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DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:


 Teacher does not comply with  Teacher complies with federal and  Teacher complies with federal and  Teacher complies with federal and
federal and state laws and policies. state laws and policies. state laws and policies. state laws and policies.

 Teacher does not follow district and  Teacher follows district and local  Teacher follows district and local  Teacher follows district and local
local school policies on multiple school policies although may need school policies. school policies, and finds innovative
occasions. frequent reminders or monitoring to ways and/or invests effort to help
do so. policies succeed.

—otes

 Federal and state laws and policies͟ may include, but are not limited to IDEA, 504, Title III, Texas Education Code, and Texas Administrative Code.

 District and local school policies͟ include policies governing: deadlines for lesson plans, progress reports and report cards, maintaining accurate and clear attendance,
homework and grade book records on school͛s student information system, Student Code of Conduct.

 Finding innovative ways and/or invests effort͟ can include, but is not limited to actions where the teacher: takes leadership roles in developing school or district
policy; provides support to colleagues to help policies succeed.

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DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher͛s conduct inconsistently  Teacher͛s conduct reflects the  Teacher͛s conduct reflects the  Teacher͛s conduct reflects the
reflects the Educator͛s Code of Educator͛s Code of Ethics. Educator͛s Code of Ethics. Educator͛s Code of Ethics.
Ethics.
 Teacher interacts respectfully and  Teacher interacts respectfully and  Teacher interacts respectfully and
 Teacher interacts negatively with professionally, with minor professionally with colleagues professionally with colleagues
colleagues and/or supervisors on exceptions, with colleagues and/or and/or supervisors. and/or supervisors, and consistently
multiple occasions. supervisors. promotes respect and
 professionalism.
—otes

 Interactions͟ may include, but are not limited to: written, verbal, and non-verbal interactions.
 Interacts respectfully and professionally͟ may include, but is not limited to: proactively building positive relationships with colleagues and/or supervisors by making
new staff members feel welcome, providing colleagues with encouragement and support.
 Appraisers should take into account the teacher͛s tone, the context, and others͛ reactions into consideration when determining whether a teacher interacts respectfully
and professionally with colleagues or supervisors. For instance, a stern or assertive tone does not necessarily constitute disrespect. Similarly, a sarcastic tone can be
respectful and demonstrate positive rapport, though at other times it can constitute disrespect.

3
DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 
    
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion:

 áhen the teacher plans to be  áhen the teacher plans to be absent

 Teacher fails to secure the
services of an associate teacher
in a timely manner when
planning to be absent from
school.
absent from school, the teacher
complies with district and local
policies by securing the services
of an associate teacher in a timely
manner.
from school, the teacher complies
with district and local policies by
securing the services of an associate
teacher in a timely manner.

 áhen the teacher plans to be

absent from school for an  áhen the teacher plans to be absent
 Teacher fails to secure a leave of
absence in a timely manner
when planning to be absent from
school for an extended period of
time.
extended period of time, the from school for an extended period of
teacher follows district policies time, the teacher follows district
and procedures to secure a leave policies and procedures to secure a
of absence. leave of absence.

 Teacher,  
   ,

arrives to school on time, and is
punctual for scheduled classes,  Teacher arrives to school on time, and
 Teacher, on multiple occasions, is punctual for scheduled classes, and
and other scheduled duties.
arrives late to school, and/or other scheduled duties.
arrives late for scheduled classes
or other scheduled duties.

—otes
 Scheduled duties͟ may include, but are not limited to: pick-up times and meetings.
 Appraisers should take note that a teacher should not be penalized in this area for events beyond a teacher͛s control. Some examples are: substitute teacher not
showing up; District fails to process FMLA paperwork in a timely manner; unforeseeable events that cause the teacher to be late (e.g., car accident, illness of a child).

4
DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 
    
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher dresses in a manner that is
inappropriate for the teacher͛s job
assignment, or in a manner that fails
to reflect positively on the District,
on multiple occasions.
 Teacher dresses in a manner that is
appropriate for the teacher͛s job
assignment and in a manner that
reflects positively on the District,
although may require individualized
feedback or guidance to do so.
 Teacher dresses in a manner that is
appropriate for the teacher͛s job
assignment and in a manner that
reflects positively on the District.
= 






å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly Below describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher resists, avoids collaboration
and/or does not collaborate and share
new ideas with colleagues.
 Teacher shares ideas and new
approaches with colleagues in an effort
to drive learning forward in every
classroom, although requires frequent
reminders or monitoring to do so.
 Teacher consistently collaborates and
shares ideas and new approaches with
colleagues in an effort to drive learning
in every classroom.
 Teacher initiates or leads collaboration
and the sharing of ideas and new
approaches with colleagues in an
effort to drive learning in every
classroom.

 Teacher resists or avoids participating  Teacher participates and contributes  Teacher participates and effectively  Teacher assumes leadership roles in
in school work teams and committees. to school work teams and committees contributes to school work teams and school work teams and committees
although requires frequent reminders committees. and/or seeks opportunities to mentor
or monitoring to do so. others.

 Teacher resists or avoids support from  Teacher accepts support from  Teacher seeks and accepts support
colleagues or supervisors. colleagues or supervisors when from colleagues or supervisors, as  Teacher seeks and offers support to
offered, although requires frequent needed to drive student learning. colleagues or supervisors, as needed,
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DRAFT DOCUMENT, 4/7/2011
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reminders or monitoring to do so. to drive student learning forward.

—otes

 Examples of forums where a teacher has the opportunity to collaborate with colleagues: team meetings, data analysis sessions.

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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher fails to implement school
rules on multiple occasions, and/or
violates a school rule that
jeopardizes the safety of others.

—otes
 Teacher consistently implements  Teacher consistently implements  Teacher consistently implements
school rules, although requires school rules. school rules and promotes positive
frequent reminders or monitoring to campus culture.
do so.

 School rules͟ may include, but are not limited to: the campus discipline management plan; the campus safety plan guidelines
p Campus safety plan guidelines͟ include fire drill and shelter-in-place drill procedures.

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DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best
describe a teacher who falls ͞Far Below
Expectations͟ for this criterion:
å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Slightly describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Below Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher inconsistently and/or  Teacher consistently and effectively

ineffectively communicates with
parent or guardian regarding
student performance and behavior.
communicates with parent or
guardian regarding student
performance and behavior, although
requires frequent reminders or
monitoring to do so.
 Teacher consistently and effectively
communicates with parent or
guardian regarding student
performance and behavior.
 Teacher consistently and effectively
communicates with parent or
guardian regarding student
performance and behavior, and that
communication leads to changes in
student behavior.
 Teacher consistently fails to  Teacher responds to routine parent
responds to routine parent contacts contacts within 24-48 business hours  Teacher responds to routine parent
within 24-48 business hours of of receiving the initial concern or contacts within 24-48 business hours
receiving the initial concern or
correspondence or fails to refer the
matter to her/his supervisor.
—otes
correspondence or refers the matter
to her/his supervisor, although
requires frequent reminders or
monitoring to do so.
 Teacher responds to routine parent
contacts within 24-48 business hours
of receiving the initial concern or
correspondence or refers the matter
to her/his supervisor.
of receiving the initial concern or
correspondence or refers the matter
to her/his supervisor.

 Forms of parent communication may include, but are not limited to: conferences, letters, email, newsletters, and/or phone calls. Indicator requires teachers to
communicate with parents regarding positive or negative student performance or behavior.
 The working group defines effective͟ communication as verbal or written communication that provides parents with individualized information about their student͛s
performance, behavior, and school events. Effective͟ communication is distinguished from a mere notification of receipt or any type of fill-in-the-blank letter that does
not provide information specific to the student.
 Forms of parent communication can include, but are not limited to: conferences, letters, email, newsletters, and/or phone calls. Indicator requires teachers to
communicate with parents regarding positive or negative student performance or behavior.

7
DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher inconsistently initiates and
solicits feedback from instructional
leaders, colleagues, or outside
resources to improve instructional
effectiveness.
 Teacher initiates and solicits  Teacher initiates and solicits  Teacher initiates and solicits
feedback from instructional leaders, feedback from instructional leaders, feedback from instructional leaders,
colleagues, or outside resources to colleagues, or outside resources, to colleagues, or outside resources to
improve instructional effectiveness. improve instructional effectiveness. improve instructional effectiveness.

 Teacher inconsistently and/or  Teacher effectively implements  Teacher effectively implements

ineffectively implements suggested suggested improvements, based on suggested improvements, based on
improvements, based on professional growth and professional growth and
professional growth and development needs, although
development needs. requires frequent reminders or
monitoring to do so.
 Teacher effectively implements
development needs.
suggested improvements, based on
professional growth and
development needs, while also
integrating external knowledge to
create effective lessons.

—otes
 Examples of how a teacher initiates and solicits feedback͟ include teachers that seek reflective conversations with instructional leaders and peer observers.
 The working group intends effective͟ implementation of suggested improvements to include any teacher action that drives student learning.

8
DRAFT DOCUMENT, 4/7/2011
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å
 The following indicators best å
 The following indicators best å
 The following indicators best å
 The following indicators best
describe a teacher who falls ͞Far Below describe a teacher who falls ͞Slightly describe a teacher who ͞Meets describe a teacher who ͞Exceeds
Expectations͟ for this criterion: Below Expectations͟ for this criterion: Expectations͟ for this criterion: Expectations͟ for this criterion:

 Teacher refuses or avoids
collaborating with supervisor to
identify professional development
opportunities to enrich instructional
effectiveness.
 Teacher collaborates with supervisor  Teacher collaborates with supervisor  Teacher collaborates with supervisor
to identify professional development to identify professional development to identify professional development
opportunities to enrich instructional opportunities to enrich instructional opportunities to enrich instructional
effectiveness. effectiveness. effectiveness.

 Teacher inconsistently participates in
professional learning experiences
and/or inconsistently applies
professional learning experiences to
improve student outcomes.
—otes
 Teacher participates and effectively
implements professional learning
experiences to improve student
outcomes, although requires
frequent reminders or monitoring to
do so.
 Teacher participates and effectively
implements professional learning
experiences to improve student
outcomes.
 Teacher leads professional learning
experiences that drive student
learning forward, and/or mentors
others to effectively implement
professional learning experiences to
improve student outcomes.
 |rofessional learning experiences may include, but are not limited to: school- or district-based professional learning activities; state, national, international conferences.
 School-based professional learning experiences may include, but are not limited to grade-level or departmental activities.

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DRAFT DOCUMENT, 4/7/2011