Standard 0 1 2 3 4

Not Ineffective Developing/Needs Proficient Exemplary

Present Improvement
I. Professional Knowledge:

1.1 Addresses appropriate curriculum standards and integrates key X

content elements.
1.2 Facilitates student use of higher-level thinking skills in instruction. X
1.3 Demonstrates ability to link present content with past and future X
learning experiences, other subject areas, and real-world experiences
and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject X
matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and X
best practice based on current research.
1.6 Bases instruction on goals that reflect high expectations for all X
students and a clear understanding of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and X
physical development of the age group.
Teacher Keys Evaluation Tool

0 1 2 3 4
Not Present Ineffective Developing/Needs Proficient Exemplary
Development
Area not The teacher inadequately The teacher The teacher The teacher consistently
observed/evidence of the demonstrates inconsistently demonstrates an demonstrates extensive
area not provided in understanding of demonstrates understanding of the content and pedagogical
onsite portfolio curriculum, subject understanding of curriculum, subject knowledge, regularly
content, pedagogical curriculum, subject content, pedagogical enriches the curriculum,
knowledge and student content, pedagogical knowledge, and the and guides others in
needs, or does not use knowledge, and student needs of students by enriching the curriculum.
the knowledge in needs, or lacks fluidity in providing relevant
practice. using the knowledge in learning experience
practice.

* Teachers rated as Exemplary frequently serve as role models or teacher leaders

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
2. 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 the X
curriculum (e.g., long-term goals, lesson plans, and syllabi).
2.3 Plans instructions effectively for content mastery, pacing, and transitions. X
2.4 Plans for instruction to meet the needs of all students. X
2.5 Aligns and connects lesson objectives to state and local school district X
curricula and standards, and student learning needs.
2.6 Develops appropriate course, unit, and daily plans, and is able to adapt plans X
when needed.

0 1 2 3 4
Not Present Ineffective Developing/Needs Proficient Exemplary
Development
Area not The teacher does not The teacher The teacher plans using The teacher actively
observed/evidence of the plan, or plans without inconsistently uses state state and local school seeks and uses multiple
area not provided in adequately using state and local school district district curricula and data sources and
onsite portfolio and local school district curricula and standards, standards, effective alternative resources,
curricula and standards, or inconsistently uses strategies, resources, and and regularly
or without using effective effective strategies, data to address the differentiates plans and
strategies, resources, or resources, or data in differentiated needs of all modifies instruction to
data to meet the needs of planning to meet the students. meet the needs of all
all students. needs of all students. students.

● Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
3. Instructional Strategies
3.1 Engages students in active learning and maintains interest. X
3.2 Builds upon students’ existing knowledge and skills. X
3.3 Reinforces learning goals consistently throughout the lesson. X
3.4 Uses a variety of research-based instructional strategies and resources. X
3.5 Effectively uses appropriate instructional technology to enhance student X
learning.
3.6 Communicates and presents material clearly, and checks for understanding. X
3.7 Develops higher-order thinking through questioning and problem-solving X
activities.
3.8 Engages students in authentic learning by providing real-life examples and X
interdisciplinary connections.

0 1
Not Present
Area not observed/evidence of
the area not provided in onsite
portfolio
2 3 4
Ineffective Developing/Needs Proficient Exemplary
Development
The teacher does not use The teacher The teacher promotes The teacher optimizes students’
research-based inconsistently uses student learning by opportunity to learn by engaging
instructional strategies, research-based using research-based students in higher-order thinking
nor are the instructional instructional instructional strategies and by identifying and effectively
strategies relevant to the strategies. The relevant to the content implementing the most
content area. The strategies used are area to engage students appropriate research-based
strategies do not engage sometimes not in active learning and instructional strategies.
students in active appropriate for the to promote key skills.
learning or promote key content area or for
skills. engaging students in
active learning or for
promoting key skills.

● Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
4. Differentiated Instruction
4.1 Differentiates the instructional content, process, product, and learning X
environment to meet individual developmental needs.
4.2 Provides remediation, enrichment, and acceleration to further student X
understanding of the material.
4.3 Uses flexible grouping strategies to encourage appropriate peer interaction X
and to accommodate learning needs/goals.
4.4 Uses diagnostic, formative, and summative assessment data to inform X
instructional modifications for individual students.
4.5 Develops critical and creative thinking by providing activities at the X
appropriate level of challenge for students.
4.6 Demonstrates high learning expectations for all students commensurate X
with their developmental levels.

0 1
Not Present
Area not observed/evidence of
the area not provided in onsite
portfolio
2 3 4
Ineffective Developing/Needs Proficient Exemplary
Development
The teacher does not The teacher The teacher challenges The teacher optimizes students’
challenge students by inconsistently students by providing opportunities to learn by
providing appropriate challenges students by appropriate content engaging them in critical and
content or by developing providing appropriate and developing skills creative thinking and challenging
skills, which address content or by which address activities tailored to address
individual learning developing skills, individual learning individual learning needs.
differences. which address differences.
individual learning
differences.

* Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
5. Assessment Strategies
5.1 Aligns student assessment with the established curriculum and X
benchmarks.
5.2 Involves students in setting learning goals and monitoring their own X
progress.
5.3 Varies and modifies assessments to determine individual student needs X
and progress.
5.4 Uses formal and informal assessments for diagnostic, formative, and X
summative purposes.
5.5 Uses grading practices that report final mastery in relationship to content X
goals and objectives.
5.6 Uses assessment techniques that are appropriate for the developmental X
level of students.
5.7 Collaborates with others to develop common assessments, when
appropriate. X

0 1
Not Present
Area not observed/evidence of
the area not provided in onsite
portfolio
2 3 4
Ineffective Developing/Needs Proficient Exemplary
Development
The teacher chooses an The teacher chooses a The teacher The teacher consistently
inadequate variety of limited selection of systematically chooses demonstrates expertise in
diagnostic, formative, and diagnostic, formative, a variety of diagnostic, choosing a variety of
summative assessment and summative formative, and assessments, leads others in the
strategies or the assessment strategies summative assessment process of developing
instruments are not or the instruments are strategies and assessments, and teaches
appropriate for the sometimes not instruments that are learners how to monitor and
content or student appropriate for the valid and appropriate reflect on their own academic
population. content or student for the content and progress.
population. student population.

● Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
6. Assessment Uses
6.1 Uses diagnostic assessment data to develop learning goals for students, to X
differentiate instruction, and to document learning.
6.2 Plans a variety of formal and informal assessments aligned with instructional X
results to measure student mastery of learning objectives.
6.3 Uses assessment tools for both formative and summative purposes to inform, X
guide, and adjust instruction.
6.4 Systematically analyzes and uses data to measure student progress, to design X
appropriate interventions, and to inform long- and short-term instructional
decisions.
6.5 Shares accurate results of student progress with students, parents, and key X
school personnel.
6.6 Provides constructive and frequent feedback to students on their progress X
toward their learning goals.
6.7 Teaches students how to self-assess and to use metacognitive strategies in X
support of lifelong learning.

0 1
Not Present
Area not observed/evidence of
the area not provided in onsite
portfolio
2 3 4
Ineffective Developing/Needs Proficient Exemplary
Development
The teacher does not The teacher The teacher The teacher consistently
gather, analyze, or use inconsistently gathers, systematically gathers, demonstrates expertise in using
relevant data to measure analyzes, or uses analyzes, and uses data to measure student progress
student progress, to relevant data to relevant data to and leads others in the effective
inform instructional measure student measure student use of data to inform
content and delivery progress, progress, to inform instructional decisions.
methods, or to provide inconsistently uses instructional content
feedback in a constructive data to inform and delivery methods,
or timely manner. instructional content and to provide timely
and delivery methods, and constructive
or inconsistently feedback to both
provides timely or students and parents.
constructive feedback.

● Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
7. Positive Learning Environment
7.1 Responds to disruptions in a timely, appropriate manner. X
7.2 Establishes clear expectations for classroom rules, routines, and procedures X
and enforces them consistently and appropriately.
7.3 Models caring, fairness, respect, and enthusiasm for learning. X
7.4 Promotes a climate of trust and teamwork within the classroom. X
7.5 Promotes respect for and understanding of students’ diversity, including – X
but not limited to – race, color, religion, sex, national origin, or disability.
7.6 Actively listens and pays attention to students’ needs and responses. X
7.7 Creates a warm, attractive, inviting, and supportive classroom environment. X
7.8 Arranges the classroom materials and resources to facilitate group and X
individual activities.

0 1
Not Present
Area not observed/evidence of
the area not provided in onsite
portfolio
2 3 4
Ineffective Developing/Needs Proficient Exemplary
Development
The teacher inadequately The teacher The teacher provides a The teacher creates a dynamic
addresses student inconsistently well-managed, safe, and and vibrant environment where
behavior, displays a provides a well- orderly environment students feel physically,
negative attitude toward managed, safe, and that is conducive to intellectually, and emotionally
students, ignores safety orderly environment learning and safe, and are encouraged to take
standards, or does not that is conducive to encourages respect for ownership of their own learning
otherwise provide an learning and all. behavior.
orderly environment that encourages respect
is conducive to learning for all.
or encourages respect for
all.

* Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
8. Academically Challenging Environment
8.1 Maximizes instructional time. X
8.2 Conveys the message that mistakes should be embraced as a valuable part of X
learning.
8.3 Encourages productivity by providing students with appropriately X
challenging and relevant material and assignments.
8.4 Provides transitions that minimize loss of instructional time. X
8.5 Communicates high, but reasonable, expectations for student learning. X
8.6 Provides academic rigor, encourages critical and creative thinking, and X
pushes students to achieve goals.
8.7 Encourages students to explore new ideas and take academic risks. X

0 1
Not Present
Area not observed/evidence of
the area not provided in onsite
portfolio
2 3 4
Ineffective Developing/Needs Proficient Exemplary
Development
The teacher does not The teacher The teacher creates a The teacher creates an academic
provide a student- inconsistently student-centered, learning environment where
centered, academic provides a student- academic environment students are regularly
environment in which centered, academic in which teaching and encouraged to tackle challenging
teaching and learning environment in which learning occur at high material and take academic risks.
occur at high levels, or teaching and learning levels and students are
where students are self- occur at high levels, or self-directed learners.
directed learners. where students are
self-directed learners.

* Teachers rated as Exemplary frequently serve as role models or teacher leaders.

 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
9. Professionalism
9.1 Carries out duties in accordance with federal and state laws, Code of Ethics, X
and established state and local school board policies, regulations, and practices.
9.2 Maintains professional demeanor and behavior (e.g., appearance, punctuality X
and attendance).
9.3 Respects and maintains confidentiality. X
9.4 Evaluates and identifies areas of personal strengths and weaknesses related to X
professional skills and their impact on student learning and sets goals for
improvement.
9.5 Participates in ongoing professional growth activities based on identified areas X
for improvement (e.g., mentoring, peer coaching, course work, conferences) and
incorporates learning into classroom activities.
9.6 Demonstrates flexibility in adapting to school change. X
9.7 Engages in activities outside the classroom intended for school and student X
enhancement.
9.8 Maintains appropriate interactions with students, parents, faculty, and staff. X
9.9 Engages in self-reflection about the success of the lesson after teaching, seeks X
feedback from mentor teacher about teaching and impact on student learning.

0 1 2 3 4
Not Present Ineffective Developing/Needs Proficient Exemplary
Development
Area not observed/evidence of The teacher shows a The teacher The teacher The teacher continually engages
the area not provided in onsite disregard toward inconsistently demonstrates a in a high level of professional
portfolio professional ethics or the supports the school’s commitment to growth and application of skills
school’s mission or rarely mission or seldom professional ethics and and contributes to the
takes advantage of participates in the school’s mission, development of others and the
professional growth professional growth participates in well-being of the school.
opportunities. opportunities. professional growth
opportunities, and
contributes to the
profession.
* Teachers rated as Exemplary frequently serve as role models or teacher leaders
Across all levels, teachers are expected to abide by the Code of Ethics
(http://www.gapsc.com/Rules/Current/Ethics/505-6-.01.pdf)
 Standard 0 1 2 3 4
Not Ineffective Needs Proficient Exemplary
Present Development
10. Communication
10.1 Uses verbal and non-verbal communication techniques to foster positive X
interactions and promote learning in the classroom and school environment.
10.2 Engages in ongoing communication and shares instructional goals, X
expectations, and student progress with families in a timely and constructive
manner.
10.3 Collaborates and networks with colleagues and community to reach X
educational decisions that enhance and promote student learning.
10.4 Uses precise language, correct vocabulary and grammar, and appropriate X
forms of oral and written communication.
10.5 Explains directions, concepts, and lesson content to students in a logical, X
sequential, and age-appropriate manner.
10.6 Adheres to school and district policies regarding communication of student X
information.
10.7 Creates a climate of accessibility for parents and students by demonstrating a X
collaborative and approachable style.
10.8 Listens and responds with cultural awareness, empathy, and understanding X
to the voice and opinions of stakeholders (parents, community, students, and
colleagues).
10.9 Uses modes of communication that are appropriate for a given situation. X
10.10 Engages in appropriate conversations and maintains confidentiality of
information related to students, parents, faculty, and staff. Such conversations X
include text messaging, social media, emails, etc..

0 1
Not Present Ineffective
Area not observed/evidence of the The teacher inadequately
area not provided in onsite communicates with
portfolio students, parents or
guardians, district and
school personnel, or other
stakeholders by poorly
acknowledging concerns,
responding to inquiries, or
encouraging involvement.
* Teachers rated as Exemplary frequently serve as role models or teacher leaders.
2 3 4
Developing/Needs Proficient Exemplary
Development
The teacher The teacher The teacher uses optimal
inconsistently communicates effectively communication techniques in a
communicates with with students, parents or given situation to proactively inform,
students, parents or guardians, district and network, and collaborate with
guardians, district and school personnel, and others to enhance student learning.
school personnel or other stakeholders in
other stakeholders or ways that enhance
communicates in ways student learning.
that only partially
enhance student
learning