PERFORMANCE STANDARDS

Teachers are evaluated on the performance standards using the performance appraisal rubrics at
the bottom of each page in this section. The performance indicators are provided as samples of
activities that address the standard. The list of performance indicators is not exhaustive, is
not intended to be prescriptive, and is not intended to be a checklist. Furthermore, all
teachers are not expected to demonstrate each performance indicator.

Performance Standard 1: Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and
the developmental needs of students by providing relevant learning experiences.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
1.1 Effectively addresses appropriate curriculum standards.
1.2 Integrates key content elements and facilitates students’ use of higher level
thinking skills in instruction.
1.3 Demonstrates an ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and applications.
1.4 Demonstrates an accurate knowledge of the subject matter.
1.5 Demonstrates skills relevant to the subject area(s) taught.
1.6 Bases instruction on goals that reflect high expectations and an understanding
of the subject.
1.7 Demonstrates an understanding of the intellectual, social, emotional, and
physical development of the age group.
1.8 Communicates clearly and checks for understanding.
Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting The teacher The teacher The teacher bases
the standard, the teacher demonstrates an inconsistently instruction on material
consistently understanding of the demonstrates that is inaccurate or out-
demonstrates extensive curriculum, subject understanding of the of-date and/or
knowledge of the content, and the curriculum, content, and inadequately addresses
subject matter and developmental needs student development or the developmental
continually enriches the of students by lacks fluidity in using needs of students.
curriculum. providing relevant the knowledge in
learning experiences. practice.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
• Facilitates planning units in advance to make intra- and interdisciplinary
connections.3
• Plans for the context of the lesson to help students relate, organize, and make
knowledge become a part of their long-term memory.4
• Identifies instructional objectives and activities5 to promote students’ cognitive and
developmental growth.6
Performance Standard 2: Instructional Planning
The teacher plans using the state’s standards, the school’s curriculum, effective strategies,
resources, and data to meet the needs of all students.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
Uses student learning data to guide planning.
Plans time realistically for pacing, content mastery, and transitions.
Plans for differentiated instruction.
Aligns lesson objectives to the school’s curriculum and student learning needs.
Develops appropriate long- and short-range plans, and adapts plans when needed.

Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting the The teacher plans using The teacher The teacher does not
standard, the teacher the state’s standards, inconsistently uses the plan, or plans without
actively seeks and uses the school’s curriculum, school’s curriculum, adequately using the
alternative data and effective strategies, effective strategies, school’s curriculum,
resources and resources, and data to resources, and data in effective strategies,
consistently differentiates meet the needs of all planning to meet the resources, and data.
plans to students. needs of all students.
meet the needs of all
students.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
• Constructs a blueprint of how to address the curriculum during the instructional time.7
• Uses knowledge of available resources to determine what resources s/he needs to
acquire or develop.8
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional
strategies in order to meet individual learning needs.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
Engages and maintains students in active learning.
Builds upon students’ existing knowledge and skills.
Differentiates instruction to meet the students’ needs.
Reinforces learning goals consistently throughout the lesson.
Uses a variety of effective instructional strategies and resources.
Uses instructional technology to enhance student learning.
Communicates clearly and checks for understanding.

Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting the The teacher effectively The teacher The teacher’s instruction
standard, the teacher engages students in inconsistently uses inadequately addresses
optimizes students’ learning by using a instructional strategies students’ learning needs.
opportunity to learn by variety of instructional that meet individual
engaging them in higher strategies in order to learning needs.
order thinking and/or meet individual
enhanced performance learning needs.
skills.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
• Stays involved with the lesson at all stages.9
• Uses a variety of instructional strategies.10
• Uses research-based strategies to make instruction student-centered.11
• Involves students in cooperative learning to enhance higher-order thinking skills.12
• Uses students’ prior knowledge to facilitate student learning.13
• Possesses strong communication skills,14 offering clear explanations and directions.15
• Differentiates for students’ needs using remediation, skills-based instruction, and
individualized instruction.16
• Uses multiple levels of questioning aligned with students’ cognitive abilities with
appropriate techniques.17
Performance Standard 4: Assessment of/for Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure
student academic progress, guide instructional content and delivery methods, and provide
timely feedback to both students and parents throughout the school year.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
Uses pre-assessment data to develop expectations for students, to differentiate
instruction, and to document learning.
Involves students in setting learning goals and monitoring their own progress.
Uses a variety of assessment strategies and instruments that are valid and appropriate for
the content and for the student population.
Aligns student assessment with established curriculum standards and benchmarks.
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 assessment tools for both formative and summative purposes to inform, guide, and
adjust students’ learning.
Gives constructive and frequent feedback to students on their learning.

Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting The teacher The teacher uses a The teacher uses an
the standard, the teacher systematically gathers, limited selection of inadequate variety of
uses a variety of analyzes, and uses all assessment strategies, assessment sources,
informal and formal relevant data to inconsistently links assesses infrequently, does
assessments based on measure student assessment to intended not use baseline or
intended learning academic progress, learning outcomes, feedback data to make
outcomes to assess guide instructional and/or does not use instructional decisions
student learning and content and delivery assessment to and/or does not report on
teaches students how to methods, and provide plan/modify instruction. student academic progress
monitor their own timely feedback to in a timely manner.
academic progress. both students and
parents throughout
the school year.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
• Offers regular, timely, and specific feedback18 and reinforcement.19
• Gives homework and offers feedback on the homework.20
• Uses open-ended performance assignments.21
• Analyzes student assessments to determine the degree to which the intended learning
outcomes align with the test items and student understanding of objectives.22
• Interprets information from teacher-made tests and standardized assessments to guide
instruction and gauge student progress by examining questions missed to determine if
the student has trouble with the content or the test structure.23
Performance Standard 5: Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive,
safe, student-centered environment that is conducive to learning.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
Arranges the classroom to maximize learning while providing a safe environment.
Establishes clear expectations, with student input, for classroom rules and procedures
early in the school year, and enforces them consistently and fairly.
Maximizes instructional time and minimizes disruptions.
Establishes a climate of trust and teamwork by being fair, caring, respectful, and
enthusiastic.
Promotes cultural sensitivity.
Respects students’ diversity, including language, culture, race, gender, and special needs.
Actively listens and pays attention to students’ needs and responses.
Maximizes instructional learning time by working with students individually as well as in
small groups or whole groups.

Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting the The teacher uses The teacher is The teacher
standard, the teacher resources, routines, inconsistent in using inadequately addresses
creates a dynamic and procedures to resources, routines, and student behavior,
learning environment that provide a respectful, procedures and in displays a harmful
maximizes learning positive, safe, student- providing a respectful, attitude with students,
opportunities and centered environment positive, safe, student- and/or ignores safety
minimizes disruptions that is conducive to centered environment. standards.
within an environment in learning.
which students self-
monitor behavior.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
• Cares about students as individuals and makes them feel valued.24
• Adapts teaching to address student learning styles.25
• Acknowledges his or her perspective and is open to hearing their students’ worldviews.26
• Is culturally competent.27
• Seeks to know about the cultures and communities from which students come.28
Performance Standard 6: Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and
takes responsibility for and participates in professional growth that results in enhanced
student learning.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
6.1 Collaborates and communicates effectively within the school community to
promote students’ well-being and success.
6.2 Adheres to federal and state laws, school policies and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional
practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Engages in activities outside the classroom intended for school and student
enhancement.
6.6 Works in a collegial and collaborative manner with administrators, other
school personnel, and the community.
6.7 Builds positive and professional relationships with parents/guardians through
frequent and effective communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning
community through collaboration with teaching colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all
communication.

Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting The teacher maintains The teacher The teacher
the standard, the teacher a commitment to inconsistently practices demonstrates
continually engages in professional ethics, or attends professional inflexibility, a
high level communicates growth opportunities reluctance and/or
personal/professional effectively, and takes with occasional disregard toward school
growth and application responsibility for and application in the policy, and rarely takes
of skills, and participates in classroom. advantage of
contributes to the professional growth professional growth
development of others that results in opportunities.
and the well-being of enhanced student
the school. learning.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.
Contemporary Effective Teacher Research
Contemporary research has found that an effective teacher:
• Recognizes the levels of involvement, ranging from networking to collaboration.29
• Uses multiple forms of communication between school and home.30
• Acknowledges his or her perspective and is open to hearing their students’ worldviews.31
• Is culturally competent.32
• Seeks to know about the cultures and communities from which students come.33
Performance Standard 7: Student Progress
The work of the teacher results in acceptable, measurable, and appropriate student
academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
Sets acceptable, measurable and appropriate achievement goals for student academic
progress based on baseline data.
Documents the progress of each student throughout the year.
Provides evidence that achievement goals have been met, including the state- provided
growth measure when available as well as other multiple measures of student growth.
Uses available performance outcome data to continually document and communicate
student academic progress and develop interim learning targets.

Effective
Highly Effective* Effective is the expected Partially Effective Ineffective
level of performance.
In addition to meeting The work of the The work of the teacher The work of the teacher
the standard, the work of teacher results in results in student does not achieve
the teacher results in a acceptable, academic progress that acceptable student
high level of student measurable, and does not meet the academic progress.
achievement with all appropriate student established standard
populations of learners. academic progress. and/or is not achieved
with all populations
taught by the teacher.
*Teachers who are “highly effective” often serve as role models and/or teacher leaders.

Contemporary Effective Teacher Research

Contemporary research has found that an effective teacher:
• Knows the students’ abilities and sets realistic goals.34
• Raises the achievement levels for all groups of students in the classroom.35
• Identifies and establishes additional means of support for students, such as peer study
groups, to advance toward learning goals.36