Grades For Gilbert Ramas Elevate NM SY22 - 23 TOHATCHI MIDDLE GALLUP Lesson Planning

Grades for Gilbert Ramas
Course Arrange By
Elevate NM | SY22/23 | TOHATCHI

DueMIDDLE
Date | GA Apply
NAME DUE STATUS SCORE
#1 Walkthrough - Administrator Completes/Teacher Reviews 

Walkthroughs | Administrators | Domains 2 & 3 
#2 Walkthrough - Administrator Completes/Teacher Reviews 

Walkthroughs | Administrators | Domains 2 & 3 
1
BOY PDP - Teacher Creates/Administrator Provides Feedback

Teacher Self-Reflection & PDP 
Domain 1: Lesson Planning - Teacher Creates/Administrator

Provides Feedback 

Artifacts & Evidence 1
Assessment by Lucinda Bitsoi

Close Rubric
PLANNING AND PREPARATION (DOMAIN 1) RUBRIC
CRITERIA RATINGS
INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

Demonstrates Demonstrates Demonstrates DEMONSTRATIN
extensive sound factual G❏
knowledge of the knowledge and knowledge of Demonstrates
content area(s) understanding of subject matter little knowledge
to be taught, the content area and the of the subject
including and academic pedagogy it matter and /or its
academic language requires by pedagogy. ❏
language demands at a sometimes Rarely engages
demands, and grade- engaging students in
correlates the appropriate level, students in learning
IEP objectives and consistently learning experiences
with lesson engages experiences that focused on
plans/unit, when students in the enable them to complex
applicable.❏ learning acquire complex knowledge or
Adapts as experiences that knowledge and subject-specific
1A: needed and enable them to subject-specific skills and
Demonstrating implements acquire complex skills and vocabulary. ❏
Knowledge of standard-based knowledge, vocabulary. ❏ Minimal or no
Content units comprising skills, and Develops alignment to NM
view longer description well-structured vocabulary. ❏ lessons/units adopted
lessons with Demonstrates that are partially standards. ❏ IEP
challenging knowledge of the aligned to NM goals for present
tasks and developmental adopted levels of
measurable levels of standards and/or performance are
outcomes with students in this minimal focus on not addressed in
appropriate grade or subject IEP goals for the unit and
student by providing present levels of lesson
engagement differentiated performance. ❏ development. ❏
strategies, learning Implements Demonstrates
pacing, experiences that lessons/units of little or no
resources, enable all instruction with knowledge of
grouping, and students to some elements developmental
purposeful exercise self- of appropriate levels of
questions and management, student students in the
strategic use of make engagement grade, subject, or
technology and responsible strategies. ❏ differences in
CRITERIA RATINGS
digital media.❏ decisions, and Students’ how students

Students are able make significant outcomes are learn. (Develops
to learn and progress toward poorly defined one learning
apply authentic intended learning and tasks are not experience for all
context to the outcomes. ❏ challenging. ❏ students and
knowledge and Lessons/units Minimal evidence does not enable
skills defined in are directly of differentiated most students to
the state aligned to all NM instruction or meet the
standards. It adopted scaffolding of intended
contains standards and/or instruction. outcomes.)
evidence-based IEP goals for
specialized present levels of
instruction performance. ❏
according to the Lesson/units
IEP, when developed
applicable.❏ contain evidence
Creates of collaboration
opportunities for between general
students to and special
contribute to the education
lesson design teachers to
and content; ensure
includes understanding
opportunities for and inclusion of
modifications in IEP goals,
the IEP or modifications,
language and
proficiency accommodations
levels to be related to self-
implemented advocacy skills.
across content
areas, when
applicable.
1B:
Demonstrating
Demonstrates Demonstrates Demonstrates DEMONSTRATIN
Knowledge of
extensive knowledge of limited G❏
Students
knowledge and students’ knowledge of Demonstrates
CRITERIA RATINGS
responsiveness backgrounds, students’ little or no

to students’ cultures, skills, backgrounds, knowledge of
backgrounds, academic cultures, skills, students’
cultures, skills, language academic backgrounds,
academic development, language cultures, skills,
language interests, and development, academic
development, special needs, interests, and language
interests, special including present special needs, development,
needs—including levels of including present interests, and/or
present levels of performance for levels of special needs,
performance for applicable performance for including present
applicable content areas applicable levels of
content areas and behavioral content areas performance for
and behavioral issues as well as and behavioral applicable
issues as well as accommodations issues. ❏ content areas
accommodations and modification Inconsistently and behavioral
and modification for individual uses evidence of issues.❏ Lacks
for individual students, as student evidence of
students. ❏ applicable. ❏ achievement using student
view longer description
Includes Incorporates data to the achievement
students in the culturally design activities. data to design
planning of responsive ❏ Does not activities for
culturally strategies into consistently differentiated
sustaining instructional differentiate instruction. ❏
strategies and planning and instruction; Limited
incorporates practice. ❏ limited in their knowledge of
those into Integrates high- knowledge of students’
instructional quality student learning learning styles
practice. ❏ instructional styles varying and does not
Provides strong materials to approaches to integrate varied
evidence of enhance student student learning. approaches to
using student learning. ❏ ❏ Some learning. ❏ Very
achievement Provides knowledge of limited
data to moderate how to design knowledge of
differentiate evidence of activities that how to design
instruction, using student support student activities that
including the use achievement understanding, support student
of ACCESS data to performance and understanding,
CRITERIA RATINGS
scores to differentiate growth. performance and

support and instruction growth.
monitor the including—when
progress of ELs supporting ELs—
and to the use of
differentiate their ACCESS scores
instruction for EL students
according to to differentiate
English language instruction
proficiency according to
levels. ❏ Uses a English language
wide repertoire proficiency
of strategies to levels. ❏
integrate a Develops
variety of lessons using a
learning styles variety of
and lessons and strategies to
activities. incorporate
student
background
knowledge and
culture as well as
learning styles.

Reflects high Uses formative May administer DEMONSTRATIN
expectations that assessments some informal G ❏ Learning
are clearly that explicitly and /or formal outcomes are not
1C: Setting stated. ❏ support assessments to communicated to
Instructional Designs and instructional measure student students or
Outcomes and administers a outcomes in both learning but communicated
Designing Student comprehensive content and rarely measures with low
Assessment system of language. ❏ student progress expectations, not
view longer description informal and Learning toward achieving grade-level
formal outcomes are NM state appropriate,
assessments, explicitly stated standards. ❏ and/or not clearly
including as measurable Learning written. ❏
common interim and observable outcomes are Administers only
CRITERIA RATINGS
assessments and and reflect high stated but not the assessments
ongoing expectations. ❏ measurable. ❏ required by the
progress Checks for Provides some school and does
monitoring understanding direction to not utilize a
methods, to throughout the students as to variety of
measure each lesson. ❏ how they will be assessment
student’s Establishes assessed but methods. ❏ Does
learning, instructional does not check not communicate
growth,critical processes and for with students as
thinking, and assessments understanding to how they will
progress toward that address the throughout the be assessed. ❏
achieving state varying abilities lesson. ❏ Makes few
standards. ❏ of all learners. ❏ Assessments adjustments to
Assessments Assessments may not be practice based
contain address the suitable for all on formal and
modifications, as language students, informal
required to demands of the somewhat grade- assessments.
ensure students content by level appropriate,
can complete the including and/or do not
instructional differentiated reflect more than
outcomes and language one type of
address IEP demands based learning but lack
goals. ❏ Involves on individuals coordination and
students in the students’ integration.
process of academic
developing language
learning goals, proficiency
based on NM levels. ❏
adopted Assessments
standards.❏ contain
Provides modifications
opportunities for and are aligned
students to to IEP goals, as
demonstrate required to
and/or record ensure all
where they are in students can
their own complete the
learning. Shares instructional
CRITERIA RATINGS
clearly aligned outcomes. ❏

rubrics with Consistently and
students and explicitly informs
supports students of the
students to content and
monitor their language
academic and objectives for the
linguistic growth. lesson. ❏
Includes a
variety of
assessments,
both formative
and summative,
in the four
language
domains
(Reading,
Writing,
Speaking,
Listening). ❏
Include
differentiated
language
demands based
on individual
student’s
academic
language
proficiency
levels.

1D: Seeks out and Uses existing Minimal use of DEMONSTRATIN
Demonstrating uses resources resources existing G ❏ Little to no
Knowledge of available beyond —including resources evidence of
Resources the school and support —including resources being
view longer description district materials, support utilized to
—including textbooks, and materials, enhance the
those from supplementary textbooks, and teacher’s own
CRITERIA RATINGS
professional materials—to supplementary content

organizations, enhance content materials—to knowledge, to
the internet, knowledge for enhance content use in teaching,
and/or within the teaching and to knowledge for or to use with
community—to differentiate teaching and to students who
enhance content instruction for all differentiate demonstrate
knowledge and students. ❏ Uses instruction for all need. Mastery
to use in resources and students. ❏
teaching all supplementary Minimal use of
students and materials—which resources and
especially those may include supplementary
who demonstrate those available materials—which
need. ❏ through the may include
Strategically school, district, those available
implements community, through the
information and and/or on the school, district,
strategies internet—in the community,
obtained through language(s) of and/or on the
professional the students, internet—in the
development to when language(s) of
address appropriate. ❏ the students,
individual Uses information when
learning styles, and strategies appropriate. ❏
rates, and levels obtained through Minimal use of
of learning professional information and
including development to strategies
students with address obtained through
disabilities, students’ professional
students’ cultural individual development to
backgrounds, learning needs, address
and/or English styles, rates, and students’
language level of learning individual
proficiency. ❏ —including learning needs,
Creates lessons academic styles, rates, and
that reduce English language level of learning
barriers, optimize proficiency. —including
levels of academic
challenge and English language
CRITERIA RATINGS
support, meet proficiency.

the needs of all
learners, and
increase access
to the grade-level
curriculum.

Pedagogical Learning Learning DEMONSTRATIN
practices include activities are activities are G ❏ Learning
flexible grouping suitable and/or minimally activities are not
and are research- suitable and/or suitable and/or
differentiated based. ❏ A are minimally are not research-
instruction, variety of research-based. based. ❏
based on student learning ❏ Some variety Lessons lack a
level and IEP strategies and of learning variety of
goals, as individual strategies and learning
applicable. ❏ student minimal strategies and do
Questions to supports. ❏ Time individual not provide
reinforce and allocations for student support. individual
extend student learning ❏ Time student
1E: Designing learning and activities that are allocations for supports. ❏ Time
Coherent Instruction engagement to reasonable learning allocations for
view longer description include real- and/or grade- activities that are learning
world and level appropriate. relatively activities are
application- ❏ Learning reasonable unrealistic and/or
based activities are and/or somewhat not grade-level
experiences, differentiated by grade-level appropriate.
while including scaffolding appropriate.
purposeful content and
scaffolding of academic
questions based language for all
on students’ learners. ❏
level of academic Learning
language. ❏ activities create
Learning explicit
activities that, connections
when possible, between
CRITERIA RATINGS
incorporate previous learning

students’ use of and new
their first and concepts and
second develop skills for
languages to all learners. ❏
make Opportunities for
connections to all students to
real-world participate in
applications and flexible grouping.
include learning ❏ Challenging
activities that research-based
progress learning tasks
coherently, are that are
research-based, structured to
and are relevant progressively
to students and develop
the students’
instructional/IEP cognitive
goals, as abilities and
applicable. ❏ academic
Opportunities to language. ❏
incorporate Explicit use of
student-centered students’
learning as an backgrounds to
instructional teach
tool. ❏ relationships
Research-based among topics,
practices, concepts, and
including language.
sheltered and
differentiated
instructional
strategies, with a
variety of
specially
designed
instructional
materials.
Domain 4: Professionalism - Teacher Reflects/Administrator

Provides Feedback 

Artifacts & Evidence 2
EOY PDP - Teacher Reflects/Administrator Provides Feedback

Teacher Self-Reflection & PDP 
1
Formal Observation #1 - Administrator Completes/Teacher Reviews

-
Formal Observations | Domains 2 & 3
Formal Observation #2 - Administrator Completes/Teacher Reviews 

Formal Observations | Domains 2 & 3 
1
Assessment by Lucinda Bitsoi

Close Rubric
FORMAL OBSERVATION RUBRIC
CRITERIA RATINGS

Exhibits a high Exhibits Minimal display DEMONSTRATIN
degree of politeness and of politeness and G ❏ Classroom
respect. ❏ respect. ❏ respect. ❏ interactions
Reflects warmth Supports Minimal support between the
and caring. ❏ students in of students in teacher and
Reflects a high managing managing students, and
degree of disagreements. disagreements. among students
sensitivity to ❏ Creates and ❏ Minimal are inappropriate
students’ maintains an maintenance of and/or
cultures that may environment in an environment insensitive to
include which students’ in which students’ diverse
purposeful diverse students’ diverse backgrounds,
teacher-student backgrounds, backgrounds, languages,
2A: Creating an
or student- languages, languages, identities, and
Environment of
student dialogue identities, identities, culture.
Respect and Rapport
in multiple strengths, and strengths, and
languages. ❏ challenges are challenges are
Reflects a high respected. ❏ respected. ❏
degree of Displays respect Minimal display
sensitivity to and value for the of respect and
students’ levels languages and value for the
of development. cultures of the languages and
school’s diverse cultures of the
community school’s diverse
through community
classroom through
artifacts and classroom
interactions. artifacts and
interactions.
2B: Creating a INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

Safe Learning Uses routines, Uses routines, Learning DEMONSTRATIN
Environment with and proactive and appropriate environment is G ❏ Learning
Routines and responses that responses that safe. ❏ Routines environment is
Procedures create and create and and responses unsafe or does
CRITERIA RATINGS
maintain a safe maintain a safe needed to not support

physical and physical and prevent and/or student learning.
intellectual intellectual stop behaviors ❏ Uses
environment environment that interfere inappropriate or
where students where students with all students’ ineffective
take academic take academic learning are used routines and
risks and play an risks and most inconsistently inefficient
active role— behaviors that and may not be transitions. ❏
individually and interfere with developmentally Uses
collectively—in learning are appropriate. ❏ inappropriate or
preventing prevented. ❏ Partially effective ineffective
behaviors that Ensures learning routines for the responses to
interfere with resources are transitions are reinforce positive
learning. ❏ accessible to all utilized. ❏ behavior or
Models this students. ❏ The Learning respond to
practice and physical resources are behaviors that
shares thinking arrangement accessible to interfere with
with students. encourages most students. ❏ students’
Learning teacher-student learning. ❏
resources are and student- Students do not
accessible to use student have access to
and adapt to interaction in a learning
advance learning variety of resources and/or
and engage settings and inefficient use of
students at student supplies and
varying levels of groupings. ❏ materials.
academic Learning goals,
content including such as content
English language and language
proficiency and objectives, are
supports for posted and
students with easily accessible
disabilities. ❏ during the lesson
Students for the teacher
internalize daily and all students
routines. ❏ to reference. ❏
Students taking Visuals,
the initiative and graphics, anchor
CRITERIA RATINGS
contributing to charts, and

the seamless technology are
operation of the readily
classroom, well- accessible to
organized enhance learning
transitions, and opportunities. ❏
classroom Provides
procedures, techniques to
including those enhance learning
that pertain to opportunities,
developmentally such as
appropriate preferential
cooperative seating, study
learning carrels, quiet
activities. areas, etc.

High levels of High Modest DEMONSTRATIN
enthusiasm for expectations for expectations for G ❏ Low
the subject by all students. ❏ student expectations for
teacher and Norms and achievement. ❏ student
students is participant Students and achievement and
evidenced by structures that teacher only engagement. ❏
student are established “going through Uses limited
engagement. ❏ with significant the motions". ❏ and/or
Students seek interaction by, Teaches some inappropriate
2C: Establishing a
out support and and among, all relationship and practices to
Culture for Learning
initiate peers, such as communication accommodate
improvements to flexible student skills by differences. ❏
their efforts (may groups, student providing some Makes little effort
vary depending presentations, opportunities for to teach
on the student and structured students to work relationship and
group student dialogue. in groups. ❏ communication
population, e.g., ❏ Supports all Creates some skills or facilitate
ID, ED). ❏ students to hold learning student work in
Students being themselves to experiences that groups, or such
encouraged to high standards guide students to attempts are
reflect on their of performance identify needs, ineffective. ❏
CRITERIA RATINGS
personal learning through ask for support, Directs all

and growth. ❏ instruction, problem-solve, learning
Students including and challenge experiences,
regularly seek addressing themselves to providing few, if
out their peers as foundational take academic any,
resources. ❏ skills, as per the risks. ❏ Some opportunities for
Routinely IEP goals. ❏ student students to
supports all Authentic and commitment to engage with the
students to relevant use of the subject and content.
identify research-based demonstration of
strengths, strategies to pride in their
interests, and enhance the efforts.
needs; set and understanding of
pursue learning content and
and language increase student
goals; ask for engagement with
support when the related
appropriate; take academic
academic risks; vocabulary. ❏
problem-solve; Student
challenge commitment to
themselves, and the subject and
monitor their demonstration of
own progress. ❏ pride in their
The tone is set efforts. Provides
by the students opportunities for
and is inclusive students to learn
of cultural and in groups with
linguistic diverse peers
differences. and facilitates
meaningful
academic
discourse by
developing
individual
student’s
relationship and
communication
CRITERIA RATINGS
skills. ❏ Often
creates learning
experiences that
guide students to
identify their
strengths,
interests, and
needs; problem-
solve; ask for
support when
appropriate; take
academic risks,
and challenge
themselves to
learn. ❏ The tone
is inclusive of
cultural and
linguistic
differences.
CRITERIA RATINGS

Allowing student Evidence of a Some evidence DEMONSTRATIN
ownership and student behavior of a student G ❏ Lack of a
creating management behavior plan for student
opportunities for plan with management behavior or
students to lead students’ plan but not classroom
the knowledge of consistently management.
implementation their roles. ❏ An implemented. ❏ Little or no
of the student atmosphere Inconsistent teacher
behavior conducive to response to monitoring of
management learning with a student behavior student behavior.
plan. ❏ Evidence focus on student (positive or ❏ Responses to
of students’ self-discipline, negative). ❏ student
participation in respect for the Unsuccessful misbehavior lack
setting conduct rights of others, implementation respect for
standards and and cooperation. of the student’s student cultural
monitoring their ❏ FBA/BIP and/or language
2D: Managing own behavior. ❏ Communication strategies, when differences. ❏
Student Behavior Responds with and modeling of applicable. " Lack of
view longer description sensitivity to the said awareness, or no
individual needs expectations for implementation
of all students all students. ❏ of the student
including those Responses to functional
with diverse student behavior behavioral
linguistic and are consistent, assessment
cultural respect student’s (FBA) or
backgrounds and dignity, sensitive behavior
identities while to cultural and intervention plan
ensuring the linguistic (BIP) when
FBA/BIP are differences, and applicable.
being followed, are in
when accordance with
applicable." the student’s
FBA/BIP
strategies, when
applicable. "
CRITERIA RATINGS

Strategies for Desired learning Occasionally DEMONSTRATIN
students to goals, such as communicates G ❏ The teacher
interact with content and expectations for does not
each other and language student work, communicate in
offer feedback to objectives, are effort, and a manner that
peers. ❏ Grade- posted, stated, behavior in the allows all
level appropriate and referred to classroom, but students to
scaffolds that during the lesson inconsistently access specific
support cycle. ❏ Use of enforces the academic and
students’ clear expectations or behavior
language and communication does little to expectations. ❏
academic and a range of counteract The teacher does
proficiency vocabulary with student not model or
levels and IEP scaffolds to misconceptions illustrate a
3A:
goals for content ensure learning about innate growth mindset
Communicating with
and explanation goals are ability. ❏ Teacher for students. ❏
Students in a Manner
of academic understandable, provides little Lessons do not
that is Appropriate to
tasks. ❏ including the elaboration or access students’
their Culture,
Ensuring solicitation of explanation prior knowledge
Language, and Level
understanding of feedback and about what the or build off of
of Development
idioms and allowing for students will be their
figurative clarification from learning. ❏ backgrounds. ❏
language by all students by Teacher’s At no time during
clarifying and using multiple explanation of the lesson does
rephrasing when strategies such content consists the teacher
necessary. ❏ as wait time, of a monologue, convey to the
Opportunities for visuals, with little student student what
students to lead methodical engagement. ❏ they will be
and direct lesson systems, and The teacher learning. ❏ The
components. ❏ physical cues. ❏ sometimes teacher’s
Intentionally Instructions and accesses the vocabulary is
creating procedures are student's prior inappropriate to
connections to consistent. ❏ knowledge. ❏ the age and/or
students’ cultural Teacher begins Teacher’s culture of the
and linguistic lessons by explanations for students. ❏
background accessing content are Students indicate
knowledge. students’ prior purely through their
CRITERIA RATINGS
knowledge. ❏ procedural, with questions that

Student no indication of they are
misconceptions how students confused about
are anticipated, can think the learning
planned for and strategically. ❏ tasks.
addressed. ❏ Teacher’s
Content is attempts to
delivered and explain academic
differentiated by vocabulary but is
language only partially
proficiency successful. "
levels and/or IEP
goals, as
applicable. ❏
Use of
opportunities to
connect to
students’ cultural
and linguistic
background
knowledge.

Models Provides Provides minimal DEMONSTRATIN
questioning and frequent opportunities for G ❏ Do not allow
discussion opportunities for interaction for interaction
3B: Using approaches that interaction between teacher between teacher
Questioning and lead students to between teacher and student and and student or
Discussion access and student and student-to- student-to-
Techniques to knowledge on student-to- student. ❏ student. Do not
Support Classroom their own. ❏ student. ❏ Uses Limited use of use scaffolds as
Discourse Allows scaffolds as scaffolds for the appropriate for
view longer description consistent, appropriate for developmental, the
analytical, and the cognitive, and developmental,
collaborative developmental, linguistic needs cognitive, and/or
approaches to cognitive and of the students. linguistic needs
understanding. linguistic needs ❏ Uses low-level of the students.
CRITERIA RATINGS
❏ Scaffolds for a of the students. questions that ❏ Lacks

deep ❏ Uses pre- evoke minimal alignment with
understanding of planned student the content and
concepts using questions or responses and provides no
academic tasks throughout engagement. ❏ opportunity for
language. ❏ the lesson. ❏ Utilizes some student
Create Employs questions that engagement. ❏
opportunities for systems that elicit a thoughtful Uses low-level or
student-led evoke responses response, but are inappropriate
discussion and from all students posed in rapid questions. ❏
debate on key and are succession with Elicits limited
concepts. ❏ appropriate to no wait-time, and student
Encourages students’ may be answered participation and
students to take developmental, by the teacher. ❏ recitation rather
ownership or to cognitive and Does not include than discussion.
lead, ensuring academic an approach that
that all voices language allows all
are heard in proficiency, students to
classroom and including the use respond. Near
group of wait-time. ❏ Mastery
discussions. ❏ Consistently
Incorporates engages
student- students in high
generated, high- levels of thinking
level questions within the
that are within instruction and
the instruction content. ❏
and are content- Allows students
specific. ❏ to respond in a
Integrates the variety of ways,
use of discourse including
prompts to kinesthetic or
support visual
students’ when representation,
engaging in the depending on
classroom and/or their
small group developmental,
discussions cognitive, and
CRITERIA RATINGS
and/or debate. academic

language
proficiency.
INNOVATING ❏ APPLYING ❏ The DEVELOPING ❏ NOT

The teacher teacher explicitly The teacher DEMONSTRATIN
provides connects the attempts to G ❏ The teacher
opportunities for lesson to prior connect the does not connect
students to lead understanding lesson to prior the lesson to
reading, writing, by integrating understanding. prior
speaking, and students’ cultural ❏ Uses understanding.
listening and linguistic instructional ❏ Uses
activities background practices that instructional
throughout the experience. ❏ motivate and practices that
lesson. ❏ Consistently engage some leave most
Consistently uses students in the students
uses instructional content of the uninvolved
instructional practices that are lesson, but leave and/or passive
practices that likely to motivate others participants in
motivate and and engage most uninvolved the content of
3C: Engaging
engage all students in the and/or passive the lesson. ❏
Students in Learning
students in the content of the participants. ❏ The lesson
content for the lesson. ❏ The The lesson activities do not
lesson and lesson supports activities are align with the
independent the active inconsistently learning
work. ❏ Students engagement of aligned with the outcome. ❏ The
incorporate all students and desired learning pacing and
cognitive, maintains an outcomes. ❏ grouping are not
developmental, awareness of the Pacing is appropriate for
linguistic, and effective amount somewhat all learners to be
cultural of student talk appropriate for able to access
experiences to vs. teacher talk. some learners. ❏ the content. ❏
support learning. ❏ The teacher The lesson No lesson
❏ The lesson delivers lessons structure is not structure.
incorporates coherently with fully maintained.
multiple means attention to
of scaffolding,
representation, pacing,
expression, and sequencing,
CRITERIA RATINGS
engagement. ❏ flexible grouping,

The teacher student
encourages reflection, and
students to closure. ❏ The
negotiate teacher
meaning and incorporates
clarify cognitive,
understanding developmental,
with their peers, linguistic, and
which may be cultural
supported using experiences to
a language other support learning.
than English, as ❏ The teacher
appropriate. ❏ assesses student
The teacher engagement and
consistently understanding
assesses student and adapts
engagement and methods for
understanding improved
while adapting learning when
instruction for needed. ❏
improved Students are
learning when strategically
needed. grouped to
provide
opportunities to
practice
speaking,
reading, writing,
and listening.

3D: Assessment Students Students Students appear DEMONSTRATIN
in Instruction approach understand the to be only G ❏ Students do
view longer description assessment as performance partially aware of not appear to be
an integral part criteria. ❏ The the assessment aware of the
of learning and teacher criteria, and the assessment
CRITERIA RATINGS
comprehend how systematically teacher monitors criteria. Little or

assessment is gathers and uses student learning no monitoring of
aligned to their assessment data for the class as a student learning.
development and to inform and whole. ❏ ❏ Feedback is
growth by guide Questions and absent or of poor
helping to instruction. ❏ assessments are quality. ❏
establish Aligns rarely used to Students do not
assessment assessment with diagnose engage in self or
criteria. ❏ the learning evidence of peer
Students engage goals. ❏ learning. ❏ assessment.
in setting and Contains Feedback to
monitoring goals differentiated students is
for learning and assessment general and not
academic strategies/instruc actionable, a few
language tions. ❏ Teacher students assess
development checks for their own work.
related to the understanding
content. ❏ throughout the
Students can lesson and uses
articulate their techniques that
level of are based on
performance students’
using the criteria academic
and scoring language needs
guidelines and
provided. ❏ The developmental
teacher provides level of
feedback that readiness. ❏ The
can be used by teacher provides
students in their descriptive and
learning. ❏ actionable
Supports feedback in a
students in timely manner.
monitoring their
progress
towards mastery
of content
standards and/or
CRITERIA RATINGS
specialized
instruction,
using informal
and formal
classroom
assessments
including
strategies that
include a
combination of
self and peer
assessment.

Seizes Modifies Attempts to DEMONSTRATIN
opportunities to instruction modify the G ❏ Makes no
enhance learning according to lesson, responds attempt to adjust
by building on a applicable IEPs. to student the lesson in
spontaneous ❏ Adjusts questions with response to
event or student instructional moderate student
interests. ❏ plans and makes success, but has confusion. ❏
Creates accommodations a limited Does not accept
opportunities for for student repertoire of responsibility for
3E: student-led questions, strategies to the lack of
Demonstrating instruction, needs, and draw upon. ❏ student success.
Flexibility and discussion, interests, while Accepts minimal ❏ Does not
Responsiveness and/or taking into responsibility for attempt to clarify
view longer description questioning. ❏ account the student success. information for
Appeals to language ❏ Occasionally students and
student interests demands and uses strategies does not
and makes grade-level to support successfully
cultural and appropriateness diverse learners. answer student
linguistic of the content questions. ❏
connections to and instruction. Does not use
learning goals. ❏ ❏ Adapts strategies to
Ensures the instructional support diverse
success of all plans by learners.
students by employing a
using an variety of
CRITERIA RATINGS
extensive strategies and

repertoire of techniques that
instructional are responsive to
strategies in students’ needs,
order to anchor proficiency,
instruction and culture, and
help students linguistic
make sense of background. ❏
content. Revises the
lesson based on
periodic checks
for
understanding
and/or formative
assessments of
all students.
MOY PDP - Teacher Reflects/Administrator Provides Feedback

Teacher Self-Reflection & PDP 
Post Formal Observation #1 - Teacher Reflects/Administrator

Reviews -
Formal Observations | Domains 2 & 3
Post Formal Observation #2 - Teacher Reflects/Administrator

Reviews

Formal Observations | Domains 2 & 3 2
Start with Teacher Self-Reflection

1/1
Teacher Self-Reflection & PDP
1
TEACHER SELF-REFLECTION & PDP 
WALKTHROUGHS | ADMINISTRATORS | DOMAINS 2 & 3 

FORMAL OBSERVATIONS | DOMAINS 2 & 3 
ARTIFACTS & EVIDENCE 
PRESCHOOL 
NON-CLASSROOM EVALUATIONS 

Grades For Gilbert Ramas Elevate NM SY22 - 23 TOHATCHI MIDDLE GALLUP Lesson Planning

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Grades For Gilbert Ramas Elevate NM SY22 - 23 TOHATCHI MIDDLE GALLUP Lesson Planning

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Grades for Gilbert Ramas

Elevate NM | SY22/23 | TOHATCHI

NAME DUE STATUS SCORE

#1 Walkthrough - Administrator Completes/Teacher Reviews 

#2 Walkthrough - Administrator Completes/Teacher Reviews 

BOY PDP - Teacher Creates/Administrator Provides Feedback

Domain 1: Lesson Planning - Teacher Creates/Administrator

Assessment by Lucinda Bitsoi

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

digital media.❏ decisions, and Students’ how students

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

responsiveness backgrounds, students’ little or no

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

scores to differentiate growth. performance and

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

clearly aligned outcomes. ❏

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

professional materials—to supplementary content

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

support, meet proficiency.

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

PLANNING AND PREPARATION (DOMAIN 1) RUBRIC

incorporate previous learning

Domain 4: Professionalism - Teacher Reflects/Administrator

EOY PDP - Teacher Reflects/Administrator Provides Feedback

Formal Observation #1 - Administrator Completes/Teacher Reviews

Formal Observation #2 - Administrator Completes/Teacher Reviews 

Assessment by Lucinda Bitsoi

FORMAL OBSERVATION RUBRIC

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

2B: Creating a INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

maintain a safe maintain a safe needed to not support

FORMAL OBSERVATION RUBRIC

contributing to charts, and

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

personal learning through ask for support, Directs all

FORMAL OBSERVATION RUBRIC

FORMAL OBSERVATION RUBRIC

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

knowledge. ❏ procedural, with questions that

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

❏ Scaffolds for a of the students. questions that ❏ Lacks

FORMAL OBSERVATION RUBRIC

and/or debate. academic

INNOVATING ❏ APPLYING ❏ The DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

engagement. ❏ flexible grouping,

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT

FORMAL OBSERVATION RUBRIC

comprehend how systematically teacher monitors criteria. Little or

FORMAL OBSERVATION RUBRIC

INNOVATING ❏ APPLYING ❏ DEVELOPING ❏ NOT