Professional Documents
Culture Documents
Teacher First
Evaluator
Name Teacher
Teacher Last
Name
Domain 1: Planning Development Needed
Level of Performance Developing Proficiency
1a. In planning and practice, the teacher Is familiar with the important concepts in
Demonstrating makes content errors or does not correct the discipline but displays a lack of
Knowledge of errors made by students. Displays little awareness of how these concepts relate to
Content and understanding of prerequisite knowledge one another. Indicates some awareness of
important to student learning of the prerequisite learning, although such
Pedagogy
content. Displays little or no understanding knowledge may be inaccurate or
of the range of pedagogical approaches incomplete. Plans and practice reflect a
suitable to student learning of the content. limited range of pedagogical approaches
to the discipline or to the students.
1c. Outcomes represent low expectations for Outcomes represent moderately high
Setting students and lack of rigor, and not all of expectations and rigor. Some reflect
Instructional these outcomes reflect important learning important learning in the discipline
Outcomes in the discipline. They are stated as and consist of a combination of outcomes
student activities, rather than as outcomes and activities. Outcomes reflect several
for learning. Outcomes reflect only one types of learning, but teacher has made no
type of learning and only one discipline or effort at coordination or integration.
strand and are suitable for only some Outcomes, based on global assessments
students. of student learning, are suitable for most of
the students in the class.
1e. Learning activities are poorly aligned with Some of the learning activities and
Designing the instructional outcomes, do not follow materials are aligned with the instructional
Coherent an organized progression, are not outcomes and represent moderate
Instruction designed to engage students in active cognitive challenge, but with no
intellectual activity, and have unrealistic differentiation for different students.
time allocations. Instructional groups are Instructional groups partially support the
not suitable to the activities and offer no activities, with some variety. Lesson or unit
variety. has a recognizable structure; but the
progression of activities is uneven, with
only some reasonable time allocations.
1e. Learning activities are poorly aligned with Some of the learning activities and
Designing the instructional outcomes, do not follow materials are aligned with the instructional
Coherent an organized progression, are not outcomes and represent moderate
Instruction designed to engage students in active cognitive challenge, but with no
intellectual activity, and have unrealistic differentiation for different students.
time allocations. Instructional groups are Instructional groups partially support the
not suitable to the activities and offer no activities, with some variety. Lesson or unit
variety. has a recognizable structure; but the
progression of activities is uneven, with
only some reasonable time allocations.
1f. Assessment procedures are not congruent Assessment procedures are partially
Designing with instructional outcomes and lack congruent with instructional outcomes.
Student criteria by which student performance will Assessment criteria and standards have
Assessments be assessed. No plan to incorporate been developed, but they are not clear.
formative assessment in the lesson or unit. Approach to using formative assessment is
rudimentary, including only some of the
instructional outcomes.
Exit
Domain 2: Environment
Level of Performance Development Needed Developing Proficiency
2a. Patterns of classroom interactions, both Patterns of classroom interactions, both
Creating an between teacher and students and among between teacher and students and among
Environment of students, are mostly students, are generally
Respect and negative, inappropriate, or insensitive to appropriate but may reflect occasional
students ages, cultural backgrounds, and inconsistencies, favoritism, and disregard
Rapport
developmental levels. Student interactions for students ages, cultures, and
are characterized by sarcasm, put-downs, developmental levels. Students rarely
or conflict. Does not deal with disrespectful demonstrate disrespect for one another.
behavior. Attempts to respond to disrespectful
behavior, with uneven results. The net
result of the interactions is neutral,
conveying neither warmth nor conflict.
2e. The classroom environment is unsafe, or The classroom is safe, and essential
Organizing learning is not accessible to many. There is learning is accessible to most students.
Physical Space poor alignment between the arrangement The teacher makes modest use of physical
of furniture and resources, including resources, including computer technology.
computer technology, and the lesson The teacher attempts to adjust the
activities. classroom furniture for a lesson or, if
necessary, to adjust the lesson to the
furniture, but with limited effectiveness.
3c. Learning tasks/ activities, materials and, Learning tasks and activities are partially
Engaging resources are poorly aligned with the aligned with the instructional outcomes but
Students instructional outcomes, or require only rote require only minimal thinking by students
in Learning responses, with only one approach and little opportunity for them to explain
possible. The groupings of students are their thinking, allowing most students to be
unsuitable to the activities. The lesson has passive or merely compliant. Groupings of
no clearly defined structure, or the pace of students are moderately suitable to the
the lesson is too slow or rushed. activities. Lesson has a recognizable
structure; however, the pacing of the
lesson may not provide students the time
needed to be intellectually engaged or
may be so slow that many students have a
considerable amount of down time.
3d. Students do not appear to be aware of the Students appear to be only partially aware
Using assessment criteria, and there is little or no of the assessment criteria, and the teacher
Assessment monitoring of student learning; feedback is monitors student learning for the class as a
in Instruction absent or of poor quality. Students do not whole. Questions and assessments are
engage in self- or peer assessment. rarely used to diagnose evidence of
learning. Feedback to students is general,
and few students assess their own work.
3e. Ignores students questions when students Accepts responsibility for the success of all
Demonstrating have difficulty learning, the teacher blames students but has only a limited repertoire
Flexibility and them or their home environment for their of strategies to use. Adjustment of the
Responsiveness lack of success. Makes no attempt to lesson in response to assessment is
adjust the lesson even when students minimal or ineffective.
don't understand the content.
Domain 4: ProfessionalDevelopment
Level of Performance Responsibilities
Needed Developing Proficiency
4a. Does not know whether a lesson was Has a generally accurate impression of a
Reflecting on effective or achieved its instructional lessons effectiveness and the extent to
Teaching outcomes, or the teacher profoundly which instructional outcomes were met.
misjudges the success of a lesson. Has no Makes general suggestions about how a
suggestions for how a lesson could lesson could be improved.
be improved.
4c. Provides little information about the Makes sporadic attempts to communicate
Communicating instructional program to families; with families about the instructional
with Families Communication about students progress is program and about the progress of
minimal. Does not respond, or responds individual students but does not attempt to
insensitively, to parental concerns. engage families in the instructional
program. Moreover, the communication
that does take place may not be culturally
sensitive to those families.
4d. Relationships with colleagues are negative Maintains cordial relationships with
Participating in or self-serving. Avoids participation in a colleagues to fulfill duties that the school
the Professional professional culture of inquiry, resisting or district requires. Participates in the
Community opportunities to become involved. Avoids school’s culture of professional
becoming involved in school events or inquiry when invited to do so. Participates
school and district projects. in school events and school and district
projects when specifically asked.
Proficient Distinguished
Displays solid knowledge of the important Displays extensive knowledge of the important 1a. Performance
concepts in the discipline and how these concepts in the discipline and how these relate Level
relate to one another. Demonstrates both to one another and to other disciplines. Standards Base Learning Targ
accurate understanding of prerequisite Demonstrates understanding of prerequisite
relationships among topics. Plans and relationships among topics and concepts and
Planners, Curricular Resources
practice reflect familiarity with a wide range understands the link to necessary cognitive Standard Alignment, Unit, Wee
of effective pedagogical approaches in the structures that ensure student understanding. Curricular Resource, IB Unit Pl
subject. Plans and practice reflect familiarity with a wide
range of effective pedagogical approaches in
the discipline and the ability to anticipate
student misconceptions.
Understands the active nature of student Understands the active nature of student 1b. Performance
learning and attains information about learning and acquires information about levels Level
levels of development for groups of of development for individual students. 5th Grade Team Collaboration,
students. Purposefully acquires knowledge Systematically acquires knowledge from
several sources about individual
Chart,
from several sources about groups of
students’ varied approaches to students’ varied approaches to learning,
learning, knowledge and skills, special knowledge and skills, special needs, and
needs, and interests and cultural heritages. interests and cultural heritages.
Most outcomes represent rigorous and All outcomes represent high-level learning in 1c. Performance
important learning in the discipline and are the discipline. They are clear, are written in the Level
clear, are written in the form of student form of student learning, and permit viable Smartboard, Whiteboard, Unit
learning, and suggest viable methods of methods of assessment. Outcomes reflect Plans, Vertical Learning, IEP G
assessment. Outcomes reflect several several different types of learning and, where
different types of learning and appropriate, represent both coordination and
opportunities for coordination, and they are integration. Outcomes are differentiated, in
differentiated, in whatever way is needed, whatever way is needed, for individual students.
for different groups of students.
Displays awareness of resources beyond Knowledge of resources for classroom use and 1d. Performance
those provided by the school or district, for extending ones professional skill is Level
including those on the Internet, for extensive, including those available through the Smartboard, Google drive, Sch
classroom use and for extending school or district, in the community, through Colleagues
one’s professional skill, and seeks professional organizations and universities, and
out such resources. on the Internet.
Most of the learning activities are aligned The sequence of learning activities follows a 1e. Performance
with the instructional outcomes and follow coherent sequence, is aligned to instructional Level
an organized goals, and is designed to engage students in
progression suitable to groups of students. high-level cognitive activity. These are
The learning activities have reasonable appropriately differentiated for individual
time allocations; they represent significant learners. Instructional groups are varied
cognitive challenge, with some appropriately, with some opportunity for student
differentiation for different groups of choice.
students and varied use of instructional
groups.
Most of the learning activities are aligned The sequence of learning activities follows a
with the instructional outcomes and follow coherent sequence, is aligned to instructional
an organized goals, and is designed to engage students in Hands on Activities, Intentional
progression suitable to groups of students. high-level cognitive activity. These are
The learning activities have reasonable appropriately differentiated for individual
time allocations; they represent significant learners. Instructional groups are varied
cognitive challenge, with some appropriately, with some opportunity for student
differentiation for different groups of choice.
students and varied use of instructional
groups.
All instructional outcomes may be All instructional outcomes may be assessed by 1f. Performance
assessed by the proposed assessment the proposed assessment plan, with clear Level
plan; assessment methodologies may criteria for assessing student work. Plan Formative Assessments, Pre-a
have been adapted for groups of students. contains evidence of student contribution to its
Gradebook, MAP, FAST, PLC,R
Assessment criteria and standards are development. Assessment methodologies have
clear. Has a well-developed strategy for been adapted for individual students as the samples, Small group instructio
using formative assessment and has need has arisen. Approach to using formative
designed particular approaches to be assessment is well designed and includes
used. student as well as teacher use of the
assessment information.
Proficient Distinguished
Teacher-student interactions are friendly Classroom interactions between teacher and 2a. Performance
and demonstrate general caring and students and among students are highly Level
respect. Such interactions are appropriate respectful, reflecting genuine warmth, caring, Teacher interacting with studen
to the ages, cultures, and developmental and sensitivity to students as individuals.
levels of the students. Interactions among Students exhibit respect for the teacher and
Chrome Book. 95% of student
students are generally polite and contribute to high levels of civility among all encourag students by respond
respectful, and students exhibit respect for members of the class. The net result is an
the teacher. Responds successfully to environment where all students feel valued and
disrespectful behavior among students. are comfortable taking intellectual risks
The net result of the interactions is polite,
respectful, and businesslike, though
students may be somewhat cautious about
taking intellectual risks.
Classroom culture is a place where Classroom culture is a cognitively busy place, 2b. Performance
learning is valued by all; high expectations characterized by a shared belief in the Level
for both learning and hard work are the importance of learning. Conveys high
norm for most students. Students expectations for learning for all students and Learning Target was posted an
understand their role as learners and insists on hard work; students assume Smartboard and assign studen
consistently expend effort to learn. responsibility for high quality by initiating 98% students engage in group
Classroom interactions support learning, improvements, making revisions, adding detail,
hard work, and the precise use of and/or assisting peers in their precise use of
language. language.
There is little loss of instructional time due Instructional time is maximized due to efficient 2c. Performance
to effective classroom routines and and seamless classroom routines and Level
procedures. Management of instructional procedures. Students take initiative in the
groups and transitions, or handling of management of instructional groups and Teacher used verbal cues and
materials and supplies, or both, are transitions, and/or the handling of materials and Team Tango bring question wit
consistently successful. With minimal supplies. Routines are well understood and to each station.
guidance and prompting, students follow may be initiated by students. Volunteers and
established classroom routines and paraprofessionals make an independent
volunteers and paraprofessionals contribution to the class.
contribute to the class.
Student behavior is generally appropriate. Student behavior is entirely appropriate. 2d. Performance
The teacher monitors student behavior Students take an active role in monitoring their Level
against established standards of conduct. own behavior and/or that of other students 95% of students are very respe
Response to student misbehavior is against standards of conduct. Monitoring of Teacher redirect student who is
consistent, proportionate, and respectful to student behavior is subtle and preventive.
want you in your seat."
students and is effective. Response to student misbehavior is sensitive to
individual student needs and respects student's
dignity.
The classroom is safe, and students have The classroom environment is safe, and 2e. Performance
equal access to learning activities; the learning is accessible to all students, including Level
teacher ensures that the furniture those with special needs. Makes effective use Students are sitting at seats in
arrangement is appropriate to the learning of physical resources, including computer expectations. Stations are spr
activities and uses physical resources, technology. Ensures that the physical place.
including computer technology, effectively. arrangement is appropriate to the learning
activities. Students contribute to the use or
adaptation of the physical environment to
advance learning.
Proficient Distinguished
The instructional purpose of the lesson is Links the instructional purpose of the lesson to 3a. Performance
clearly communicated to students, the larger curriculum; the directions and Level
including where it is situated within broader procedures are clear and anticipate possible Teacher calls on 2 students to
learning; directions and procedures are student misunderstanding. The teachers
explained clearly and may be modeled. explanation of content is thorough and clear,
respond, they dont feel good a
Explanation of content is scaffolded, clear, developing conceptual understanding through Teacher explains the importanc
and accurate and connects with clear scaffolding and connecting with students
students’ knowledge and interests. Students contribute to extending the
experience. During the explanation of content by explaining concepts to their
content, the teacher focuses, as classmates and suggesting strategies that
appropriate, on strategies students can might be used. The teacher’s spoken
use when working independently and and written language is expressive, and the
invites student intellectual engagement. teacher finds opportunities to extend students
Spoken and written language is clear and vocabularies, both within the discipline and for
correct and is suitable to students’ more general use. Students contribute to the
ages and interests. Use of academic correct use of academic vocabulary.
vocabulary is precise and serves to extend
student understanding.
While some low-level questions are used, Uses a variety or series of questions or prompts 3b.Performance
questions posed are designed to promote to challenge students cognitively, advanced Level
student thinking and understanding. high-level thinking and discourse, and promote Teacher asked students to prov
Creates a genuine discussion among metacognition. Students formulate many
how does this connect with bul
students, providing adequate time for questions, initiate topics, challenge one
students to respond and stepping aside another’s thinking, and make unsolicited
when doing so is appropriate. Challenges contributions. Students themselves ensure that
students to justify their thinking and all voices are heard in the discussion.
successfully engages most students in the
discussion, employing a range of
strategies to ensure that most students are
heard.
Learning tasks and activities are fully Virtually all students are intellectually engaged 3c. Performance
aligned with the instructional outcomes and in challenging content through well-designed Level
are designed to challenge student thinking, learning tasks and activities that require Teacher asked students what d
inviting students to make their thinking complex thinking by students. Teacher provides Student response, she will go
visible. This technique results in active suitable scaffolding and challenges students to
intellectual engagement by most students explain their thinking. There is evidence of
with important and challenging content and some student initiation of inquiry and student
with teacher scaffolding to support that contributions to the exploration of important
engagement. Groupings of students are content; students may serve as resources for
suitable to the activities. Lesson has a one another. Lesson has a clearly defined
clearly defined structure, and pacing is structure, and the pacing of the lesson provides
appropriate, providing most students the students the time needed not only to
time needed to be intellectually engaged. intellectually engage with and reflect upon their
learning but also to consolidate their
understanding.
Students appear to be aware of the Assessment is fully integrated into instruction, 3d. Performance
assessment criteria, and the teacher through extensive use of formative assessment. Level
monitors student learning for groups of Students appear to be aware of, and there is Teacher moves throughtout cla
students. Questions and assessments are some evidence that they have contributed to, Teacher ask Cortess: What is t
regularly used to diagnose evidence of the assessment criteria. Questions and detail. Teacher encorgages stu
learning. Feedback to groups of students is assessments are used regularly to diagnose
accurate and specific; some students evidence of learning by individual students. A
engage in self-assessment variety of forms of feedback, from both teacher
and peers, is accurate and specific and
advances learning. Students self-assess and
monitor their own progress. Successfully
differentiates instruction to address individual
student's misunderstandings.
System for maintaining information on System for maintaining information on student 4b. Performance
student completion of assignments, completion of assignments, student progress in Level
student progress in learning, and learning, and noninstructional records is fully Grade Book, Infinite Campus, P
noninstructional records is fully effective. effective. Students contribute information and
Smartboard, Team/Curricular D
participate in maintaining the records.
Provides frequent and appropriate Communicates frequently with families in a 4c. Performance
information to families about the culturally sensitive manner, with students Level
instructional program and conveys contributing to the communication. Responds to IEP Checklist, Contact Log, Sc
information about individual student family concerns with professional and cultural Conference, Weekly Newslette
progress in a culturally sensitive manner. sensitivity. Efforts to engage families in the
Makes some attempts to engage families instructional program are frequent and
in the instructional program. successful.
Relationships with colleagues are Relationships with colleagues are characterized 4d. Performance
characterized by mutual support and by mutual support and cooperation, with the Level
cooperation; the teacher actively teacher taking initiative in assuming leadership Open House, Turkey Bingo, Inq
participates in a culture of professional among the faculty. Takes a leadership role in Planning, PLC/data team cycle
inquiry. Volunteers to participate in school promoting a culture of professional inquiry. cycle form
events and in school and district projects, Volunteers to participate in school events and
making a substantial contribution. district projects, making a substantial
contribution and assuming a leadership role in
at least one aspect of school or district life.
Seeks out opportunities for professional Seeks out opportunities for professional 4e. Performance
development to enhance content development and makes a systematic effort to Level
knowledge and pedagogical skill. Actively conduct action research. Solicits feedback on
engages with colleagues and supervisors practice from both supervisors and colleagues. TIES Keep Certified Clock Hou
in professional conversation about Initiates important activities to contribute to the Transcripts, Planning Documen
practice, including feedback about profession.
practice. Participates actively in assisting
other educators and looks for ways to
contribute to the profession.
Displays high standards of honesty, Can be counted on to hold the highest 4f. Performance
integrity, and confidentiality in interactions standards of honesty, integrity, and Level
with colleagues, students, and the public. confidentiality and takes a leadership role with
Is active in serving students, working to colleagues. Is highly proactive in serving
ensure that all students receive a fair students, seeking out resources when needed.
opportunity to succeed. Maintains an open Makes a concerted effort to challenge negative
mind in team or departmental decision attitudes or practices to ensure that all
making. Complies fully with school and students, particularly those traditionally
district regulations. underserved, are honored in the school. Takes
Displays high standards of honesty, Can be counted on to hold the highest
integrity, and confidentiality in interactions standards of honesty, integrity, and
with colleagues, students, and the public. confidentiality and takes a leadership role with
Is active in serving students, working to colleagues. Is highly proactive in serving Adheres to standards of ethica
ensure that all students receive a fair students, seeking out resources when needed. meeting attendance/preparedn
opportunity to succeed. Maintains an open Makes a concerted effort to challenge negative
mind in team or departmental decision attitudes or practices to ensure that all
making. Complies fully with school and students, particularly those traditionally
district regulations. underserved, are honored in the school. Takes
a leadership role in team or departmental
decision making and helps ensure that such
decisions are based on the highest professional
standards. Complies fully with school and
district regulations, taking a leadership role with
colleagues.
Proficient Evidence/Artifacts
Proficient
Proficient
oard, Whiteboard, Unit Planner, Daily Lesson Plans, Weekly Lesson
Vertical Learning, IEP Goals, Standard Base Learning Target
Proficient
oard, Google drive, Schoology, Curricular Resources, Collaboration with
ues
Proficient
on Activities, Intentional Student Groups, Teaching Multiple Prespectives
Developing Proficiency
Evidence/Artifacts
Proficient
r interacting with student. Put your hands on your head if you have your
e Book. 95% of students place their hands on their heads. Teacher
ag students by responding "Great answer!" To correct respones.
Proficient
r used verbal cues and timer to transition groups from station to station.
ango bring question with you to me. " Lets Roll!" Materials are transported
station.
Distinguished
students are very respectful, students giving responses when callled on.
r redirect student who is walking around classroom not engaged. "Bart I
ou in your seat."
Proficient
ts are sitting at seats in front of smartboard reviewing learning target and
ations. Stations are spread out throughout classroom with materials in
Proficient Evidence/Artifacts
r asked students to provide turn and talk about why did she get stripes and
es this connect with bullying.
Developing Proficiency
r asked students what do you think will happen if she eats the Lima Bean?
nt response, she will go back to normal.
Proficient
r moves throughtout classroom observing students working in groups.
r ask Cortess: What is the main idea? Cortess explains the main idea in
Teacher encorgages student by saying "We tried today dude!"
Proficient
r allowa groups to sit, stand and move freely in their group area. Teacher
ack to transition expectation for those students who wonder away from
oups. " Bart I need you in your seat!"
Proficient Evidence/Artifacts
Proficient
Proficient
ecklist, Contact Log, Schoology Communication, Parent Teacher
ence, Weekly Newsletter,
Proficient
House, Turkey Bingo, Inquiry Night, Common Formative Assessments, Co-
g, PLC/data team cycle (shared strategies/success, PLC notes/data team
rm
Proficient
Proficient
s to standards of ethical conduct, Keep Certified/TIES, Resume, Timely
g attendance/preparedness
Evaluation Summary
Teacher Name Teacher
Evaluator Jeffrey Goodwine
Domain 1: Planning
1a.Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
Domain Rating
Summary
Evaluator can list evidence and reasoning here.
Domain 2: Environment
2a. Creating an Environment of Respect and Rapport
2b. Establishing a Culture for Learning
2c. Managing Classroom Procedures
2d. Managing Student Behavior
2e. Organizing Physical Space
Domain Rating
Summary
Evaluator can list evidence and reasoning here.
Areas of Strength
Planning,Organization
Communicating, Modeling
Support Needed/Requested:
Transition, Question and Discussion
Techniques
Observation Date 11/9/2017
Proficient
Proficient
Proficient
Proficient
Proficient
Developing Proficiency 5 /6
2.8 Requirement Met
Proficient
Proficient
Distinguished
Distinguished
Proficient 5 /5
3.4 Requirement Met
Proficient
Proficient
Developing Proficiency
Proficient
Proficient 4 /5
2.8 Requirement Met
Proficient
Proficient
Proficient
Proficient
Proficient
Proficient 6 /6
3.0 Requirement Met
Date 11/9/2017
Overall Rating 3.01
Next Steps:
Mr. Goodwine and Mrs. Rutledge will continue
to provide support.
This area is open for evaluators to record a script or notes of the evaluation. It is optional.
S- 95% engaged
T- Mia can I help you (2a, 3a)
T- Mia-you should be on same story as before (2a, 3a)
S- Cortess returns from bathroom
S- Reading out loud
S -100% engaged
T- Mark what are you working (2a, 2d, 3a)
T- That not writing (3a)
S- Ok
S- Can we use new videos
T- No new video today (2a, 3a)
T- Moves through out classroom helping students (2a, 3a, 3b, 3c)