Mid-Year Teacher Evaluation Rubric

Review Form

Teacher:

Jennifer Glabach

School: Dudley

Date: Jan 12, 2016

Area/Grade: 2nd

*Comments may be made in one or more of the following areas as observed in the classroom.


I.

Preparation and Planning:

Lesson plans present for review. Instructional outcomes are stated and goals reflect
moderate level learning. Learning targets are regularly posted. The teacher knows
for groups of students, their levels of cognitive development and considers different
needs as she plans. Outcomes are sometimes written in the form of what student
will learn as opposed to what students will do. Learning activities are matched to
instructional outcomes and are of moderate rigor. Continue to work on STEM
curriculum implementation. Progress monitoring charts will be maintained on each
student weekly in math and science. Implement word wall (wall is changed weekly).
Establish data folders including math and science assessments.

II.

Classroom Environment:

Classroom interactions between the teacher and students are positive and
respectful. Students appear to have a warm regard for the teacher. Some
instructional time is lost because of classroom routines and student behavior. The
teacher communicates the importance of learning and the assurance that with hard
work all students can be successful. Teacher responds effectively to classroom
disruptions but is occasionally too tolerate to misbehavior, nevertheless
management tends to be effective. Students tend to be productively engaged in
group instruction. Environment would be enhanced with the display of exemplary
work and anchor papers of students.
CHAMPS expectations are expected to be communicated for each segment of the day
and students are held accountable for those expectations. Use of daily agenda
planners will help students remain organized and keep track of homework.

III.

Instruction:

Expectations for learning are clear most of the time. Occasionally directions have to
be clarified due to student misinterpretations. Activities, materials and groupings
are appropriate for instructional outcomes. Lessons effectiveness could be
enhanced through the use of formative assessment practices. Teacher exhibits high
expectations for learning in the classroom. She expects high quality work for all
students. Teacher makes effective use of wait time and builds on student’s
questions. Students are intellectually engaged in the lesson. Learning tasks are a
mixture of those requiring thinking and recall. Teacher makes some attempt to

engage students in self assessment. Continue to develop active participation
strategies. Ensure knowledge of learning target is woven throughout the lesson
while engaging in regular checks for understanding. Teacher will ensure students
have ample opportunity to respond by using equitable engagement practices,
examples are listed in Battle Creek Way. Suitable pacing of lesson: limiting whole
group instruction lessons to 10-20 minutes and including opening and closure
100% of the time. Develop and post 5-10 anchor papers and refer to the anchor
papers showing students what high quality work looks like. Require students to use
specialized vocabulary in verbal and written communications.

IV.

Professional Responsibilities

Teacher participates in meetings and provides supports for school and district
initiatives. Teacher volunteers to enhance the rich experience of students in the
building. She is also willing to take on leadership roles. Parent engagement in the
learning process is somewhat limited. Teacher must develop a system for
maintaining parent contact and engaging parents in the learning process. Teacher is
making good growth as a professional educator.

V.

Review of progress on student growth data (MAP or other student
achievement data)

2nd grade benchmark 22% at benchmark
2nd grade progress monitoring 25% at benchmark

❖ Mid-Year Review

Requires mid-year adjustments to plan for continuous improvement

No adjustment to plan for continuous improvement required at this time

____________________________________________
Teacher Signature
Date

________________________________________________
Administrator Signature
Date

* Signatures indicate only that the teacher has reviewed this document with the administrator.

Mid-Year Teacher Evaluation Rubric

Must be submitted
to HR by Febuary
15th

Domain Ratings Given

Domain 1:
1A

Planning and Preparation

Demonstrating Knowledge of Content and Pedagogy
1B
Demonstrating Knowledge of Students
1C
Selecting Instructional Outcomes
1D
A system is in place to determine student strengths and weaknesses on
concepts identified in the state assessments, grade-level or course content
expectations, or other approved learning standards.
1E
Designing Coherent Instruction & Assessment
1F
A baseline for learning has been established.
IG
Desired results for student learning are clearly defined and in agreement
with the state assessments, grade-level or course content expectations or
other approved learning standards.
Domain 2:
Classroom Environment
2A
Creating an Environment of Respect and Rapport
2B
Establishing a Culture of Learning
2C
Managing Classroom Procedures and Student Behavior
2D
Managing Student Behavior
Domain 3:
Instruction
3A
Communicating with Students
3B
Questioning and Discussion Techniques
3C
Engaging Students in Learning
3D
Using Formative Assessment in Instruction
3E
Demonstrating Flexibility and Responsiveness
3F
Student progress is recorded and/or graphed on a regular basis to determine
appropriate pacing of instruction.
Domain 4:
Professional Responsibilities
4A
Showing Professionalism
4B
Maintaining Accurate Records
4C
Communicating with Families
4D
Participating in a Professional Learning Community or Team
4E
Growing and Developing Professionally

IE - 1

ME - 2

E - 3

HE - 4

x

x

x

x

x

x

x

IE - 1

ME - 2

E - 3

HE - 4

x

x

x

x

IE - 1

ME - 2

E - 3

HE - 4

x

x

x

x

x

x

IE - 1

ME - 2

E - 3

HE - 4

x

x

x

x

x

4F
Analyzes, interprets and reflects on student growth

x

.