilizes a variety of effective
research-based instructional
strategies and resources.
The teacher’s instructional delivery is
very fluid and seamlessly incorporates
research-based instructional strategies.
The teacher is called upon periodically
to demonstrate/mentor less
experienced teachers.
The teacher understands the
school division’s focus on
research-based instructional
strategies. Lesson plans reference
these strategies and the
instructional delivery validates the
use of these research-based
instructional strategies.
The teacher understands the school
division’s focus on research-based instructional strategies. However,
lesson plans might not consistently
reference these strategies. The instructional delivery does not yield a
good assessment of the knowledge
gained by the students.
The teacher does not demonstrate
an understanding, or is resistant to
the use, of research-based
instructional strategies even though
the teacher has been through
training in these strategies and
understands the school division’s
focus on research-based
instructional strategies.
Uses instructional
technology to enhance
student learning.
The teacher makes certain technology
is accessible to, and appropriate for,
the students in the classroom.
Technology is a constant component
of the teacher’s instruction and not an
enhancement. The teacher is viewed
as a leader in the field of technology-
use in the school and assists with new
technology and training of his/her
peers.
The teacher makes certain
technology is accessible to, and
appropriate for, the students in the
classroom. Although the
technology is incorporated into the
learning process, it is primarily
used as a supplement to the
learning rather than a delivery
mechanism.
The teacher understands the
expectation of technology-use in
the classroom and has received
appropriate training. However,
the use of technology in the
instructional delivery is distracting
to the learning environment. The
teacher is viewed to be somewhat
uncomfortable with its use.
The teacher understands the
expectation of technology-use in
the classroom and has received
appropriate training. However, the
use of technology is very infrequent
and viewed as being avoided if at
all possible. The potential
enhancement of the instructional
delivery is not realized.
Communicates clearly and checks for understanding.
The teacher can effectively convey the
lesson so that all learners achieve
understanding. During the delivery of
the lesson, the teacher demonstrates an
innate ability to adjust the delivery of
instruction in reaction to their
assessment of student cues.
The teacher can effectively
convey the lesson so that most
learners achieve
understanding. The teacher is
cognizant of student
understanding throughout the
lesson and makes necessary
adjustments after the initial
lesson to accommodate those
students who need additional
assistance.
The teacher conveys the lesson in
a scripted-manner so that most
learners achieve understanding.
The teacher appears to be
resistant to straying from the
lesson plan, regardless of the
students’ cues. The teacher
discovers/acknowledges a lack of
student understanding after
completion of the lesson and/or
assessment.
The teacher is ineffective at
conveying a lesson so that learners
can achieve understanding. The
teacher is unaware of, or neglects,
student understanding throughout
the course of the lesson. The
teacher does very little to gather
feedback about student
understanding.
Predominate rating:____ Comments:
16
Standard 4: Assessment of and for Student Learning
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Uses pre-assessment data
to develop expectations
for students, to
differentiate instruction,
and to document
learning.
Guides students to examine
pre-assessments in order to
identify individual areas of
need. Uses pre-assessment data
to steer differentiated
instruction.
Uses pre-assessment data to
develop expectations for
students, to differentiate
instruction, and to document
learning.
Utilizes pre-assessments but
data is not used to develop
instructional plans geared at
meeting the needs of diverse
learners.
Does not utilize pre-
assessment instruments.
Involves students in setting
learning goals and
monitoring their own
progress.
Conferences with students to
discuss personal learning goals
and monitor progress.
Involves students in setting
learning goals and
monitoring their own
progress.
Ensures students are aware
of learning objectives and
expected outcomes. Does
not involve student in goal
setting or progress
monitoring.
Does not ensure students
are aware of learning
objectives and does not
involve student in goal
setting or progress
monitoring.
Uses a variety of
assessment strategies and
instruments that are valid
and appropriate for the
content and for the
student population
Utilizes a variety of formal and
informal assessments which
move students into higher
levels of thinking. Allows
students multiple opportunities
to show understanding of
material.
Uses a variety of
assessment strategies and
instruments that are valid
and appropriate for the
content and for the student
population
Utilizes a variety of formal
assessments but does not
utilize informal assessments
to steer classroom
instruction and
differentiation.
Does not utilize a variety
of formal assessment
strategies.
Aligns student assessment
with established
curriculum standards and
benchmarks
Works collaboratively to
develop common assessments
aligned with curriculum
standards and benchmarks
Aligns student assessment
with established curriculum
standards and benchmarks
Aligns student assessments
with established state
curriculum but does not
address local benchmarks.
Assessments are not aligned
with local or state
curriculum standards.
Uses assessment tools for
both formative and
summative purposes and
uses grading practices that
report final mastery in
relationship to content
goals and objectives
Moves students to evaluate both
formative and summative assessments in order to set personal learning goals and
discuss final mastery of content.
Uses assessment tools for
both formative and
summative purposes and
uses grading practices that
report final mastery in
relationship to content goals
and objectives
Uses both formative and
summative assessments but
does not use grading
practices that report final
mastery in relationship to
content goals and objectives.
Does not utilize both
formative and summative
assessments. Does not use
grading practices that report
final mastery in relationship
to content goals and
objectives.
Uses assessment tools for
both formative and
summative purposes to
inform, guide, and adjust
students’ learning.
Collaborates with instructional
staff to create and use
assessment tools for formative
and summative purposes
to inform, guide, and adjust
students’ learning.
Uses assessment tools for
both formative and
summative purposes to
inform, guide, and adjust
students’ learning.
Uses formative and
summative assessment tools
but does not use tools to
inform, guide, and adjust
student learning.
Does not use both formative
and summative assessment
tools to inform, guide, and
adjust, students learning.
Gives constructive and
frequent feedback to
students on their learning.
Guides students to evaluate
their own learning and helps
them to analyze their learning
and individual needs while
providing constructive
feedback.
Gives constructive and
frequent feedback to students
on their learning.
Gives feedback to students
but feedback is not specific
and growth oriented.
Does not provide
students with feedback
other than to provide
graded work.
Updates parents on the
unfolding curriculum and
suggests ways to support
learning at home.
Utilizes a variety of
communication means such as
phone, PT conferences, teacher
websites, letters, etc. to keep
parents aware of curriculum
and ways students learning can
be supported at home.
Updates parents on the
unfolding curriculum and
suggests ways to support
learning at home.
Provides parents with information regarding
curriculum but does not suggest ways to support
learning at home.
Does not update parents on
the unfolding curriculum
and does not suggest ways
to support learning at home.
Predominate rating:____ Comments:
17
Standard 5: Learning Environment and Classroom Management
The teacher:
4
Exemplary 3
Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Arranges the classroom
to maximize learning
while providing a safe
environment
Teacher’s classroom is safe,
and students contribute to
ensuring that the physical
environment supports the
learning of all students and is
maintained and well
organized.
Teacher’s classroom is safe,
and learning is accessible to
all students; teacher uses
physical resources well and
ensures that the arrangement
of furniture supports the
learning activities.
Teacher’s classroom is safe,
and essential learning is
accessible to all students, but
furniture or classroom
organization arrangement
only partially supports the
learning activities.
Teacher makes poor use of the
physical environment, resulting
in unsafe or inaccessible
conditions for some students or
a mismatch between furniture
arrangements and the lesson
activities.
Establishes clear
expectations, with student
input, for classroom rules
and procedures and
enforces them consistently
and fairly.
Classroom routines and
procedures are seamless in
their operation, & students
assume considerable
responsibility for their smooth
functioning.
Classroom routines and
procedures have been
established and function
smoothly for the most part,
with little loss of instruction
time.
Classroom routines and
procedures have been established
but function unevenly or
inconsistently, with some loss of
instruction time.
Classroom routines and
procedures are either nonexistent
or inefficient, resulting in the loss
of much instruction time.
Maximizes instructional
time and minimizes
disruptions.
Students assume much of the
responsibility for establishing
a culture for learning in the
classroom by taking pride in
their work, initiating
improvements to their
products, and holding work to
the highest standard.
The classroom environment
represents a genuine culture
for learning, with
commitment to the subject on
the part of teacher and
students, high expectations
for student achievement, and
student pride in work.
The classroom environment
reflects only a minimal culture
for learning, with modest or
inconsistent expectations for
student achievement, and little
student pride in work. Both
teacher and students are
performing at a minimal level to
“get by.”
The classroom does not
represent a culture for learning
and is characterized by low
teacher commitment to the
subject, low expectations for
student achievement, and little
student pride in work.
Establishes a climate of
trust and teamwork by
being fair, caring,
respectful, and
enthusiastic.
Classroom interactions are
highly respectful, reflecting
genuine warmth and caring
towards individuals. Students
ensure maintenance of high
levels of civility among
members of the class.
Classroom interactions
reflect general warmth and
caring, and are respectful of
the cultural and
developmental differences
among groups of students.
Classroom interactions are
generally appropriate and free
from conflict but may be
characterized by occasional
displays of insensitivity.
Classroom interactions, both
between the teacher and students
and among students, are negative
or inappropriate and
characterized by sarcasm, put-
downs, or conflict.
Promotes cultural
sensitivity.
Teacher seeks ways to
promote and educate student
about different cultures within
the classroom.
Teacher responds in a
sensitive manner to social and
cultural backgrounds when
dealing with students and
their parents.
Teacher is generally sensitive to
cultural backgrounds of students
but can sometimes overlook
their needs.
Teacher is insensitive to cultural
backgrounds of students and
does not accommodate their
differing needs.
Respects students’
diversity, including
language, culture, race,
gender, and special
needs.
Teacher seeks ways to
educate others about student
diversity. No bias is shown
toward any student based on
his diverse needs.
Teacher’s verbal and
nonverbal interactions are
friendly and demonstrate
respect in regard to student
diversity.
Teacher is generally respectful
of the individual needs of
students but may lack sensitivity
at times.
Teacher does not respect or
promote tolerance among
students and their diverse needs.
Actively listens and pays
attention to students’
needs and responses.
Teacher demonstrates
genuine caring and respect for
individual students. Students
exhibit respect for teacher as
an individual.
Teacher-student interactions
are friendly & demonstrate
general warmth, caring and
respect. Interactions are
appropriate to developmental
and cultural norms. Students
exhibit respect for teacher.
Teacher-student interactions are
generally appropriate, but may
reflect occasional
inconsistencies, favoritism or
disregard for students’ cultures.
Students exhibit only minimal
respect for teacher.
Teacher interaction with at least
some students is negative,
sarcastic, or inappropriate to the
age or culture of the students.
Students exhibit disrespect for
teacher.
Maximizes instructional
time by working with
students individually and
in small groups or whole
groups.
Groups working
independently are
productively engaged at all
times. Students assume
responsibility for
productivity.
Tasks for work groups are
organized. Groups are
managed so most students are
engaged at all times.
Tasks for group work are
partially organized, resulting in
some off-task behavior when
teacher is involved with one of
the groups.
Students not working with the
teacher are not productively
engaged in learning.
Predominate rating:____ Comments:
18
Standard 6: Professionalism
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Me
Standard Collaborates and
communicates effectively
within the school
community to promote
students’ well-being and
success.
Actively collaborates
within the school to
promote student success.
Communicates effectively
within the team.
Collaborates and
communicates effectively
within the school to
promote students’ well-
being and success.
Meets and communicates
inconsistently with colleagues
to promote student success
and well-being.
Does not meet with colleagues
to communicate or discuss
student success or well-being.
Adheres to federal and
state laws, school and
division policies, and
ethical guidelines.
Adheres to federal and
state laws, upholds school
& division policy, and
makes superb judgmental
& ethical choices.
Adheres to federal and state
laws, school and division
policies, and ethical
guidelines.
Adheres to federal and state
laws, sometimes uses poor
judgment, or makes
questionable ethical
decisions.
Does not always adhere to state
and federal laws, makes poor
ethical choices.
Incorporates learning from
professional growth
opportunities into
instructional practices.
Effectively incorporates
learning from professional
growth, actively seeks new
ideas & training and is a
role model to colleagues.
Incorporates learning from
professional growth
opportunities into instructional
practice.
Is reluctant to attend
trainings or to incorporate
new ideas into daily
instruction.
Is not open to new ideas or
trainings to improve student
success.
Sets goals for
improvement of
knowledge and skills.
Sets goals for
improvement of
knowledge and skills
and contributes to
other’s improvement.
Sets goals for improvement of
knowledge and skills.
Occasionally sets goals for
improvement of knowledge
and skills, or sets them but
does not strive to achieve
them.
Does not set goals for
improvement of knowledge
and skills.
Engages in activities
outside the classroom
intended for school and
student enhancement.
Engages in and utilizes
ideas from multiple
activities outside the
classroom intended for
student enhancement.
Engages in activities outside
the classroom intended for
school and student
enhancement.
Occasionally attends
activities outside the
classroom intended for
school and student
enhancement.
Does not attend activities outside the classroom intended
for school and student enhancement.
Works in a collegial and
collaborative manner with
administrators, other
school personnel, and the
community.
Works in a collegial and
collaborative manner with
administrators, other
school personnel, and the
community. Is a leader
and sets an example of
collaboration for co-
workers.
Works in a collegial and
collaborative manner with
administrators, other school
personnel, and the
community.
Occasionally collaborate with
administrators, colleagues, or
approved community
programs when prompted to
do so.
Does not work in a
collaborative manner with
administrators, other school
personnel, and the community.
Builds positive and professional
relationships with
parents/guardians through
frequent and effective
communication concerning
students’ progress.
Builds positive and
professional relationships
with parents through
frequent and effective
communication concerning
students’ progress. Makes
an additional effort to keep
parents informed and
involved.
Builds positive and
professional relationships with
parents through frequent and
effective communication
concerning students’ progress.
Infrequent communication
with parents concerning
students’ progress.
Relationship with parents is
indifferent or negative.
Rarely communicates with
parents concerning students’
progress. Does not make an
effort to build a professional
relationship with parents.
Is a contributing member of
the school’s professional
learning community
through collaboration with
teaching colleagues.
Serves as a leader and
contributing member of
the school’s professional
learning community
through collaboration
with teaching colleagues.
Serves as a contributing
member of the school’s
professional learning
community through
collaboration with teaching
colleagues.
Occasionally contributes to
the school’s professional
learning community &
infrequently collaborates with
teaching colleagues.
Is not a contributing member
of the school’s professional
learning community and does
not collaborate with teaching
colleagues.
Demonstrates consistent
mastery of standard oral
and written English in all
communications.
Demonstrates ideal
mastery of standard oral
and written English in
all communication.
Demonstrates consistent
mastery of standard oral
and written English in all
communication.
Demonstrates inconsistent
mastery of standard oral
and written English in all
communication.
Does not demonstrate
mastery of standard oral and
written English in all
communication.
Predominate rating: _____ Comments:
19
Standard 7: Student Academic Growth
The teacher:
4
Exemplary
3
Proficient
2
Emerging/Needs Improvement
1
Does Not Meet Standard
Section 1 **To be completed for all teachers (100% Tier 1, 75%-Tier 2)**
Provides evidence that achievement goals have been met including assessment results, the state-provided growth
measure (when available), and other multiple measures of student growth.
Exemplary Proficient Emerging/ Needs
Improvement N/A
Smart Goal #1
Smart Goal #2
Smart Goal #3
(if applicable)
Develops goals based on
baseline data.
Goals are specific,
measurable, appropriate,
realistic, time limited and
individualized.
Goals are specific,
measurable, appropriate,
realistic, and time limited.
Slight adjustments needed in
reference to specificity,
measurability,
appropriateness,
and timeliness.
Significant adjustments needed in
reference to specificity,
measurability, appropriateness, and
timeliness.
Documents progress throughout
the year.
Progress is updated &
documented constantly
throughout the year.
Progress is updated &
documented frequently
throughout the year.
Progress is updated and
documented periodically
throughout the year.
Progress is not updated nor
documented throughout the year.
Provides evidence that goals are
being met. Student gain scores from post-
testing, and other measures.
Student gain scores from
post-testing, and other measures.
Student gain scores from
post-testing, or another measure are provided.
Little, or no, evidence provided to
determine if goals are being
met.
Develops interim learning
targets based on student
performance.
Interim learning targets,
based on on-going
assessment of student created constantly throughout the
year.
Interim learning targets, based on on-
going assessment of student
performance, created frequently
throughout the year.
Interim learning targets, based on on-
going assessment of occasionally
throughout the year.
Interim learning targets, based on on-
going assessment of student
performance, not developed or documented.
Section 2 **To be completed for all Tier 2 teachers only (25%)**
Understands the Math and/or
English goal(s) and baseline data
for the students in their charge.
Teacher assists in securing
the baseline data for all
students.
Proactive communication
with peers and
administration concerning
baseline data evident.
Little communication with peers
and administration concerning
baseline data evident.
No communication with peers and
administration concerning baseline
data evident.
Understands the progress their
students are making on the
students’ goal(s) in Math
and/or English.
Teacher volunteers to assist
core teachers in assessing
students’ progress toward
established goals.
Teacher seeks out frequent
updates on students’
progress toward their goals.
Teacher waits for updates on students’
progress toward their goals.
Teacher demonstrates little concern about
students’ progress toward their goals.
Examines the evidence of their
students’ success on their Math
and/or English goal(s).
Teacher volunteers to assist
core teachers in analyzing
students’ success toward
established goals.
Teacher understands the
student progress model & the
various instruments adopted for
securing evidence of student
success.
Teacher demonstrates some
understanding of the student
progress model and the
various instruments adopted for
securing evidence of student
success.
Teacher demonstrates little
understanding of the student progress
model and the various instruments
adopted for securing evidence of student
success.
Initiates collaboration with peers to
develop curriculum that supports Math
and/or English goal(s) and learning targets.
Teacher strives to incorporate the
goals established by the core
teachers into their curriculum.
Teacher understands the need to
incorporate a portion of the goals
established by the core teachers
into their curriculum.
Teacher appears to be reluctant to
incorporate a portion of the goals
established by the core teachers into
their curriculum.
Teacher does not incorporate any of the goals
established by the core teachers into their
curriculum.
20
*ADDITIONAL COMMENTS* (If needed)
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:
Standard 7:
21
PULASKI COUNTY PUBLIC SCHOOLS
TEACHER ASSESSMENT REPORT
Teacher’s Name: ______________ School/Subject: ______________ School Year: ___-____
Evaluator:__________________________ Evaluator’s Title: ____________________
□ Formative Observation □ Summative Evaluation
□ Annual Contract: Year: □1 □2 □3 □ Continuing Contract: Year: □1 □2 □3
RATING ON INDIVIDUAL RUBRICS (Indicate Predominate Rating for each Standard):
Standard 1: O Exemplary(4) O Profic ient (3) O Emerging/Needs Improvemen t(2) O Does Not Meet Standard(1)
Standard 2: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standard(1)
Standard 3: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standa rd(1)
Standard 4: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standard(1)
Standard 5: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standard(1)
Standard 6: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standard(1)
Standard 7: O Exemplary(4) O Profic ient(3) O Emerging/Needs Improvement(2) O Does Not Meet Standard(1)
OVERALL RATING CALCULATION FINAL EVALUATION RUBRIC
Standard 1: ___ x .1 = ___ 3.6 - 4.00 EXEMPLARY
Standard 2: ___ x .1 = ___ 2.8 - 3.59 PROFICIENT
Standard 3: ___ x .1 = ___ 2.5 - 2.79 EMERGING/NEEDS IMPROVEMENT
Standard 4: ___ x .1 = ___ 1.0 - 2.49 DOES NOT MEET STANDARD
Standard 5: ___ x .1 = ___
Standard 6: ___ x .1 = ___
Standard 7: ___ x .4 = ___
Overall Rating: ______
COMMENTS BY EVALUATOR:
COMMENTS/REBUTTAL BY TEACHER:
By signing below the teacher indicates they have reviewed this report with the evaluator, signing does not
necessarily indicate agreement with the evaluator’s assessment.
Teacher’s Signature: ______________________________ Date: ____________________________
Evaluator’s Signature: _____________________________ Date: ____________________________
One copy to each: Teacher, Evaluator, Department of Human Resources-Employee’s Personnel file
Note: The following outcomes require a Teacher Improvement Assistance
Plan.
1. A rating of Emerging/Needs Improvement in two (2) or more
standards.
2. A rating of Does Not Meet Standard in any standard.
22
APPENDIX B
TEACHER IMPROVEMENT
ASSISTANCE PLAN
23
Pulaski County Public Schools
TEACHER IMPROVEMENT ASSISTANCE PLAN
Teacher: __________________________ School: _________________________________
Grade/Subject: _____________________ School Year: _____________________________
Evaluator: _________________________ Implementation Date: ______________________
Standard
Area of
Concern/Performance
Indicator
Instructions Available Resources Timeline/Evidence
of Success
The teacher’s signature denotes acknowledgment of unacceptable performance and the development and receipt of the Teacher Improvement
Assistance Plan.
Teacher’s Name: ______________________________ Teacher’s Signature: ________________________________ Date: _________
Evaluator’s Name: _____________________________ Evaluator’s Signature: _______________________________ Date: _________
24
Pulaski County Public Schools
TEACHER IMPROVEMENT ASSISTANCE PLAN
Results of Teacher Improvement Assistance Plan Implemented on: _____________________.
Standard
Area of
Concern/Performance
Indicator
Assessment/Comments Review Dates
Final Recommendation Based on Outcome of Teacher Improvement Assistance Plan:
The performance deficiencies have been satisfactorily corrected: Continuation of a Teacher Improvement
Assistance Plan is not necessary.
The Performance deficiencies have not been satisfactorily corrected: The recommendation is for non-
renewal or dismissal.
The teacher’s signature denotes receipt and review of the results of the Teacher Improvement Assistance Plan; not necessarily agreement with
the final recommendation.
Teacher’s Name: ______________________________ Teacher’s Signature: ________________________________ Date: _________
Evaluator’s Name: _____________________________ Evaluator’s Signature: _______________________________ Date: _________
25
Appendix C
Goal Setting Form
Standard 7
26
Goal Setting Form Explanation
The following describes the sections of the Goal Setting for Student Academic Progress Form.
I. Setting: Describe the population and special circumstances of the goal setting.
II. Identify the content area: The area/topic addressed based on learner achievement, learner or
program progress, or observational data.
III. Provide baseline data: Determine the learners' baseline data (where they are now) using the
following process:
a. collect and review data;
b. analyze the data;
c. interpret the data; and
d. determine needs.
IV. Write goal statement: What do you want learners to accomplish?
a. Select an emphasis for your goal, focusing on the classroom\teacher level.
b. Develop an annual goal.
V. Means for attaining the goal: Activities used to accomplish the goals including how progress
is measured and target dates. Examples of learning strategies to improve student learning are as
follows:
Modified teaching/work arrangement;
Cooperative planning with master teachers, team members, department members;
Demonstration lessons/service delivery by colleagues, curriculum specialists,
teacher mentors;
Visits to other classrooms;
Shared instructional materials;
Use of instructional strategies (e.g., differentiation, interactive planning);
Focused classroom observation;
Development of curricular supplements;
Completion of workshops, conferences, coursework;
Co-leading; and
Collaborative teaching.
VI. Mid-year review: Accomplishments after the first semester report cards are issued, but
prior to the fourth six weeks. If needed, make adjustments to the professional development
strategies, etc.
VII. End-of-year data results: Accomplishments at the end of the year.
27
Pulaski County Public Schools
Goal Setting for Student Academic Progress Form Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When
applicable, learner achievement/progress should be the focus of the goal. Teacher’s Name ______________________________________ Subject/Grade _______________________________________
Evaluator’s Name ______________________________________ School Year _________ - _________
I. Setting (Describe the population and special learning circumstances.)
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational
data.)
III. Baseline Data (What does the current data show?) Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish.)
28
V. Means for Attaining Goal (Strategies used to accomplish the goal.)
Strategy Evidence Target Date(s)
Teacher’s Name ___________________________ Teacher’s Signature ___________________________ Date _________________
Evaluator's Name __________________________ Evaluator’s Signature _________________________ Date _________________
VI. Mid-Year Review (Describe goal progress and
other relevant data.) Data
attached
Mid-year review conducted on___________________________
Initials: _______(teacher) _______(evaluator)
Teacher’s Name ___________________________ Teacher’s Signature ___________________________ Date _________________
Evaluator's Name __________________________ Evaluator’s Signature _________________________ Date _________________
Exemplary – E Proficient – P Emerging/Needs Improvement – ENI Does Not Meet Standard – DMS
VII. End-of-Year Review. Appropriate data received E P ENI D
S-1 sets acceptable, measurable, and appropriate achievement goals for student academic progress
based on baseline data.
S-2 provides evidence that achievement goals have been met including assessment results, the state-
provided growth measure (when available), and other multiple measures of student growth.
Teacher’s Name ___________________________ Teacher’s Signature ___________________________ Date __________
Evaluator's Name __________________________ Evaluator’s Signature _________________________ Date __________
29
APPENDIX D
TEACHER SELF-EVALUATION
30
TEACHER
SELF-EVALUATION Name _______________________ Academic Year ____________ School __________________
The teacher is to complete this self-evaluation by rating themselves on each of the Performance
Indicators and should have this self-evaluation readily available prior to his/her summative evaluation
upon the evaluator’s request.
____________________________________________________________________________________
Standard 1: Professional Knowledge
The teacher:
4
Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Effectively addresses
appropriate curriculum
standards.
Addresses curriculum standards
through differentiated instruction
so that all students can
demonstrate a good understanding
of the concepts being taught.
Effectively addresses curriculum
standards according to the
pacing guides. Most students are able to demonstrate an
understanding of the concepts
being taught.
Addresses some curriculum
standards, but not others.
Students have minimal
understanding of concepts
being taught.
Does not adequately cover
curriculum standards and
students demonstrate
limited understanding.
Integrates key
content elements and
facilitates use of
higher level thinking
skills in instruction.
Presents the lesson using a variety of materials and research-based strategies
so that students are able to articulate
higher order thought and understanding of key content elements by making
connections to past/future learning
and/or other subjects.
Integrates key content
elements by using research-
based strategies to encourage
students to employ higher
order thinking.
Key content elements are
marginally presented.
Limited use of research-
based strategies and little
emphasis on higher order
thinking.
Key content elements are
poorly presented and it is
evident that little planning
occurred to guide students
to higher order thinking.
Links content with past
and future learning
experiences, other
subject areas, and real
world experiences and
applications.
Helps students to think critically and
make their own connections with
past and future learning to other
subjects, or to the real world.
Teacher links content with
past and future learning, other
subjects, and real world.
Makes unsuccessful attempts
to help student connect new
knowledge to past or future
learning.
Makes no attempt to help
student make connections
to past or future learning.
Demonstrates an
accurate knowledge
of the subject
matter.
Has superior knowledge of the subject
matter and is able to differentiate with
many higher order activities, from
which students are able to make
connections. Teacher is able to
communicate so that ALL students are
able to demonstrate understanding.
Confidently and accurately
presents subject matter.
Communicates clearly and
easily so that students are
able to demonstrate
understanding of what is
being taught.
Lacks confidence in
presenting subject matter and
may present some inaccurate
information. Is not able to
differentiate instruction,
especially for students at-
risk.
Has limited knowledge of
subject matter and students
are unable to demonstrate
understanding of the
concepts.
Demonstrates skills
relevant to the subject
area(s) taught.
Presents the subject matter in
unique ways so that students gain a
deep understanding of the concepts
and are able to apply the
information.
Demonstrates skills relevant to
subject taught so that most
students are able to
demonstrate understanding.
Ability to demonstrate skills
relevant to subject being
taught is emerging. Students
are able to demonstrate some
understanding.
Has limited ability to demonstrate skills relevant to
the subject being taught.
Students appear confused and are unable to demonstrate
understanding.
Bases instruction on
goals that reflect high
expectations and an
understanding of the
subject.
Bases instruction not only on SOL
objectives, but has expectations
that students will reach an
understanding beyond what is
required and has mastery
understanding of the subject
matter.
Bases instruction on SOL’s,
countywide objectives, and
demonstrates high
expectations for students’
mastery of the content. Has
a solid understanding of the
subject matter.
Bases some instruction on
SOL’s and countywide
objectives, but no others.
Knowledge of subject matter
is emerging.
The teacher has no defined
learning goals or
expectations for learning.
Has limited knowledge of
subject matter.
Demonstrates an
understanding of
intellectual, social,
emotional, physical
development of age
group.
Presents information in an age
appropriate manner but students
are able to demonstrate a deep
understanding of the concepts. Is
able to build community within the
classroom, so students feel safe
socially and emotionally.
Presents information in an
age appropriate manner
(appropriate intellectually
and physically).
Demonstrates sensitivity to
the social & emotional needs
of students.
Has some grasp of age
appropriateness but needs
improvement in
understanding the social,
emotional, intellectual and
physical needs of students.
Does not demonstrate
sensitivity to the social,
emotional, intellectual and
physical needs of students.
Communicates
clearly and checks for
understanding.
Has valid & reliable data to
demonstrate and document students’
understanding of concepts. Clearly
communicates learning expectations.
Checks frequently for
understanding, both formally
and informally, and clearly
communicates expectations.
Checks inconsistently for
understanding either formally
or informally. Expectations for
students’ learning are unclear.
Does not check for
understanding and is
ineffective in
communicating with
students
31
Standard 2: Instructional Planning and Preparation
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Uses student learning
data to guide
planning.
Uses a variety of student
performance data, including
pretests, to plan instructional
units. Obviously and
consistently monitors learning
data and adjusts instructional
plan to insure students meet
learning objectives.
Uses a variety of student
performance data,
including pretests, to plan
instructional units.
Generally, but not
consistently, monitors
learning data and adjusts
instructional plan to meet
learning objectives.
Uses at least one student
performance data source to
plan instructional units.
Inconsistently or
infrequently monitors
learning data and adjusts
instructional plan to meet
learning objectives.
Plans units based on
instructional goals, but
independent of student data.
Student data is neither
gathered nor applied to
instructional plan.
Plans time
realistically for
pacing, content
mastery, and
transitions.
Plans for a rigorous instructional
pace that aligns with Curriculum
Framework and SOL’s.
Sufficient time for remediation
as well as enrichment is
incorporated into long-range
plans and is implemented
Plans for an instructional
pace that aligns with
Curriculum Framework
and SOL’s. Plans
sufficiently for instruction
and remediation and
implements. Occasionally
includes enrichment if time
allows.
Plans for an instructional
pace that aligns with
Curriculum Framework and
SOL’s. Occasionally
remediation and/or
enrichment time is included,
but not consistently evident
in planning or
implementation.
No long-range pacing plan is
evident. Sufficient
instructional time is not
planned and implemented to
meet instructional goals. End
of course topics are condensed
or omitted to fit within
instructional time frame.
Plans for
differentiated
instruction.
Written plans clearly indicate a
tiered instructional approach to
meet diverse student needs that is
highly engaging. Adaptations in
either process or product are
evident. A variety of highly
effective instructional methods
or strategies are integrated into
plans to address higher order
thinking and learning styles.
Written plans indicate
adaptations to meet diverse
student needs. A variety of
instructional methods or
strategies are integrated
into plans. Plans address
learning styles, higher-
order thinking skills, and
other accommodations.
Written plans indicate some
adaptations to meet diverse
student needs, but not
consistently. Instructional
strategies or methods are
limited to a few that are
often repeated.
Accommodations or
adaptations are reactive vs.
pre-planned.
Written plans show no
indication of accommodations
or adaptations to meet student
needs. Instructional methods
are not varied, nor do they
employ higher order thinking
skills. Students’ individual
needs and learning styles are
not considered in plans.
Aligns lesson
objective to the
curriculum and
student learning
needs.
Written plans are impeccable in
their detail, reflecting
instructional goals and state
standards and are executed
through instructional delivery.
Written plans clearly
indicate instructional goals
and reference state
standards and are executed
through instructional
delivery.
Written plans indicate
instructional goals; but may
inconsistently reference
curriculum or state
standards. Plans are not
followed as written.
Written plans indicate
instructional goals, but either
does not reference state
standards or are not aligned to
state standards.
Aligns Exhibits
knowledge of
effective lesson
construction.
Always designs structured
lessons with clear, measurable
goals. Plans have a format that
includes accessing prior
knowledge, best instructional
practices, assessment, and
alignment to state standards,
accommodations, and next steps.
Usually designs structured
lessons with clear,
measurable goals. Plans
usually have a format that
includes accessing prior
knowledge, best
instructional practices,
assessment, and alignment
to state standards,
accommodations, and next
steps.
Planned lessons are
consistently missing 1-2
components of a structured
lesson. Plans generally
include instructional goals
but may be missing other
components.
Evidence of lesson planning is
intermittent or missing.
Lesson planning lacks
structure. Instructional goals
may be unclear. Introductions
and closings are missing.
There is no evidence of
planning for assessment,
differentiation, or student
accommodations.
Develops
appropriate long and
short-range plan and
adapts plans when
needed.
Once developed, plans are
adapted to meet needs of
students based on formal (pre-
tests, & formative assessments)
and informal, real-time data.
Plans are obviously adapted to
react, redirect, or reteach as
needed, based on consistent
sampling of student learning.
Once developed, plans may
be adapted based on
student formative
assessments. Some
formative assessments and
other measures may be
used to signal an adaptation
is needed.
Once developed, plans are
generally static, with little
opportunity to react or
reteach. Formative
assessments are not generally
utilized to drive instruction.
Adaptations, if made, are
generally based on informal
data.
Formative assessments are not
used to gauge instructional
effectiveness. Consequently,
plans are not adapted or
changed based on student
learning within the course of
instruction.
32
Standard 3: Delivery of Instruction
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Engages and
maintains
students in
active
learning.
The teacher clearly understands the
need to engage students in the learning
process and is successful in a delivery
of instruction which fosters student
interest and creativity. The teacher
promotes application of acquired
knowledge to the other content areas
and adapts to the student involvement
in an organized manner.
The teacher clearly understands the
need to engage students in active
learning. A plan for student
participation is evident and
cooperation in the delivery of
instruction is embraced by the
majority of students. The teacher
responds to students who need to be
reconnected to the learning process.
The teacher understands the need to
actively engage students in the learning
process. There is an attempt to foster
student learning and/or creativity.
However, lessons lack a clear plan for
student participation. The teacher
appears to be uncomfortable with
student involvement in dynamic
learning.
The teacher seldom provides
opportunities for student
contribution to the learning process.
At times, students appear to be
inattentive and/or unaware of the
focus of the lesson. The
instructional delivery does not foster
student interest and/or creativity.
Builds upon
students’
existing
knowledge
and skills.
The teacher understands the need for
assessing and activating a learner’s
prior knowledge. Instructional
planning and delivery is designed
around the students’ existing
knowledge. Scaffolding is evident.
The teacher has the ability to adjust the
lesson based upon the students’
knowledge.
The teacher demonstrates
understanding of the need for
assessing and activating a
learner’s prior knowledge.
Lesson plans reference the
necessity for scaffolding;
however, it is not used as the
primary means of instructional
planning and delivery.
The teacher understands the need to
assess and activate a learner’s prior
knowledge. However, lessons do not
have a clear plan for scaffolding. The
teacher appears to be unsure how to
incorporate and/or build upon the
existing knowledge.
The teacher makes no connection between
new material and students’ prior
knowledge. Little is done to gather a
foundation of knowledge to build upon.
Instructional delivery is not designed for
scaffolding, and existing student
knowledge is not factored into the plan for
instruction.
Differentiates
instruction to
meet the
students’
needs.
The teacher is knowledgeable in the
application of a variety of instructional
methodologies to accommodate the
needs of the diverse learners in the
classroom. The needs of both
struggling and gifted learners are met
in the delivery of instruction.
The teacher is knowledgeable in a
variety of instructional
methodologies. The needs of
diverse learners are recognized.
The teacher has been exposed to a
variety of instructional
methodologies. The needs of
diverse learners are not realized in
a manner that promotes student
success.
The teacher does not demonstrate
knowledge in, or is resistant to using, a
variety of instructional methodologies
even though proper training has been
provided. The needs of diverse learners
are not addressed in planning and/or
implementation of the lesson.
Reinforces
learning goals
consistently
through the
lesson.
The teacher clearly demonstrates
understanding, and has a well-
defined plan for reinforcing; the
school division’s desired learning
goals. Current and past learning
goals are reinforced throughout the
delivery of instruction.
The teacher demonstrates an
understanding of the school
division’s desired learning
outcomes. A plan for reinforcing
and meeting set goals is evident
and is normally referred to at the
beginning and/or completion of
the lesson.
The teacher appears to understand
the school division’s desired
learning outcomes. However,
there is lack of a clear plan for
reinforcing and meeting these
goals. The teacher
discovers/acknowledges the need
for instructional adjustments at the
completion of the lesson and/or
assessment.
The teacher does not demonstrate an
understanding of the school division’s
desired learning goals. Lessons are not
designed to reinforcement these goals nor
have a clear plan. The teacher is unaware
of, or resistant to, the need for
instructional adjustments in order to meet
the desired learning goals.
Utilizes a variety of
effective
research-based instructional
strategies and resources.
The teacher’s instructional delivery is
very fluid and seamlessly incorporates
research-based instructional strategies.
The teacher is called upon periodically
to demonstrate/mentor less experienced
teachers.
The teacher understands the school
division’s focus on research-based
instructional strategies. Lesson plans
reference these strategies and the
instructional delivery validates the
use of these research-based
instructional strategies.
The teacher understands the school
division’s focus on research-based instructional strategies. However, lesson
plans might not consistently reference these
strategies. The instructional delivery does not yield a good assessment of the
knowledge gained by the students.
The teacher does not demonstrate an
understanding, or is resistant to the use, of
research-based instructional strategies
even though the teacher has been through
training in these strategies and
understands the school division’s focus
on research-based instructional strategies.
Uses
instructional
technology to
enhance
student
learning.
The teacher makes certain technology
is accessible to, and appropriate for, the
students in the classroom. Technology
is a constant component of the teacher’s
instruction and not an enhancement.
The teacher is viewed as a leader in the
field of technology-use in the school
and assists with new technology and
training of his/her peers.
The teacher makes certain
technology is accessible to, and
appropriate for, the students in the
classroom. Although the technology
is incorporated into the learning
process, it is primarily used as a
supplement to the learning rather
than a delivery mechanism.
The teacher understands the
expectation of technology-use in the
classroom and has received
appropriate training. However, the use
of technology in the instructional
delivery is distracting to the learning
environment. The teacher is viewed to
be somewhat uncomfortable with its
use.
The teacher understands the expectation
of technology-use in the classroom and
has received appropriate training.
However, the use of technology is very
infrequent and viewed as being avoided
if at all possible. The potential
enhancement of the instructional delivery
is not realized.
Communicates
clearly and
checks for
understanding.
The teacher can effectively convey the
lesson so that all learners achieve
understanding. During the delivery of
the lesson, the teacher demonstrates an
innate ability to adjust the delivery of
instruction in reaction to their
assessment of student cues.
The teacher can effectively
convey the lesson so that most
learners achieve understanding.
The teacher is cognizant of
student understanding
throughout the lesson and makes
necessary adjustments after the
initial lesson to accommodate
those students who need
additional assistance.
The teacher conveys the lesson in a
scripted-manner so that most learners
achieve understanding. The teacher
appears to be resistant to straying
from the lesson plan, regardless of
the students’ cues. The teacher
discovers/acknowledges a lack of
student understanding after
completion of the lesson and/or
assessment.
The teacher is ineffective at conveying a
lesson so that learners can achieve
understanding. The teacher is unaware
of, or neglects, student understanding
throughout the course of the lesson. The
teacher does very little to gather feedback
about student understanding.
33
Standard 4: Assessment of and for Student Learning
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Uses pre-assessment data
to develop expectations
for students, to
differentiate instruction,
and to document
learning.
Guides students to examine
pre-assessments in order to
identify individual areas of
need. Uses pre-assessment data
to steer differentiated
instruction.
Uses pre-assessment data to
develop expectations for
students, to differentiate
instruction, and to document
learning.
Utilizes pre-assessments but
data is not used to develop
instructional plans geared at
meeting the needs of diverse
learners.
Does not utilize pre-
assessment instruments.
Involves students in setting
learning goals and
monitoring their own
progress.
Conferences with students to
discuss personal learning goals
and monitor progress.
Involves students in setting
learning goals and
monitoring their own
progress.
Ensures students are aware
of learning objectives and
expected outcomes. Does
not involve student in goal
setting or progress
monitoring.
Does not ensure students
are aware of learning
objectives and does not
involve student in goal
setting or progress
monitoring.
Uses a variety of
assessment strategies and
instruments that are valid
and appropriate for the
content and for the
student population
Utilizes a variety of formal and
informal assessments which
move students into higher
levels of thinking. Allows
students multiple opportunities
to show understanding of
material.
Uses a variety of
assessment strategies and
instruments that are valid
and appropriate for the
content and for the student
population
Utilizes a variety of formal
assessments but does not
utilize informal assessments
to steer classroom
instruction and
differentiation.
Does not utilize a variety
of formal assessment
strategies.
Aligns student assessment
with established
curriculum standards and
benchmarks
Works collaboratively to
develop common assessments
aligned with curriculum
standards and benchmarks
Aligns student assessment
with established curriculum
standards and benchmarks
Aligns student assessments
with established state
curriculum but does not
address local benchmarks.
Assessments are not aligned
with local or state
curriculum standards.
Uses assessment tools for
both formative and
summative purposes and
uses grading practices that
report final mastery in
relationship to content
goals and objectives
Moves students to evaluate both
formative and summative assessments in order to set personal learning goals and
discuss final mastery of content.
Uses assessment tools for
both formative and
summative purposes and
uses grading practices that
report final mastery in
relationship to content goals
and objectives
Uses both formative and
summative assessments but
does not use grading
practices that report final
mastery in relationship to
content goals and objectives.
Does not utilize both
formative and summative
assessments. Does not use
grading practices that report
final mastery in relationship
to content goals and
objectives.
Uses assessment tools for
both formative and
summative purposes to
inform, guide, and adjust
students’ learning.
Collaborates with instructional
staff to create and use
assessment tools for formative
and summative purposes
to inform, guide, and adjust
students’ learning.
Uses assessment tools for
both formative and
summative purposes to
inform, guide, and adjust
students’ learning.
Uses formative and
summative assessment tools
but does not use tools to
inform, guide, and adjust
student learning.
Does not use both formative
and summative assessment
tools to inform, guide, and
adjust, students learning.
Gives constructive and
frequent feedback to
students on their learning.
Guides students to evaluate
their own learning and helps
them to analyze their learning
and individual needs while
providing constructive
feedback.
Gives constructive and
frequent feedback to students
on their learning.
Gives feedback to students
but feedback is not specific
and growth oriented.
Does not provide
students with feedback
other than to provide
graded work.
Updates parents on the
unfolding curriculum and
suggests ways to support
learning at home.
Utilizes a variety of
communication means such as
phone, PT conferences, teacher
websites, letters, etc. to keep
parents aware of curriculum
and ways students learning can
be supported at home.
Updates parents on the
unfolding curriculum and
suggests ways to support
learning at home.
Provides parents with information regarding
curriculum but does not suggest ways to support
learning at home.
Does not updates parents on
the unfolding curriculum
and does not suggest ways
to support learning at home.
34
Standard 5: Learning Environment and Classroom Management
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Arranges the classroom
to maximize learning
while providing a safe
environment
Teacher’s classroom is safe,
and students contribute to
ensuring that the physical
environment supports the
learning of all students and is
maintained and well
organized.
Teacher’s classroom is safe,
and learning is accessible to
all students; teacher uses
physical resources well and
ensures that the arrangement
of furniture supports the
learning activities.
Teacher’s classroom is safe,
and essential learning is
accessible to all students, but
furniture or classroom
organization arrangement
only partially supports the
learning activities.
Teacher makes poor use of the
physical environment, resulting
in unsafe or inaccessible
conditions for some students or
a mismatch between furniture
arrangements and the lesson
activities.
Establishes clear
expectations, with student
input, for classroom rules
and procedures and
enforces them consistently
and fairly.
Classroom routines and
procedures are seamless in
their operation, & students
assume considerable
responsibility for their smooth
functioning.
Classroom routines and
procedures have been
established and function
smoothly for the most part,
with little loss of instruction
time.
Classroom routines and
procedures have been established
but function unevenly or
inconsistently, with some loss of
instruction time.
Classroom routines and
procedures are either nonexistent
or inefficient, resulting in the loss
of much instruction time.
Maximizes instructional
time and minimizes
disruptions.
Students assume much of the
responsibility for establishing
a culture for learning in the
classroom by taking pride in
their work, initiating
improvements to their
products, and holding work to
the highest standard.
The classroom environment
represents a genuine culture
for learning, with
commitment to the subject on
the part of teacher and
students, high expectations
for student achievement, and
student pride in work.
The classroom environment
reflects only a minimal culture
for learning, with modest or
inconsistent expectations for
student achievement, and little
student pride in work. Both
teacher and students are
performing at a minimal level to
“get by.”
The classroom does not
represent a culture for learning
and is characterized by low
teacher commitment to the
subject, low expectations for
student achievement, and little
student pride in work.
Establishes a climate of
trust and teamwork by
being fair, caring,
respectful, and
enthusiastic.
Classroom interactions are
highly respectful, reflecting
genuine warmth and caring
towards individuals. Students
ensure maintenance of high
levels of civility among
members of the class.
Classroom interactions
reflect general warmth and
caring, and are respectful of
the cultural and
developmental differences
among groups of students.
Classroom interactions are
generally appropriate and free
from conflict but may be
characterized by occasional
displays of insensitivity.
Classroom interactions, both
between the teacher and students
and among students, are negative
or inappropriate and
characterized by sarcasm, put-
downs, or conflict.
Promotes cultural
sensitivity.
Teacher seeks ways to
promote and educate student
about different cultures within
the classroom.
Teacher responds in a
sensitive manner to social and
cultural backgrounds when
dealing with students and
their parents.
Teacher is generally sensitive to
cultural backgrounds of students
but can sometimes overlook
their needs.
Teacher is insensitive to cultural
backgrounds of students and
does not accommodate their
differing needs.
Respects students’
diversity, including
language, culture, race,
gender, and special
needs.
Teacher seeks ways to
educate others about student
diversity. No bias is shown
toward any student based on
his diverse needs.
Teacher’s verbal and
nonverbal interactions are
friendly and demonstrate
respect in regard to student
diversity.
Teacher is generally respectful
of the individual needs of
students but may lack sensitivity
at times.
Teacher does not respect or
promote tolerance among
students and their diverse needs.
Actively listens and pays
attention to students’
needs and responses.
Teacher demonstrates
genuine caring and respect for
individual students. Students
exhibit respect for teacher as
an individual.
Teacher-student interactions
are friendly & demonstrate
general warmth, caring and
respect. Interactions are
appropriate to developmental
and cultural norms. Students
exhibit respect for teacher.
Teacher-student interactions are
generally appropriate, but may
reflect occasional
inconsistencies, favoritism or
disregard for students’ cultures.
Students exhibit only minimal
respect for teacher.
Teacher interaction with at least
some students is negative,
sarcastic, or inappropriate to the
age or culture of the students.
Students exhibit disrespect for
teacher.
Maximizes instructional
time by working with
students individually and
in small groups or whole
groups.
Groups working
independently are
productively engaged at all
times. Students assume
responsibility for
productivity.
Tasks for work groups are
organized. Groups are
managed so most students are
engaged at all times.
Tasks for group work are
partially organized, resulting in
some off-task behavior when
teacher is involved with one of
the groups.
Students not working with the
teacher are not productively
engaged in learning.
35
Standard 6: Professionalism
The teacher:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard Collaborates and
communicates effectively
within the school
community to promote
students’ well-being and
success.
Actively collaborates
within the school to
promote student success.
Communicates effectively
within the team.
Collaborates and
communicates effectively
within the school to
promote students’ well-
being and success.
Meets and communicates
inconsistently with colleagues
to promote student success
and well-being.
Does not meet with colleagues
to communicate or discuss
student success or well-being.
Adheres to federal and
state laws, school and
division policies, and
ethical guidelines.
Adheres to federal and
state laws, upholds school
& division policy, and
makes superb judgmental
& ethical choices.
Adheres to federal and state
laws, school and division
policies, and ethical
guidelines.
Adheres to federal and state
laws, sometimes uses poor
judgment, or makes
questionable ethical
decisions.
Does not always adhere to state
and federal laws, makes poor
ethical choices.
Incorporates learning from
professional growth
opportunities into
instructional practices.
Effectively incorporates
learning from professional
growth, actively seeks new
ideas & training and is a
role model to colleagues.
Incorporates learning from
professional growth
opportunities into instructional
practice.
Is reluctant to attend
trainings or to incorporate
new ideas into daily
instruction.
Is not open to new ideas or
trainings to improve student
success.
Sets goals for
improvement of
knowledge and skills.
Sets goals for
improvement of
knowledge and skills
and contributes to
other’s improvement.
Sets goals for improvement of
knowledge and skills.
Occasionally sets goals for
improvement of knowledge
and skills, or sets them but
does not strive to achieve
them.
Does not set goals for
improvement of knowledge
and skills.
Engages in activities
outside the classroom
intended for school and
student enhancement.
Engages in and utilizes
ideas from multiple
activities outside the
classroom intended for
student enhancement.
Engages in activities outside
the classroom intended for
school and student
enhancement.
Occasionally attends
activities outside the
classroom intended for
school and student
enhancement.
Does not attend activities outside the classroom intended
for school and student enhancement.
Works in a collegial and
collaborative manner with
administrators, other
school personnel, and the
community.
Works in a collegial and
collaborative manner with
administrators, other
school personnel, and the
community. Is a leader
and sets an example of
collaboration for co-
workers.
Works in a collegial and
collaborative manner with
administrators, other school
personnel, and the
community.
Occasionally collaborate with
administrators, colleagues, or
approved community
programs when prompted to
do so.
Does not work in a
collaborative manner with
administrators, other school
personnel, and the community.
Builds positive and professional
relationships with
parents/guardians through
frequent and effective
communication concerning
students’ progress.
Builds positive and
professional relationships
with parents through
frequent and effective
communication concerning
students’ progress. Makes
an additional effort to keep
parents informed and
involved.
Builds positive and
professional relationships with
parents through frequent and
effective communication
concerning students’ progress.
Infrequent communication
with parents concerning
students’ progress.
Relationship with parents is
indifferent or negative.
Rarely communicates with
parents concerning students’
progress. Does not make an
effort to build a professional
relationship with parents.
Is a contributing member of
the school’s professional
learning community
through collaboration with
teaching colleagues.
Serves as a leader and
contributing member of
the school’s professional
learning community
through collaboration
with teaching colleagues.
Serves as a contributing
member of the school’s
professional learning
community through
collaboration with teaching
colleagues.
Occasionally contributes to
the school’s professional
learning community &
infrequently collaborates with
teaching colleagues.
Is not a contributing member
of the school’s professional
learning community and does
not collaborate with teaching
colleagues.
Demonstrates consistent
mastery of standard oral
and written English in all
communications.
Demonstrates ideal
mastery of standard oral
and written English in
all communication.
Demonstrates consistent
mastery of standard oral
and written English in all
communication.
Demonstrates inconsistent
mastery of standard oral
and written English in all
communication.
Does not demonstrate
mastery of standard oral and
written English in all
communication.
36
Standard 7: Student Growth
The teacher:
4
Exemplary
3
Proficient
2
Emerging/Needs Improvement
1
Does Not Meet Standard
Section 2 **To be completed for all teachers(100%-Tier 1, 75%-Tier 2)**
Provides evidence that achievement goals have been met including assessment results, the state-provided growth
measure (when available), and other multiple measures of student growth.
Exemplary Proficient Emerging/ Needs
Improvement N/A
Smart Goal #1
Smart Goal #2
Smart Goal #3
(if applicable)
Develops goals based on
baseline data.
Goals are specific,
measurable, appropriate,
realistic, time limited and
individualized.
Goals are specific,
measurable, appropriate,
realistic, and time limited.
Slight adjustments needed in
reference to specificity,
measurability,
appropriateness,
and timeliness.
Significant adjustments needed in
reference to specificity,
measurability, appropriateness, and
timeliness.
Documents progress throughout
the year.
Progress is updated &
documented constantly
throughout the year.
Progress is updated &
documented frequently
throughout the year.
Progress is updated and
documented periodically
throughout the year.
Progress is not updated nor
documented throughout the year.
Provides evidence that goals are
being met. Student gain scores from post-
testing, and other measures.
Student gain scores from post-testing, and other
measures.
Student gain scores from post-testing, or another measure
are provided.
Little, or no, evidence provided to
determine if goals are being
met.
Develops interim learning
targets based on student
performance.
Interim learning targets,
based on on-going
assessment of student created constantly throughout the
year.
Interim learning targets, based on on-
going assessment of student
performance, created frequently
throughout the year.
Interim learning targets, based on on-
going assessment of occasionally
throughout the year.
Interim learning targets, based on on-
going assessment of student
performance, not developed or documented.
Section 3 **To be completed for all Tier 2 teachers only (25%)**
Understands the Math and/or
English goal(s) and baseline data
for the students in their charge.
Teacher assists in securing
the baseline data for all
students.
Proactive communication
with peers and
administration concerning
baseline data evident.
Little communication with peers
and administration concerning
baseline data evident.
No communication with peers and
administration concerning baseline
data evident.
Understands the progress their
students are making on the
students’ goal(s) in Math
and/or English.
Teacher volunteers to assist
core teachers in assessing
students’ progress toward
established goals.
Teacher seeks out frequent
updates on students’
progress toward their goals.
Teacher waits for updates on students’
progress toward their goals.
Teacher demonstrates little concern about
students’ progress toward their goals.
Examines the evidence of their
students’ success on their Math
and/or English goal(s).
Teacher volunteers to assist
core teachers in analyzing
students’ success toward
established goals.
Teacher understands the
student progress model & the
various instruments adopted for
securing evidence of student
success.
Teacher demonstrates some
understanding of the student
progress model and the
various instruments adopted for
securing evidence of student
success.
Teacher demonstrates little
understanding of the student progress
model and the various instruments
adopted for securing evidence of student
success.
Initiates collaboration with peers to
develop curriculum that supports Math
and/or English goal(s) and learning targets.
Teacher strives to incorporate the
goals established by the core
teachers into their curriculum.
Teacher understands the need to
incorporate a portion of the goals
established by the core teachers
into their curriculum.
Teacher appears to be reluctant to
incorporate a portion of the goals
established by the core teachers into
their curriculum.
Teacher does not incorporate any of the goals
established by the core teachers into their
curriculum.
37
APPENDIX E
ALTERNATIVE STANDARD 4
LIBRARIANS
GUIDANCE COUNSELS
38
Alternate Standard 4G (Guidance Counselors): Assessment of and for Student Learning
The counselor:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Uses standardized testing
data to determine which
students may need
additional assistance.
Tracks students who need
additional assistance and
shares the student’s status with
administration.
Uses standardized testing
data to determine which
students may need
additional assistance.
Utilizes pre-assessments but
data is infrequently used to
develop instructional plans
geared at meeting the needs
of diverse learners.
Does not utilize
standardized testing to
determine which students
may need additional
assistance.
Establishes rapport with
students to facilitate
success in the school
environment.
Is actively sought after by
students for their support,
knowledge, and advice.
Establishes rapport with
students to facilitate success
in the school environment.
Does not demonstrate a
strong level of engagement
with groups and individuals.
Works in isolation
frequently. Students do not
seek out counselor for
engagement.
Identifies student
strengths and weaknesses
in the academic setting
and develops tiered
interventions to address
the student’s needs.
Is constantly observing,
analyzing and evaluating
students during direct and
indirect interactions. The
counselor consistently is
proactive in conversations
about students and their needs.
Identifies student strengths
and weaknesses in the
academic setting and
develops tiered
interventions to address
the student’s needs.
Infrequently identifies
student strengths and
weaknesses in the academic
setting and develops tiered
interventions to address the
student’s needs.
Ignores the need to
identify student strengths
and weaknesses in the
academic setting and
ignores potential tiered
interventions to address
the student’s needs.
Is knowledgeable of
available community
resources and referral
options to address student
needs.
Is consistently discussing
options that exist to help address
student’s needs and is a
proactive component of core
team.
Is knowledgeable of
available community
resources and referral
options to address student
needs.
Is knowledgeable of available
community resources and
referral options to address
student needs. However,
opportunities are missed to
have a positive impact on the
student’s life.
Chooses not to refer students
to core team for potential
evaluation or to be
knowledgeable of available
community resources.
Builds rapport with staff,
faculty and administration
to collaborate on student
needs.
Engages faculty and
administration as they attempt to address each student’s needs.
This is done in a proactive finessed manner.
Builds rapport with staff,
faculty and administration
to collaborate on student
needs.
Reluctantly or passively
engages in active dialog with
staff, faculty, and
administration to collaborate
on student needs.
Chooses to work in isolation
with little, if any,
engagement with staff,
faculty, and administration
on student needs.
Utilizes assessment, career
interest inventories, and
other tools to help with
student academic and/or
career planning.
Is consistently engaging the
student about their future.
Career inventories are a
constant component of
conversations.
Utilizes assessment, career
interest inventories, and
other tools to help with
student academic and/or
career planning.
Seldom utilizes assessment,
career interest inventories,
and other tools to help with
student academic and/or
career planning.
Chooses not to utilize
assessment, career interest
inventories, and other tools
to help with student
academic and/or career
planning.
Communicates relevant
information to identified
stakeholders in a timely
manner, while maintaining
the appropriate level of
confidentiality.
Appears comfortable engaging
all levels of stakeholder groups
and has developed professional
relationships to the benefit of
the student.
Communicates relevant
information to identified
stakeholders in a timely
manner, while maintaining
the appropriate level of
confidentiality.
Sporadically communicates
relevant information to
identified stakeholders while
maintaining the appropriate
level of confidentiality.
Communications are not
timely with stakeholders
and/or the appropriate level of
confidentiality is not
maintained.
Utilizes a variety of
communication means
such as phone,
Parent/Teacher
conferences, guidance
websites, and letters to
keep parent aware of
counseling services and
opportunities.
Has developed and maintains a
website dedicated to the needs
of parents and students.
Various levels of
communication are evident
and are extensive.
Utilizes a variety of
communication means such
as phone, Parent/Teacher
conferences, guidance
websites, and letters to keep
parent aware of counseling
services and opportunities.
Seldom utilizes
communication means such
as phone, Parent/Teacher
conferences, guidance
websites, and letters to keep
parent aware of counseling
services and opportunities.
Does not keep parents
aware of counseling
services and opportunities.
Thus not showcasing our
guidance program.
Predominate rating:____ Comments:
39
Alternate Standard 4L (Librarians): Assessment of and for Student Learning
The librarian:
4 Exemplary
3 Proficient
2 Emerging/Needs
Improvement
1 Does Not Meet
Standard
Uses pre-assessments
and teacher input to
develop expectations for
students, differentiate
instruction, and to
monitor learning.
Will be an active member of
the core team. The librarian
will
Uses pre-assessments and
teacher input to develop
expectations for students,
differentiate instruction, and
to monitor learning.
Uses pre-assessments but the
data is not used consistently
to develop expectations for
students, differentiate
instruction, or monitor
learning.
Uses pre-assessments but
the data is not used to
develop expectations for
students, differentiate
instruction, or monitor
learning.
Involves students in setting
and meeting learning goals
and monitoring their own
progress.
Empowers the students to have
ownership in the setting and
monitoring of learning goals.
Students will be able to discuss
these goals and how they are
monitored.
Involves students in setting
and meeting learning goals
and monitoring their own
progress.
Infrequently involves students
in setting and meeting
learning goals and monitoring
their own progress.
Determines learning goals
and monitors student
progress. Students are not
involved in this process.
Uses a variety of
assessment/learning
strategies that are valid
and appropriate for the
content and for the
student population.
Demonstrates knowledge of
research-based strategies.
Demonstrated through lesson
plans, displays, and other
means.
Uses a variety of
assessment/learning
strategies that are valid
and appropriate for the
content and for the student
population.
Uses assessment/learning
strategies and content
which are not consistently
aligned to the student
population at times and may
not be valid or have the
appropriate content.
Does not use a variety of
assessment/learning
strategies that are valid
and appropriate for the
content and for the student
population.
Monitor student progress
with established
curriculum standards
and/or American
Association of School
Librarians (AASL)
Standards.
Documents student progress and
shares relevant information with
the student’s teachers. The
AASL standards are
communicated and displayed.
Monitors student progress
with established curriculum
standards and/or American
Association of School
Librarians (AASL)
Standards.
Infrequently monitors student
progress with established
curriculum standards and/or
American Association of
School Librarians (AASL)
Standards.
Does not monitor student
progress with established
curriculum standards and/or
American Association of
School Librarians (AASL)
Standards.
Uses formal and informal
assessment tools,
observation, and inquiry
for both formative and
summative purposes to
guide instruction.
Uses multiple means to
efficiently evaluate the needs of the students, both as a group
and as individuals.
Uses formal and informal
assessment tools,
observation, and inquiry for
both formative and
summative purposes to
guide instruction.
Inconsistently uses formal
and informal assessment
tools, observation, and
inquiry for both formative
and summative purposes to
guide instruction.
Does not use assessment
tools, observation, and
inquiry for both formative
and summative purposes to
guide instruction.
Gives constructive and
frequent feedback to
student on their effective
use of library resources.
Has developed the skills to
redirect students without
having a negative impact and
has developed a program that
explores all of the library’s
resources.
Gives constructive and
frequent feedback to student
on their effective use of
library resources.
Does not consistently redirect
students when they have
difficulty with using library
resources. Students are not
told why they are incorrect.
Gives little, if any, guidance
to students as they explore
library resources. The
students do not understand
the opportunities that exist
in our library.
Updates parents on the
unfolding curriculum,
available resources, and
library activities to support
learning at home.
Communicates the
opportunities that exist to
maximize the utilization of the
library through use of the
school’s website, letters, and
other communication means.
Updates parents on the
unfolding curriculum,
available resources, and
library activities to support
learning at home.
Infrequently updates parents on
the unfolding curriculum,
available resources, and library
activities to support learning at
home.
Does little to communicate
with parents the array of
resources available to their
student.
Uses a variety of
comprehensive materials,
appropriate technology,
and resources to promote a
safe online learning
environment.
Has developed a best practices
program for students that
address the ever-changing
landscape of online safety
including visual ques within
the library.
Uses a variety of
comprehensive materials,
appropriate technology, and
resources to promote a safe
online learning
environment.
Infrequently uses a variety of
comprehensive materials, appropriate technology, and resources to promote a safe
online learning environment.
Does little to promote a safe
online learning
environment.
Predominate rating:____ Comments: