Standard 0 i 2 a 7 Not | Ineffective | Developing/Needs | Proficient | Exemplary Present Improvement 1, Professional Knowledge: % “Li Addresses appropriate curriculum standards and Integrates key x content elements 1.2 Facilitates student use of higher-level thinking silis in astruction x 113 Demonstrates ability to link present content with past and future x learning experiences, other subject areas, and real-world experiences and applications. y “L4 Demonstrates accurate, deep, and current knowledge of subject > x matter. 15 Exhibits pedagogical skills relevant to the subject area(s) taught and ¥ hest practice based on current research. 1.6 Bases instruction on goals that reflec high expectations forall ¥ students anda dear understanding of the curriculum, 1.7 Displays an understanding of the incelletual, social, emotional, and ¥ physical development of the age group. ‘Teacher Keys Evaluation Tool 0 1 z 3 4 Not Present Ineffective Developing/Needs Proficient Exemplary Development ‘Arcanoi “The teacher inadequately | The teacher "The teacher “The teacher consistently observed/evidence ofthe | demonstrates inconsistently demonstrates an demonstrates extensive areanot providedin | understanding of demonstrates understand content and pedagogical ‘onsite portfalio ‘curriculum, subject | understanding of ‘curriculum, knowledge, regularly content, pedagogical | curriculum, subject | content, pedagogical | enriches the curriculum, Inowledge and student | content, pedagogical | knowledge, and the | and guides others in nneeds,ordoesnot use | knowledge, and student | needsofstudents by | enriching the curriculum. the knowledge in needs, or lacks Nuidity ia | providing relevant practice. using the nowledgein | learning experience practice. ‘Teachers rated as Exemplary frequently serve as role models or teacher leaders‘Standard 0 1 2 3 7 Not | ineffective | Needs | Proficient | Exemplary Present Development instructional Planning: 2.1 Analyzes and uses student data to inform planning. x 2.2 Develops plans that are clear, logical, sequential, and integrated across he x curriculum (2g, long-term goals, lesson plans, and syllabi) ‘23 Plans instructions effectively for content mastery, pacing and transitions. x 2:4 Plans for instruction to meet the needs of ll students, x 25 Aligns and connects lesson objectives to state and local stool diswict x curricula and standards, and student learning needs ‘26 Develops appropriate course, unit, and daily plans, ands ale to adapt plans x ‘when needed. 0 1 2 a 7 Not Present Ineffective Developing/Needs Proficient Exemplary Development ‘Areanot The teacher dovs not | The teacher “The teacher plans using | The teacher actively observed/evidence of the | plan, or plans without | inconsistently uses state | stateandlocal school | seeks and.uses multiple ‘areanot provided in| adequately using state | and local school district district curricula and | data sources and ‘onsite portolio. and local school district | curriculaandstandards, | standards effective | alternative resources, ccuriculaand standards, | or inconsistently uses | stratogies, resources, and | and regularly orwithoutusing effective | effective strategies, | datatoaddressthe "| differentiates plans and strategies, resources, or | resources, or data iflerentiated needs ofall | modifies instruction to datato meet the needs of | planningtomeetthe | students. ‘moet the needs of all all students ‘needs ofall students students. ‘© Teachers rated as Exemplary frequently serve as ole models or teacher leaders,Standard o 1 2 3 a Not | Ineffective | Needs | Proficient | Exemplary Present Development 3. Instructional Strategies 3.1 Engages students inactive learning and majntalns interest. x '3.2 Bullds upon students existing knowledge and sil x '33 Reinforces learning goals consistently throughout the lesson. x 3.4 Uses a variety of research based instructional stratogies and resources. x '35 Effectively uses appropriate instructional technology to enbance student x Tearning. '3.6 Communicates and presents material early, and checks for understanding. x '37 Develops higher-order thinking through questioning and problem-solving 7 x activities, '3.8 Engages students In authentic learaing by providing real-life examples and x interdisciplinary connections. 0 T 2 3 + Not Present Ineffective Developing/Needs Proficient Exemplary Development “Area not observed/evidence of | The teacher does not use | The teacher "The teacher promotes | The teacher opimizes Students” the areanot provided in onsite | research-based inconsistently uses | student earning by | opportunity to learn by engaging portfolio instructional strategies, | research-based lsingresearch-based _ | students in higher-order thinking ‘nor are the instructional | instructional stvatogies relevant tothe | strategies. The content area. The stratepies used are strategies donot engage | sometimes not students in active appropriate forthe learning or promote key | contentarea or for skills. engaging students in active learning or for promoting key skills instructional sratepies relevant tothe content area to engage students in active learning and to promote key skills and by identifying and effectively Implementing the most appropriate research-based Instructional strategies. ‘Teachers rated as Evomplarytrequently serve as role models or teacher leaders,