(Probationary Year 1, 2, 3, 4, 5, or Tenure) Based on: The work of Charlotte Danielson Includes items from: The Handbook for

Enhancing Professional Practice Using the Framework for Teaching in Your School. Charlotte Danielson (ASCD) 2008. If you would like any additional information all administrators at SPS have a copy of this book for your review. Recommendation: Read Building an Improved-Focused System of Educator Evaluation in Michigan: Final Recommendations (Summary pages 1-34) http://www.mcede.org/reports

FORMAL CLASSROOM OBSERVATIONS ARE ONLY A SMALL PIECE OF THE TOTAL

TEACHER EVALUATION SYSTEM The final evaluation is a combination of formal observations, informal observations, student achievement documentation and other factors.

Distinguished is a place you visit

Blank page SPS

Shepherd Public Schools TEACHER EVALUATION PORTFOLIO TABLE OF CONTENTS

Section I: Reference Section Section II: Goals

Key: Green: Directions Yellow: Teacher Completes Blue: Administrator Completes

Develop 3 goals focused on improving your performance as an educator or aiding in the improvement of the school, based on the School Improvement Goals
Complete Goals/ insert

Section III: Observation Checklist (Domain 2 a,b,c,d,e Domain 3 a,b,e)

Teachers will create a short bulleted list of examples from their classroom Complete the Teacher Classroom Observation checklist. A sheet of possible examples are included. Teacher Classroom Observation Checklist Teacher Classroom Observation Checklist Template
Complete checklist as it pertains to your classroom - insert

Section IV: Pre and Post Observation Meetings

Teaching Self Interview - Complete questions - insert Pre-Observation Meeting - Complete questions for Pre-Observation Meeting - insert Post-Observation Reflective Meeting
Complete questions after observed lesson, take to Post-Observation Reflective meeting and insert

Section V: Planning
Unit Plan: Include the unit plan covering the subject, unit/chapter/concept which will be covered during the time of the scheduled formal classroom observation. (Template is an example of a format you may use another form for your unit/lesson plans)
It must be a unit and lesson you use in our classroom

Unit Plan Template - May be used in creating your unit plan or as a guideline for what to include in your unit plan. Unit Plan - Complete Unit Plan bring to Pre-Observation Meeting - insert Unit Plan Feedback Guide Used for discussion Lesson Plan: Include a formal lesson plan linked with unit plan. (This lesson plan should be detailed enough for a substitute to follow) Lesson Plan Template - May be used in creating your lesson plan or as a guideline for what to include in your lesson plan. Lesson Plan - Complete Lesson Plan bring to Pre-Observation Meeting - insert Feedback Guide for the Activity or Assignment (Observed Lesson) Used for discussion

Section VI: Artifacts of Professional Responsibilities

Include 3-4 Artifacts for each of the following: (insert) o Maintaining accurate records 4b o Communication with families 4C o Participating in professional community 4d Professional Development Log - Complete Professional Development Log - insert Highly Qualified Documentation (keep a copy and give one to your administrator) o Separate HQ sheet for each subject taught (elementary teachers generally only need one form)

Section VII: Evidence of Student Learning Section VIII: Final Evaluation Documentation
2013-2014 Observation/Reflection/Summary Form(s) - feedback provided by administration following each observation Danielson Rubrics with comments/rating - Completed by administration insert Final Calculation Determining Teacher Effectiveness Rating- Completed by administration insert

Teacher Evaluation Checklist 2013-2014

To be completed prior to Pre-Observation meeting with building administrator: _____ Goals (Tab 2) Include 1 Building Goal Include 1 Grade Level Goal Include 1-2 Individual Professional Goals

_____ Teaching Self-Interview (Tab 4) _____ Self-Evaluation (Tab 1) *SHARING OPTIONAL* _____ Unit Plan (samples in Tab 5) _____ Lesson Plan (samples in Tab 5) _____ Interview Protocol for Pre-Observation Meeting (Tab 4) _____ Begin portfolio (include items listed above) To be completed after formal observation and before meeting with Building Administrator: _____ Collect samples of student work completed during formal observation (if appropriate) _____ Self-Evaluation Using Danielson Rubrics _____ Reflection of Lesson (Tab 4) Final portfolio due to the Building Administrator by May 15th. A final evaluation meeting will be scheduled before the end of the school year.

Tenured Teachers A minimum of one 3060 minute observation prior to March 1, 2014 Probationary Teachers A minimum of one 30 60 minute observation prior to December 1, 2013 and one prior to May 1, 2014

Section 1

Reference Section Includes:

Teacher Evaluation Flowchart Frameworks for Teaching Domain Outline 2013-2014 Observation/Reflection/Summary Form Final Calculation Sheet Determining Teacher Effectiveness Rating Sources of Evidence Chart Sample Classroom Observation Tools
A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams

SPS

Teacher Evaluation Flowchart

The final evaluation is a combination of formal observations, informal observations, documentation and other factors.

Phase I & II & III Once for tenured staff twice for non-tenured staff Phase I Planning and Pre-Observation
1. Schedule: Item Pre Observation Planning Conference Observation Time 30 min Notification One week Scheduled by: Administrator Other Meeting will take place one week to 3 days prior to observation Tenure by 3/1 Non-Tenure First by 12/1 Second by 5/1 Face-to-face within one week of observation Date

30-60 min

Post Observation Reflection Conference 2. Complete: Item

30 min

Date set at Pre Observation Conference One day one week

Administrator

Administrator

Deadline 9/30/13 9/24/13 10/1/13 Prior to PreObservation Meeting

Who Teacher Teacher Teacher Teacher Teacher Teacher

Other In Portfolio In Portfolio (Electronic) Sharing optional In Portfolio In Portfolio In Portfolio

Date Completed

Goals (Student Growth & Assessment) Teaching Self-Interview (review/update) Self-Evaluation using Danielson Rubrics Unit Plan One you use with full assessments/rubrics included Lesson Plan One you use Interview Protocol for Pre-Observation Meeting (Questions)

3. Pre-Observation Planning Meeting: Check Bring with you for discussion (Teacher) Unit Plan Example One you use with full assessments/rubrics included Lesson Plan Example- One you use Interview Protocol for Pre-Observation Meeting (Questions) Teaching Self-Interview Goals (Student Growth & Assessment) Start of Portfolio

A commitment to professional learning is important, not because teaching is of poor quality and must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice.
- Charlotte Danielson, Ed Leadership Magazine (December/January, 2011, p. 37)

Ph ase II Observation

1. Timeline: Item Tenure Non-Tenure Non-Tenure

Time 30-60 min 30-60 min 30-60 min

Scheduled by: Administrator Administrator Administrator

Other On or before March 1st On or before December 1st On or before May 1st

Date

2. Complete: Check Item Evaluate observation using - Observation Reflection Summary Form Self-Evaluate observation using Danielson Rubrics Collect samples of student work from observation (if appropriate), representing a range of abilities in class. Reflection of Lesson (Questions)

Who Principal Teacher Teacher Teacher

Timeline Within 1-2 days 30-60 minutes observation

Phase III Post-Observation Reflective Meeting

Face-to-Face meeting within one week of 30-60 observation Scheduled by Principal
1. Post-Observation Reflective Meeting/Topics to be discussed: Check Unit Plan Example Feedback Guide for the Unit Plan (provided as a guideline) Lesson Plan Example (Generic Lesson & Observed Lesson) Feedback Guide for the Activity or Assignment (Observed Lesson) Sample Student Work (If Appropriate) Self -Observation Reflection Summary Form (Summary of observation) Observation Reflection Summary Form (Summary of observation) Reflection of Lesson (Questions) Goals Start of Portfolio Completed/Provided by: Teacher Discussion Teacher Discussion Teacher Teacher Administrator Teacher Teacher Teacher Administratorinitial

Phase IV Final Evaluation

1. Schedule: Item Group Portfolio Conference Bring Finished Portfolio (or nearly finished) Portfolio turned into administrator for review and final evaluation Final Teacher Evaluation Meeting 2. Final Teacher Evaluation Meeting: Item Danielson Rubrics with final Comments/Ratings year end final evaluation Final Calculation Determining Teacher Effectiveness Rating Time 20-30 minutes When After Spring Break May 15th 15 min End of School Year Who: Administrator Teacher Administrator Date Staff Meeting

Completed by: Principal Principal

Date

Framework for Teaching Components Outline

Domain 1: Planning & Preparation
1a: Demonstrating knowledge of content and pedagogy
Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students skills, knowledge and language proficiency Knowledge of students interests and cultural heritage Knowledge of students special needs Value, sequence and alignment Clarity Balance Suitable for diverse learners Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students Learning activities Instructional materials and resources Instructional groups Lessons and unit structure Congruence with instructional outcomes Criteria and standards Design of formative assessment Use of planning

Domain 2: Classroom Environment

2a: Creating an environment of respect and rapport
Teacher interaction with students Student interaction with one another Importance of the content Expectations for learning and achievement Student pride in work Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals Expectations Monitoring of student behavior Response to student misbehavior Safety and accessibility Arrangement of furniture and use of physical space

2b: Establishing a culture for learning

1b: Demonstrate knowledge of students

2c: Managing classroom procedures

1c: Setting instructional outcomes

2d: Managing student behavior

1d: Demonstrating knowledge of resources

2e: Organizing physical space

1e: Designing coherent instruction

1f: Designing student assessment

Domain 3: Instruction
3a: Communicating with students
Expectations for students Directions and procedures Explanations of content Use of oral and written language Quality of questioning Discussion techniques Student participation Activities and assignments Grouping of students Instructional materials and resources Structure and pacing Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress Lesson adjustment Response to students persistence

Domain 4: Professional Responsibilities

4a: Reflecting on Teaching
Accuracy Use in future teaching Student completion of assignments Student progress in learning Non-instructional records Information about the instructional program Information about individual students Engagement of families in the instructional program Relationships with colleagues Involvement in a culture of professional inquiry Service to school Participation in school and district projects Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to profession Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school and district regulations

4b: Maintaining accurate records

3b: Using questioning and discussion techniques

4c: Communicating with families

3c: Engaging students in learning

4d: Participation in a professional community

3d: Using assessment in instruction

4e: Growing and developing professionally

3e: Demonstrating flexibility and responsiveness

4f: Demonstrating professionalism

2013-2014 Observation/Reflection/Summary Form (This form is completed by the Administrator after a formal evaluation)
Teacher: Administrator: Building: Summary:

Class Observed:

Date:

Final Calculation Determining Teacher Effectiveness Rating 2013-2014 - Shepherd Public Schools
Teacher Name: Building(s):

Part 1:Determining the Teacher Effectiveness Rating Domains 1-4

Each of the twenty-two scored components will receive a point score: (Unsatisfactory = 1, Basic = 2, Proficient = 3, Distinguished = 4). The average score of all components will determine the rating for Domains 1-4 (1 to 1.49 = Unsatisfactory, 1.50 to 2.49 =Basic, 2.50 to 3.49 Proficient, 3.50 to 4 = Distinguished). Domain Components 1a: Demonstrating knowledge of content and pedagogy 1b: Demonstrate knowledge of students 1c: Setting instructional outcomes 1d: Demonstrating knowledge of resources 1e: Designing coherent instruction; use of appropriate data 1f: Designing student assessment 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 3a: Communicating with students 3b: Using questioning and discussion techniques 3c: Engaging students in learning 3d: Using assessment in instruction 3e: Demonstrating flexibility and responsiveness 4a: Reflecting on teaching 4b: Maintaining accurate records 4c: Communicating with families 4d: Participation in a professional community 4e: Growing and developing professionally 4f: Demonstrating professionalism Average of 22 components: (Score for Part 1) Rating for Domains 1-4
(1 to 1.49 = Unsatisfactory, 1.50 to 2.49 =Basic, 2.50 to 3.49 Proficient, 3.50 to 4 = Distinguished) Score

0.00

Page 2

Part 2: Part 2A GOALS Student Growth and Assessment Data - GOALS GOALS (70% of Student Growth and Assessment Data piece for 2013-2014 School Year) Student Growth ONLY INCLUDE "OTHER" HERE IF GOAL IS RELATED TO STUDENT GROW TH OR ASSESSMENT
Goals Ineffective
No Progress on Goal

Minimally Effective Marginal Progress on Goal

Effective Progress on Goal

Highly Effective

Goal Completed or significant progress if multi-year goal

Points
Student Growth Goal

1.0

2.0

3.0

4.0

Building Goal Other (1) Other (2)

Number of Goals

Average Goals

Part 2B: STANDARIZED TESTING Student Growth and Assessment Data - Standardized Testing (MEAP/MME/MI Access - 30% of Student Growth and Assessment Data piece for 20132014)
Goals Points Ineffective Minimally Effective Effective
Highly Effective

1.0 Standardized Testing

Attendance/Discipline:

2.0

3.0

4.0

Included in Domain 4: Professional Responsibilities Domain 4 has six components accounting for approximately 20% of the overall evaluation for the 2013-2014 school year. Teacher Evaluation and Merit Pay: Merit pay will be awarded based on state Performance Based Funding and a teacher evaluation rating of effective or highly effective. According to the SEA Contact teachers will be awarded 75% of the district Performance Based Funding.

Page 3

Final Calculation Teacher Effectiveness 2013-2014 Teacher Name: Part 1. Teacher Effectiveness Rating Domains 1-4 2. Student Growth and Assessment Data Total Points Percent 75%
Building:

Score 0.00

Points (score x percent) 0.00

25%

0.00

100%

0.00

Overall Teacher Evaluation Rating 2013-2014 Ineffective 1.0-1.49 Minimally Effective 1.50-2.49 Effective 2.50-3.49 Highly Effective 3.50-4.0

Administrator Signature

Date

Teacher Signature
Teacher Comments:

Date

2013 2014 Student Growth and Assessment Data = 25% 2014 2015 Student Growth and Assessment Data = 40% 2015 2016 Student Growth and Assessment Data = 50%

Due to Central Office on or before

6/13/2014

Sources of Evidence Chart (Examples not all inclusive)

Domain & Component
Domain 1 Planning & Preparation
1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students

Sources of Evidence
Observation of Teaching
Expertise in Content

Pre & Post Observation Conf.

Teacher Interview Question 1

Other Observation of Practices

Artifacts

Unit Plan Lesson Plan Knowledge and Input at Student Study Team meeting Unit Plan Lesson Plan Communication with Parents Unit Plan Lesson Plan Unit Plan Unit Plan Lesson Plan Unit Plan

Teacher Interview Questions 3,4 Planning Conf. Questions 1-8 1c: Setting Instructional Planning Conf. Outcomes Questions 1,2,4 1d: Demonstrating Teaching Interview Knowledge of Resources Questions 8,9 1e: Designing Coherent Planning Conf. Instruction Question 5 1f: Designing Student Planning Conf. Assessments Question 7

Interaction with Students

Domain 2 Classroom 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

Pre & Post Observation Conf.

Teaching Interview Question 7

Observation of Teaching

Other Observations of Practices

Artifacts

Interaction between teacher and student and among students Student pride in work Energy and commitment displayed by teacher Smooth functioning of the classroom Student Conduct Teacher response to misbehavior Physical space conducive to the lesson

Teaching Interview Question 5

Teaching Interview Question 10

Domain 3 Instruction
3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness

Observation of Teaching
Clarity of teacher directions and explanations Quality of teacher and student questions and of the discussion Quality of student lessons/activity Structure and pacing of the lesson Students receiving feedback Students engaged in self- and peer assessment Teacher monitoring of student learning Teacher adjustment when needed Teacher response to student interests

Artifacts

Lesson Plan Sample Student Work Lesson Plan

Domain 4 Professional Responsibilities

4a: Reflecting on Teaching 4b: Maintaining Accurate Records

Pre & Post Observation Conf.

Reflection Conf. Questions 1-6

Other Observations of Practice

Artifacts

Instructional & Non-instructional records, for example: Records for field trip permission Attendance book Grade book

4c: Communicating with Families

Teacher interaction with parents at school events

Communication with families, for example: Phone/email log Samples of weekly newsletter Handout for School Open-House Description of Science Program Participation in a professional community, for example: Agendas for meetings of the curriculum committee Log of contributions to the profession Professional Development, for example: Log of workshops and courses taken Log of professional reading

4d: Participating in a Professional Community

Teaching Interview Question 13

Teacher participation in school events Teacher collaboration with colleagues

4e: Growing and Developing Professionally 4f: Showing Professionalism

Teaching Interview Question 2 Teacher conduct in team and faculty meetings Teacher conduct with students and staff

Common Themes & Other Student Assumption of Responsibility Appropriate Use of Technology Attention to Individual Students, Including those with Special Needs Teaching Interview Question 11 Teaching Interview Question 12 Planning Conference Question 6

Other possible sources of evidence Products: evidence of student learning Description of course materials: syllabi, assignments and handouts Lesson plans and designs Photos, pictures, tapes Teaching journal for self-reflection Teacher accomplishments Student accomplishments Sample of teacher-generated test/assessments Anecdotal observations or comments Parent feedback Notes from team/data meetings

Observation Walk-Through Checklist (Example)

Teacher Name: _________________________________________ Domain 2: Classroom Environment
2a. Creating an environment of respect & rapport: _______ Teacher Interaction with Students _______ Students Interactions with one another 2b. Establishing a culture for learning: _______ Importance of the content _______ Expectations for learning & achievement _______ Student pride in work 2c. Managing classroom procedures: _______ Management of instructional groups _______ Management of transitions _______ Management of materials & supplies _______ Performance of non-instructional duties _______ Supervision of volunteers and parapros 2d. Managing student behavior: _______ Expectations _______ Monitoring of student behavior _______ Responses to student misbehavior 2e. Organizing physical space: _______ Safety & accessibility _______ Arrangement of furniture & use of space

Date: ____________

Observations:

Domain 3: Instruction
3a. Communicating with students: _______ Expectations for learning _______ Directions and procedures _______ Explanations of content _______ Use of oral and written language 3b. Using questioning & discussion techniques: _______ Quality of questions _______ Discussion techniques _______ Student participation 3c. Engaging students in learning: _______ Activities and assessments _______ Grouping of students _______ Instructional materials & resources _______ Structure & pacing 3d. Using assessment in instruction: _______ Assessment criteria _______ Monitoring of student learning _______ Feedback to students _______ Student self-assessment and monitoring of progress 3e. Demonstrating flexibility & responsiveness: _______ Lesson adjustment _______ Response to students _______ Persistence

Example Walk-Through Form

Teacher Observer
The students were: ____On task in challenging/engaging work (80% or more) ____Writing or creating original work ____Taking a test or quiz ____ Completing projects ____Completing worksheets ____Using technology ____ Listening and/or responding ____ Answering rote or knowledge-level questions ____Answering higher order questions ____Initiating higher order questions ____ Working in groups ____ Self-directed, self-initiated ____Completing or correcting homework assignments ____At the overhead projector ____ Reading ____Speaking in front of, or presenting to the class ____In class, downtime ____Transitioning between classes or activities ____Taking notes ____Lab activities

Subject Start Time

The teacher was:

Date End Time

____Specifying expectations & desired behavior ____Lecturing or assigning to the whole group ____Helping individual students ____Facilitating small groups ____Demonstrating or modeling a task ____Reading to or with the students ____Using multiple questioning strategies ____Asking higher order questions ____Asking knowledge-level or procedural questions ____Using wait time effectively ____Using or modeling technology ____In front of class ____Circulating among students ____Sitting or standing behind desk or podium ____Giving Direct instruction ____At the overhead projector ____In class, downtime ____Transitioning between classes or activities

Evidence of School-Wide Expectations: ____Objectives clearly stated or cited ____Standards and curriculum objectives evident ____Student grades posted ____Critical thinking /questioning skills used ____Reading: comprehension strategies ____Emphasis on non-fiction writing ____Writing process (e.g. prompts, conferencing) ____Differentiation of instruction ____Cooperative/collaborative classroom ____Personalization ____Curriculum integration ____Rubrics in use ____Academic vocabulary ____Writing rubric in use

Evidence of Positive Climate & Teacher Efficacy: ____High expectations for all ____Appropriate student praise ____Instruction appropriate to students ____Student work displayed ____Specific constructive feedback ____Equitable, consistent application of rules ____Respectful behavior/positive regard ____Relearning or reevaluation of material ____Room was without clutter ____Effective time management ____Real-world connections/student interests ____Assessments (rubrics, student-generated) ____Cooperative/collaborative classroom ____Positive personal interactions with students ____Procedures in place and being used ____RTI Strategies used

Notes:

SPS

Section II

TEACHER GROWTH GOALS

TEACHERS WILL DEVELOP 3-4 GOALS

Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them. ~Author Unknown

Shepherd Public Schools Goals 2013-2014

1) Student Growth Goal - (evidence of student growth will be a factor in teacher evaluation) Student growth measurement must be determined by: department/grade level/building and approved by administrator 2) Building Goal(s) Each building will set a building goal(s) and determine an appropriate measure for their goal. Each teacher will have: One Student Growth Goal One Building Level Goal One/Two other goals
Teacher: Date:

School Building:

Grade Level/Content Area:

Teacher Status: Probation Year l Probation Year 2 Probation Year 3 Probation Year 4 Probation Year 5 Tenure

Goal:

Student Growth Goal

Building Level Goal

Other

Standard(s) Related to the Goal (include all that apply): Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibility Domain 5: Student Growth and Assessment Based on your self-assessment, your administrators input, and any school or district initiatives, what goal have you identified? What is an area of knowledge or skill you would like to strengthen? Domain # Goals Statement:
(Reference Specific Elements and Components if helpful.)

What is your plan to accomplish this goal? Describe the activities you will do to work toward your goal and their time lines. Activity Time Line

What would success on this goal look like? How will you know when you have achieved it? What would count as evidence of success or indicators or progress?

What resources will you need to better achieve your goal? What administrative support would be helpful?

Mid-Year Review Notes:

No Progress on Goal

Progress on Goal

Goal Complete

Teacher Signature: Administrator Signature:

Date: Date:

End-Year Review Notes:

No Progress on Goal

Progress on Goal

Goal Complete

Teacher Signature: Administrator Signature:

Date: Date:

SPS

Section III

OBSERVATION CHECKLIST

TEACHERS ARE REQUIRED TO COMPLETE Observation Checklist for Components Domains 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3e

What a teacher writes on the blackboard of life can never be erased. ~Author Unknown

Classroom Observation Checklist

Examples for completing Teacher Classroom Observation Checklist

Domain 2: Classroom Environment

Domain 2a: Creating an environment of respect and Rapport

Posted rule/expectations Students work displayed Personal spaces labeled with names Job assignments Greet students by name/students greet each other by name Share time Students working out problems Teacher tone Classroom atmosphere Teacher directed pro-social skills Courtesy/manners are demonstrated See respectful behavior between students/teacher Appropriate wait time Raising hands Inside voices Address students by name Teacher instructing from all around the classroom Teachers calling on students equally Collaborative rules posted Respectful handling of behavioral issues Showing respect to students with calm voice, care, body language, knowing the students, respectful humor Hear appropriate dialogue

Domain 2b: Establishing a culture for learning High expectations Go beyond text/teachers edition Build conversations Display student work Word wall Daily schedule Classroom books I Can statements displayed Acknowledgement of student success Students enthusiastic for learning Incentive programs Peer evaluation Recognition for success Timely feedback Successfully completed work (redo if necessary) Domain 2c: Managing classroom procedures Posted schedule Signals for transitions Attention grabbers Common place for shared materials Established routines (observable by student behavior) Transition cues

Teach methods of material handout Consistent transitions Modeling of procedures Job chart Establishing rules for procedures Clear expectations Time management Management of learning materials, classroom helpers and other resources

Domain 2d: Managing student behavior Consistent & effective use of behavior plan with follow through Redirecting misbehavior Rules are posted and taught Physical proximity to manage behavior Leading by example Behavior monitoring tools (i.e.: sticker chart, student contracts, etc.) Classroom set-up/arrangement Use of voice-tone & volume/use of non-verbal prompting-to manage behavior Visual cues Stoplight or visual behavior management system Explicit instruction of behavioral expectations Domain 2e: Organizing physical space Thoughtful placement of students based on individual needs Thoughtful placement of materials & desks, tables, work areas-to best enhance teaching and learning Use of technology Desk/room arrangement Visually stimulating uncluttered Gathering space

Domain 3: Instruction
Domain 3a: Communicating with students Use of I Can statements/checklists/rubrics Providing visual and auditory directions Modeling Adjusting activities for appropriate ability groups or individuals

Clarify directions Writing Workshop posters Reading Caf posters Teacher examples/student examples Having students repeat directions Check for understanding Posting daily schedule Posting what to do when you are done Give directions in various ways Respecting student needs with private conversations as needed Recognizing cultural/socio-economic differences

Domain 3b: Using questioning and discussion techniques Active participation by ALL students Wait time Invested discussion Incorporation of Blooms Higher Order Thinking Skills Popsicle sticks White board response Learning buddies/pair share/writing partners Discussion groups Cooperative learning groups Domain 3e: Demonstrating flexibility and responsiveness Flexibility grouping - ability grouping Differentiated instruction Addressing learning styles Following IEPs Using materials of high interest Student choice & input in learning Heterogeneous grouping when appropriate Monitor and adjust Re-teaching Small groups Title Progress Monitoring Intervention documentation

Often, when I am reading a good book, I stop and thank my teacher. That is, I used to, until she got an unlisted number. ~Author Unknown

Teacher Classroom Observation Checklist

(Use Classroom Observation Checklist Example Sheet) Teacher can use this section to give some examples of what they routinely do in their classroom. Teachers can also include artifacts for evidence. (Picture of your daily schedule, student work display, copy of classroom rules)
Insert 4-5 bullets under each domain

Domain 2 Classroom Environment

Domain 2a: Creating an Environment of Respect and Rapport

Domain 2b: Establishing a Culture for Learning

Domain 2c: Managing Classroom Procedures

Domain 2d: Managing Student Behavior

Domain 2e: Organizing Physical Space

Domain 3 Instruction
Domain 3a: Communicating with Students

Domain 3b: Using Questioning and Discussion Techniques

Domain 3e: Demonstrating Flexibility and Responsiveness

Section IV

Pre and Post Observation Meetings

TEACHERS ARE REQUIRED TO COMPLETE: Teaching Self-Interview Pre-Observation Meeting Teacher Self-Evaluation Post-Conference Reflection
(Using Danielson Rubrics)

"Teachers, I believe, are the most responsible and important members of society because their professional efforts affect the fate of the earth." --Helen Caldicott, author and peace activist

Thus, high-level learning by students requires high-level instruction by their teachers. - Charlotte Danielson

Please complete electronically

Teaching Self-Interview (Reflect on overall teaching)

Teacher: __________________________________________ Date: ____________________ Grade Level(s): _______ Subject: ____________________ Observer: ____________________ Questions to Discuss 1. How did you become knowledgeable about the subjects you teach and about how best to teach those to students? This question is looking for the level of your preparation in both content and pedagogy. (Component 1a) (Ex: college major or minor, various workshops or training sessions) 2. How do you stay abreast of the subjects you teach and of the current research on how best to teach them? This question is looking for your commitment to ongoing learning within the subject/grade level you teach, including research on how to teach those disciplines to students. (Component 4e) (Ex: attending course and workshops, reading professional literature) 3. How do you become familiar with your students skills and knowledge? This question is intended to find out your techniques used in learning about your students levels of proficiency in the curriculum.(Component 1b) (Ex: diagnostic assessments, information from the previous years teachers) 4. How do you become familiar with your students individual interests and backgrounds? This question is intended to find out how you learn about your students out-of-school interests, talents, hobbies, families. (Component 1b) (Ex: interest inventories, dialogue with parents, attendance at students athletic, fine arts events) 5. Describe how you establish and implement important classroom routines and procedures. This question is looking to see if you have well thought out specific routines/procedures in place and how they help your classroom run efficiently. (Component 2c) (Ex: distribution and collection of materials, transitions between activities) 6. Describe how you establish and maintain standards of student conduct. This question is looking to see if you have clear, easy to follow classroom expectations followed throughout the school year. (Component 2d) (Ex: determining and posting classroom expectations, conducting classroom meetings) 7. Describe how you establish and maintain an atmosphere of trust, openness, and mutual respect. This question is intended to find out how you develop and maintain a classroom culture that is safe and inviting to students to share and ask questions. (Component 2a) (Ex: model respectful language, recognize students who demonstrate respect) 8. What resources (people, materials, community resources) are available to you in planning instruction or classroom use? This question is looking for your awareness of resources that allow you to go beyond the textbook and other classroom materials. (Component 1d) (Ex: museums, local experts, videos, print materials, Web sites) 9. What resources (people, materials, programs) are available to your students if they need assistance? This question is looking to see that you not only recognize the needs of students, but also where to locate such resources. (Component 1d) (Ex: big brother/sister programs, clothing donations, counseling resources)

10. Describe how you use your physical setting to maximize student learning. This question is looking for your approach to the use of your limited physical space. Of course, some teachers, such as those who

share a room, have little control over their teaching space. (Component 2e) (Ex: chairs in circle for discussion; desks pushed into tables for activities, visually impaired students at the front) 11. How do you encourage your students to assume responsibility for their learning? This question is looking to see if you understand the importance of the active involvement of students in the classroom environments, this is a characteristic of the distinguished level of performance in many components of the framework. (Many Components) (Ex: Inviting students to share their thinking, asking students for their ideas regarding a proposed approach to learning a concept) 12. How do you incorporate the use of electronic technology into your teaching? This question is looking to see if you understand the importance of electronic technology in the classroom and how you are trying to infuse it into your teaching whenever appropriate. (Many Components) (Ex: finding materials for students, maintaining records of student progress, putting student assignments on the schools Web site) 13. How do you coordinate learning activities with other colleagues? This question is looking for your participation in professional learning communities. (Component 4d) (Ex: same grade level, same content, special education)

Interview Protocol for Pre-Observation Meeting

To be completed by teacher prior to Pre-Observation Meeting
Teacher: ______________________________________ Date: _______________________ Grade Level(s): _______ Subject: ________________ Observer: ________________________ 1. To which part of your curriculum does this lesson relate?
(Component 1b, 1c)

2. How does the learning fit in the sequence of learning for this class?
(Component 1b, 1c)

3. Briefly describe the students in this class, including those with special needs.
(Component 1b)

4. What are the learning outcomes for this lesson? What do you want the students to understand?
(Component 1b, 1c)

5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups or individually, or as a large group? Provide any handouts/ worksheets or other materials the students will be using.
(Component 1b, 1e)

6. How will you differentiate instruction for different individuals or groups of students in the class?
(Component 1b)

7. How and when will you know whether the students have learned what you intend?
(Component 1b, 1f)

8. Is there anything that you would like me to specifically observe during the lesson?
(Component 1b)

Reflection of Lesson
To be filled out by teacher prior to post-observation meeting
Teacher: __________________________________________ Date: ____________________ 1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
(Component 4a)

2. If you were able to bring samples of student work, what do those samples reveal about those students levels of engagement and/or understanding?
(Component 4a)

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning?
(Component 4a)

4. Did you depart from your plan? If so, how and why?
(Component 4a)

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective?
(Component 4a)

6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
(Component 4a)

Section V

PLANNING
TEACHERS ARE REQUIRED TO COMPLETE: Unit Plan Lesson Plan
I like a teacher who gives you something to take home to think about besides homework. ~Lily Tomlin as "Edith Ann"

Another important assumption underlying the framework for teaching is that instructional decisions are purposeful.
Charlotte Danielson in Enhancing Professional Practice: A Framework for Teaching 2nd edition

SPS

Unit Planning Template EXAMPLE ONLY

Grade Level: Subject: (Include a unit you currently use) Title: Choose a name that reflects the focus of student learning in this unit.

Date: Prepared by:

Unit Summary: What is the main concept, theme or big idea of this unit? How would you describe the unit to another teacher? Critical Questions: What are the essential questions that will be answered through study in this unit? Post the questions for student reference throughout the unit. Connections: (Common Core/GLCE/HSCE or ACT Standards) Identify the standards or content expectations that will serve as the learning goals for this unit. Note that units typically integrate multiple standards or content expectations and that these may be within or across disciplines. Standard(s): Content Expectation(s): Pre-Assessment: Identify strategies to pre-assess student knowledge of the selected standard(s) or content expectations. Data from pre-assessment helps educators select specific instructional strategies and determine appropriate complexity and pacing for the unit. Pre-assessment may be as informal as a reflection on the students prior learning, a conversation about concepts or warm-up problems at the beginning of class that are not scored. They may be more formal structured, such as a quiz or an assigned writing topic. Scoring Guide: Define scoring criteria for the pre-assessment, which may take the form of teacher judgment, a checklist or another scoring format. Scoring criteria should reveal whether or not student has met the standards or content expectations so that instruction can be modified and targeted to learners accordingly. Ongoing Assessment: Teachers will conduct ongoing teacher assessment and student self-assessment throughout a unit. These can be planned as part of the instructional plan or conducted as opportunities for observation or reflection arise. If planning, describe here. Post-Assessment/Summative Assessment: Identify strategies to assess student learning as a result of the unit. When planning, keep in mind the data that results from the assessment should be the kind of information that will help to plan subsequent instruction. Scoring Guidelines/Rubric: Define scoring criteria for the post-assessment, which may take the form of a rubric or another scoring format, and make sure students know the criteria for scoring prior to participating in any of the post-assessment activities. The scoring/rubric criteria should reveal whether or not student has met the standards or content expectations so that instruction can be targeted accordingly. If possible, assessment and scoring/rubric criteria should be developed to reflect student process as well as product.

Instructional Procedures: Describe the large activities that will be included in the unit. Unit Daily Planner: Describe the sequence of activities that comprise this unit. Day and Time Instructional Activities

Assessment

Differentiated Instructional Support for All Learners: Describe how instruction can be differentiated according to learner needs, to help all learners either meet the intent of the specified standards or content expectations, or if the standards or content expectations are already met, to advance beyond the specified standards or content expectations. Materials and Resources Needed: List the materials needed for the teacher and students. Homework Options and Home Connections: Describe Homework that will be assigned to students outside of the classroom. Interdisciplinary Connections: Tell how the unit can be integrated with other contents to strengthen student learning. Technology Connections: Suggest ideas for integrating technology into the unit. Key Vocabulary: List key terms that need to be defined prior to or as part of instruction. General Tips: Record observations and suggested modifications to facilitate instruction and student learning in the unit.

Feedback Guide for the Unit Plan Discussion questions for review at pre and/or post conference
Characteristics
The teachers unit of study demonstrates the following (as appropriate): Knowledge of content, including Important concepts to be learned The structure of the discipline Prerequisite relationships among the various concepts Links to other disciplines Relationship with the States Standards Knowledge of students, including their Knowledge and skills Interest and cultural backgrounds Approaches to learning Learning goals that reflect Learning needs of students in the class Important learning in the discipline Goals rather than activities A range of types of objectives (e.g., knowledge, reasoning, group skills, communication) Learning activities that Are intended to achieve the learning goals Are likely to engage students in thinking and reasoning Represent a variety of approaches Criteria and procedures for assessing student learning that are Suitable to the learning goals Appropriate to students levels of development The unit as a whole Has a coherent structure, with the development of more complex ideas building on simpler ones Incorporates the use of technology, as appropriate Is suitable for diverse learners

Lesson Plan Template: EXAMPLE ONLY

(Include copy of a lesson plan you are currently using) Grade Level/Subject: Prepared by:

Date:

Strands:

Standards/Content Expectations:

Learning Objectives:

Lesson Outline: (Order of Lesson Activities)

Evidence of Learning: (Assessment)

Materials/Resources:

Wrap-Up/Reflection:

Feedback Guide for the Activity or Assignment Possible discussion questions for review at pre and/or post conference
Characteristics
The teachers activity or assignment and student work (with teacher feedback) demonstrates the following (as appropriate): Quality of assignment, including Importance of the concepts being learned Alignment with instructional goals Cognitive challenge asked of students Clarity of directions Suitability for diverse learners Engagement of students in the task, including Quality of student thinking Successful completion of the task Evidence of the learning from the assignment Teacher Feedback to the students reflects Knowledge of learning needs of student in the class High quality, with specificity and focus on learning Reflection on the activity indicates Accurate assessment of the success of the activity Planning for further learning for students

SPS

Section VI

ARTIFACTS OF PROFESSIONAL RESPONSIBILITIES

TEACHERS ARE REQUIRED TO COMPLETE: Communication with Families Professional Development Log

In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less. Lee Iacocca

SPS

Domain 4: Professional Responsibilities

Examples of Possible Artifacts

4c: Communicating with families Newsletters Conferences Phone calls IEPs Before/After school contact Websites Referral/pre-referral process Homework P/T Conferences Emails 4b: Maintaining accurate records

On-line classroom sites Use of translator Family Connection Student planners Notes to parents Welcome letters Post cards Birthday cards Separate home multiple copies, etc.

Science Fair Open House Informational notes Progress reports Unit tests with written explanation Behavioral Progress Reports Wiki pages

Instructional Records: Star reading Gradebook AR records Hold IEP on time and following procedure Quarterly progress reports DIBLES (Progress Monitoring) Notes from home Behavior logs Lesson plans Data Director Attendance SST forms 4d: Participating in Professional Community Attending training workshops Student Study Team (SST) Staff meetings IEPs Team Meetings Formal and Informal PD Building - SIT District SIT RTI

Non-Instructional Records: P/T Conferences Open House Attendance Attendance Classroom supply orders Behavior Plan Data Director Report Cards Grade Books Student Led Portfolios IEP/REED/MET deadlines Lunch Count Running Records

Collaborative Time MEA Magazine Workshops Teacher Walk-Throughs Conference Time with Classroom teachers Title I meetings Continuing Education/ Classes (University, on-line, etc.)

RESD opportunities Common pacing guides Team discussions Unit work Book study Professional Lunch discussions Building extra-curricular activities (fairs, concerts, Caf Night, etc.)

Include 3-4 Artifacts

KEEP A COPY FOR YOUR RECORDS

New teachers (first three years) turn this form into your building administrator by June 7, 2013 Building Administrators sign form and turn into Central Office by June 10, 2013

KEEP A COPY FOR YOUR RECORDS

This form subject to change

ALL teachers turn this form into your building administrators May 16, 2014 Building Administrators sign this form and turn it into Central Office by May 23, 2014

Highly Qualified Documentation

PLACE COPY OF HQ DOCUMENTATION HERE - Central Office must also have a copy of each form. Must do one for each course you teach Middle school social studies: separate form for 7th grade and 8th grade social studies High school math: separate form for Algebra 1, geometry and Algebra II) Elementary generally need only one form. There are five HQ forms provided by the MDE: http://www.michigan.gov/mde/0,4615,7-140-6530_5683-165860--,00.html

Highly Qualified Secondary Teacher Report Highly Qualified Secondary Special Education Teacher Report Highly Qualified Middle School Teacher Report Highly Qualified Elementary Teacher Report Highly Qualified Elementary Special Education Teacher Report

Middle School Special Education Teachers generally use the Secondary Special Education Teacher Report
IMPORTANT: Check one option you have completed that demonstrates you are a Highly Qualified teacher in the core academic content area identified at the top of this page. (Ex: if you passed the appropriate MTTC subject content area exam and you have earned an academic major you would only check one box or the other but not both) _____ _____ _____ Passed the appropriate MTTC subject content area examination. Have an earned academic major in the content area. Have an earned masters degree in the content area or a masters degree focused on improving the knowledge and skills needed to teach the content. Have coursework equivalent (at least 30 semester hours) of a major in the content area. Have National Board Certification in the content area.

_____ _____

Completed one of the following HOUSSE options: _____ Have at least three years of teaching experience and have completed, after issuance of the initial teaching certificate, a minimum of 18 semester hours in a core academic subject program of study or towards a masters or higher degree that supports the teaching of the core academic subject. (HOUSSE Option 1)

\ Example your form may be slightly different please use the correct form for your grade and/or assignment Official Michigan Highly Qualified Secondary Teacher Report

Revised September 14, 2007

_____________________________________________
Full Name (as it appears on Michigan teaching certificate) Place of Employment (District)

________________________________________
Core Academic Subject Area (one form for each subject area)

____________________________________________________________

________________________
Building

_____________________
Telephone Number

Note: All teachers must hold at least a bachelors degree and full state certification (and be assigned within the subject and grad e
level validity of the Michigan certificate). Check one option you have completed that demonstrates you are a Highly Qualified teacher in the core academic content area identified at the top of this page. _____ _____ _____ Passed the appropriate MTTC subject content area examination. Have an earned academic major in the content area. Have an earned masters degree in the content area or a masters degree focused on improving the knowledge and skills needed to teach the content. Have coursework equivalent (at least 30 semester hours) of a major in the content area. Have National Board Certification in the content area.

_____ _____

Completed one of the following HOUSSE options: _____ Have at least three years of teaching experience and have completed, after issuance of the initial teaching certificate, a minimum of 18 semester hours in a core academic subject program of study or to wards a masters or higher degree that supports the teaching of the core academic subject. (HOUSSE Option 1) Have at least three years of teaching and completed (in the last five years) an individual professional development plan of 90 clock hours of professional development or 6 semester hours of coursework in the content area. (HOUSSE Option 2) Demonstrated competence, as outlined in a local performance assessment of employing district (approved portfolio or classroom observation model). (HOUSSE Option 3).

_____

_____

I hereby certify that I have successfully met the option, as noted above, of the Michigan definition of Highly Qualified teacher for the content area stated above and thereby deemed to be a Highly Qualified teacher as defined in the federal law, ESEA/No Child Left Behind, Section 1119 and Section 9101.
_________________________________________________________________
Signature of Teacher

_________________________________________
Date

MISREPRESENTATION OR FALSIFICATION OF INFORMATION MAY RESULT IN SUSPENSION OR REVOCATION OF THE TEACHING CERTIFICATE. Please submit this form to your local district, ISD, or PSA superintendent or chief administrator before September 1, 2007, or upon demonstrating competence before being assigned to a new core academic area. Mandated by Federal No Child Left Behind Act Districts are responsible for placing a copy of this form in the teachers personnel file and providing the teacher with a copy of the completed form for the individuals records.

Section VII

EVIDENCE OF STUDENT LEARNING

Include items to document Student Growth
2013 2014 Student Growth and Assessment Data = 25% 2014 2015 Student Growth and Assessment Data = 40% 2015 2016 Student Growth and Assessment Data = 50%

SPSSPS SP

SPS

Section VIII

FINAL EVALUATION DOCUMENTATION

ADMINISTRATORS ARE REQUIRED TO COMPLETE: Observation/Reflection/Summary Forms feedback provided by administration following each observation Danielson Rubrics with comments/rating (year-end) Final Calculation Determining Teacher Effectiveness Rating

"Whoever first coined the phrase 'you're the wind beneath my wings' most assuredly was reflecting on the sublime influence of a very special teacher." --Frank Trujillo

Merit Pay Merit pay will be awarded based on state Performance Based Funding and a teacher evaluation rating of effective or highly effective. According to the SEA Contact teachers will be awarded 75% of the district Performance Based Funding.

SPS

Danielson Rubrics A Framework for Teaching

Domain 1: Planning and Preparation

Component 1a Demonstrating knowledge of content and pedagogy Unsatisfactory Teachers plans and practices display little knowledge of the content, prerequisite relationships between different aspects of the content, or of the instructional practices specific to that discipline. Basic Teachers plans and practices reflect some awareness of the important concepts in the discipline, prerequisite relations between them and of the instructional practices specific to that discipline. Proficient Teachers plans and practices reflect solid knowledge of the content, prerequisite relations between important concepts and of the instructional practices specific to that discipline. Distinguished Teachers plans and practices reflect extensive knowledge of the content and of the structure of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding.

Comments/Rating: Component 1b Demonstrating knowledge of students Unsatisfactory Teacher demonstrates little or no knowledge of or respect for students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. Basic Teacher indicates the importance of understanding and respecting students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. Proficient Teacher actively shows respect for and seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. Distinguished Teacher actively shows respect for and seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students.

Comments/Rating: Component 1c Setting instructional outcomes Unsatisfactory Instructional outcomes are unsuitable for students, represent trivial or lowlevel learning, or are stated only as activities. They do not permit viable methods of assessment. Basic Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but teacher makes no attempt at coordination or integration. Proficient Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and are capable of assessment. The outcomes reflect opportunities for coordination. Distinguished Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students.

Comments/Rating: Component 1d Demonstrating knowledge of resources Unsatisfactory Teacher demonstrates little or no familiarity with resources, including appropriate technology to enhance own knowledge, to use in teaching, or for students who need them. Teacher does not seek such knowledge. Basic Teacher demonstrates some familiarity with resources, including appropriate technology available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. Teacher does not seek to extend such knowledge. Proficient Teacher is aware of and uses resources, including appropriate technology available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. Distinguished Teacher seeks out resources, including appropriate technology in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them.

Comments/Rating: Component 1e Designing coherent Instruction Use of appropriate of data Unsatisfactory The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. It is suitable for only some students. Basic The series of learning experiences demonstrates partial alignment with instructional outcomes, some of which are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. Proficient Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. Distinguished Teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or units structure is clear and allows for different pathways according to student needs.

Comments/Rating: Component 1f Designing student assessment Unsatisfactory Teachers approach to assessing student learning contains no clear criteria or standards, lacks congruence with the instructional goals, or is inappropriate to many students. Teacher has no plans to use assessment results in designing future instruction. Basic Teachers plan for student assessment is partially aligned with the instructional goals, without clear criteria, and is inappropriate for at least some students. Teacher plans to use assessment results to plan for future instruction for the class as a whole. Proficient Teachers plan for student assessment is aligned with the instructional goals, using clear criteria, and is appropriate to the needs of students. Teacher uses assessment results to plan for future instruction for groups of students. Distinguished Teachers plan for student assessment is fully aligned with the instructional goals, with clear criteria and standards that show evidence of student participation in their development. Assessment methodologies may have been adapted for individuals, and the teacher uses assessment results to plan future instruction for individual students.

Comments/Rating:

Component 2a Creating an environment of respect and rapport

Unsatisfactory Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students cultural backgrounds, and characterized by sarcasm, put-downs, or conflict.

Domain 2: The Classroom Environment Basic Proficient Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Basic Teachers attempt to create a culture for learning are partially successful, with little teacher commitment to the subject, modest expectations for student achievement, some respect for or knowledge of students diverse cultures and little student pride in work. Classroom interactions between teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students.

Distinguished Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students cultures and levels of development. Students themselves ensure high levels of civility among members of the class.

Comments/Ratings: Component 2b Unsatisfactory Establishing a The classroom environment culture for conveys a negative culture learning for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, little respect for or knowledge of students diverse cultures and little or no student pride in work.

Proficient The classroom culture is characterized by high expectations for most students, genuine commitment to the subject by both teacher and students, and respect for and knowledge of students diverse cultures, with students demonstrating pride in their work.

Distinguished High levels of student engagement and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject, and all students hold themselves to high standards of performance, for example by initiating improvements to their work. Teacher and students demonstrate high levels of respect for and knowledge of diverse student cultures. Distinguished Students contribute to the seamless operation of classroom routines and procedures, for transitions, handling of supplies, and performance of noninstructional duties.

Comments/Ratings: Component 2c Unsatisfactory Managing Much instructional time is classroom lost due to inefficient procedures classroom routines and procedures, for transitions, handling of supplies, and performance of noninstructional duties Comments/Ratings: Component 2d Unsatisfactory Managing There is no evidence that student behavior standards of conduct have been established, and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive, or disrespectful of student dignity.

Basic Some instructional time is lost due to only partially effective classroom routines and procedures, for transitions, handling of supplies, and performance of noninstructional duties. Basic The teacher has made an effort to establish standards of conduct for students. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

Proficient Little instructional time is lost due to classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Proficient Standards of conduct are clear to students, and the teacher monitors student behavior against those standards. Teacher response to student misbehavior is appropriate and respects the students dignity.

Distinguished Standards of conduct are clear, with evidence of student participation in setting them. Teachers monitoring of student behavior is subtle and preventive, and teachers response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. Distinguished The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as

Comments/Ratings: Component 2e Unsatisfactory Organizing Teacher makes poor use of physical space the physical environment, resulting in unsafe or inaccessible conditions for some students or a significant mismatch between the physical arrangement and the lesson

Basic Teachers classroom is safe, and essential learning is accessible to most students, but the physical arrangement only partially supports the learning activities. Teachers use of physical resources, including computer

Proficient Teachers classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement supports the learning activities. Teacher makes effective use of physical resources,

activities.

technology, is moderately effective.

including computer technology (when applicable).

appropriate to the lesson.

Comments/Ratings:

Component 3a Communicating with students

Unsatisfactory Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teachers use of language contains errors or is inappropriate to students diverse cultures or levels of development.

Domain 3: Instruction Basic Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teachers use of language is correct but may not be completely appropriate to students diverse cultures or levels of development.

Proficient

Distinguished Expectations for learning, directions and procedures, and explanations of content are clear to students. Teachers oral and written communications are clear and expressive, appropriate to students diverse cultures and levels of development, and anticipate possible student misconceptions.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate to students diverse cultures and levels of development.

Comments/Ratings: Component 3b Using questioning and discussion techniques Unsatisfactory Teachers questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion. Basic Some of the teachers questions elicit a thoughtful response, but most are low level, posed in rapid succession. Teacher attempts to engage all students in the discussion are only partially successful. Proficient Most of the teachers questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. Distinguished Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard.

Comments/Ratings: Component 3c Engaging students in learning Unsatisfactory Activities and assignments, materials, and groupings of students are inappropriate to the instructional outcomes or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Activities, assignments, and materials are not appropriate for diverse cultures. Basic Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure but is not fully maintained. Activities, assignments, and materials are partially appropriate for diverse cultures. Proficient Activities and assignments, materials, and groupings of students are fully appropriate to the instructional outcomes and students cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lessons structure is coherent, with appropriate pace. Activities, assignments, and materials are fully appropriate for diverse cultures. Distinguished Students are highly intellectually engaged throughout the lesson in higher order learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure. Students assist in ensuring that activities, assignments and materials are fully appropriate for diverse cultures.

Comments/Ratings: Component 3d Using assessment in instruction Unsatisfactory Assessment is not used in instruction, either through students awareness of the assessment criteria, monitoring of progress by teacher or students, or through feedback to students. Basic Assessment is occasionally used in instruction, through some monitoring of progress of learning by teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. Proficient Assessment is regularly used in instruction, through selfassessment by students, monitoring of progress of learning by teacher and/or students, and through high quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. Distinguished Multiple assessments are used in instruction, through student involvement in establishing the assessment criteria, selfassessment by students and monitoring of progress by both students and teachers, and high quality feedback to students from a variety of sources.

Comments/Ratings:

Component 3e Demonstrating flexibility and responsiveness

Unsatisfactory Teacher adheres to the instruction plan in spite of evidence of poor student understanding or of students lack of interest, and fails to respond to student questions; teacher assumes no responsibility for students failure to understand.

Basic Teacher demonstrates moderate flexibility and responsiveness to student questions, needs and interests during a lesson, and seeks to ensure the success of all students.

Proficient Teacher ensures the successful learning of all students, making adjustments as needed to instruction plans and responding to student questions, needs and interests.

Distinguished Teacher is highly responsive to individual students needs, interests and questions, making even major lesson adjustments as necessary to meet instructional goals, and persists in ensuring the success of all students.

Comments/Ratings:

Component 4a
Reflecting on teaching

Unsatisfactory
Teachers reflection on the lesson does not provide an accurate or objective description of the event of the lesson.

Domain 4: Professional Responsibilities Basic

Teachers reflection provides a partially accurate and objective description of the lesson, but does not cite specific positive and negative characteristics. Teacher makes global suggestions as to how the lesson might be improved.

Proficient

Distinguished
Teachers reflection on the lesson is highly accurate and perceptive, and cites specific examples that were not fully successful, for at least some students. Teacher draws on an extensive repertoire to suggest alternative strategies.

Teachers reflection provides an accurate and objective description of the lesson, and cites specific positive and negative characteristics. Teacher makes some specific suggestions as to how the lesson might be improved.

Comments/Ratings: Component 4b
Maintaining accurate records

Unsatisfactory
Teachers system for maintaining both instructional and non-instructional records are either non-existent or in disarray, resulting in errors and confusion.

Basic
Teachers system for maintaining both instructional and non-instructional records is rudimentary and only partially effective. Teacher does not meet deadlines for submission or data entry.

Proficient
Teachers system for maintaining both instructional and noninstructional records is accurate, efficient and effective. Teacher meets deadlines for data submissions and entries.

Distinguished
Teachers system for maintaining both instructional and noninstructional records is accurate, efficient and effective, and students contribute to its maintenance.

Comments/Ratings: Component 4c Communicating with families

Unsatisfactory
Teacher provides little or no information to families, or such communication is culturally inappropriate. Teacher makes no attempt to engage families in the instructional program.

Basic
Teacher complies with school procedures for communicating with families and makes an effort to engage families in the instructional program. But communications are not always appropriate to the cultures of those families.

Proficient
Teacher communicates frequently and successfully engages most families in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.

Distinguished
Teacher communicates frequently and sensitively with individual families in a culturally sensitive manner, with students participating in the communication. Teacher successfully engages families in the instructional program, as appropriate.

Comments/Ratings: Component 4d
Participating in a professional community

Unsatisfactory
Teacher avoids participating in the professional learning community or in school and district events and projects, relationships with colleagues are negative or self-serving and teacher is resistant to feedback from colleagues.

Basic
Teacher becomes involved in the professional learning community and in school and district events and projects when specifically asked; relationships with colleagues are cordial. Teacher accepts, with some reluctance, feedback from colleagues.

Proficient
Teacher participates actively in the professional learning community and maintains positive and productive relationships with colleagues. In addition, teacher welcomes feedback from colleagues.

Distinguished
Teacher makes a substantial contribution to the professional learning community, and assumes a leadership role with colleagues. In addition, teacher seeks out feedback from colleagues.

Comments/Ratings:

Component 4e
Growing and developing professionally

Unsatisfactory
Teacher does not participate in professional development activities, even when such activities are clearly needed for the development of teaching skills.

Basic
Teachers participation in professional development activities is limited to those that are convenient or are required.

Proficient
Teacher engages in opportunities for professional development that is based on a selfassessment of need.

Distinguished
Teacher actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as action research and mentoring new teachers.

Comments/Ratings: Component 4f
Demonstrating professionalism

Unsatisfactory
Teacher has little sense of ethics and professionalism, and contributes to practices that are self-serving or harmful to students. Teacher fails to comply with school and district regulations and timelines.

Basic
Teacher is honest and wellintentioned in serving students and contributing to child centered decisions in the school. Teacher complies minimally with school and district regulations, doing just enough to get by.

Proficient
Teacher displays a high level of ethics and professionalism in interactions with both students and the school community, and complies fully with school and district regulations.

Distinguished
Teacher assumes a leadership role in ensuring that school practices, decisions and procedures ensure that all the students interests are addressed. Teacher displays the highest standards of ethical conduct.

Comments/Ratings: