Pennsylvania Phase II Teacher Evaluation Pilot Documents

Transcription

1 ennsylvania hase II Teacher Evaluatin ilt cuments Adapted by BCI #22 fr Bucks Cunty ilt Frmative articipants. Summative

2 STE #3:This clumn cmpleted with teacher thrugh rubric cmparisn STE #1:LESSON LAN (T be cmpleted by the teacher in advance f annunced bservatin and sent t evaluatr 2 days in advance) OFF-STAGE OMAINS STE #4: OST-TEACHING (Evidence nt required fr each 4 cmpnent fr 1 lessn) OMAIN 1 OMAIN 4: 1a. emnstrating Knwledge f Cntent and edaggy: What is the cntent t be taught? What prerequisite learning is required? 4a. Reflecting n Teaching: What reflectins caused yu t design the lessn as yu did? After the lessn, state whether the bjectives have been met, specifically by whm, and hw yu knw. STE #3:This clumn cmpleted with teacher thrugh rubric cmparisn 1b. emnstrating Knwledge f Students: Characterize the class. Hw will yu mdify this lessn fr grups r individual students? 4b. Maintaining Accurate Recrds: Hw d yu track student learning as it relates t this lessn? 1c. Selecting Instructinal Outcmes: What d yu want students t learn during this lessn? 4c. Cmmunicating with Families: What specifically have yu learn by cmmunicating with families that impacted yur planning f this lessn/ 1d. emnstrating Knwledge f Resurces: What resurces were cnsidered fr this lessn and rejected? Why? What resurces will be used? Why? 4d. articipating in a rfessinal Cmmunity: In what ways is tday s lessn related t cllabratin with clleagues? 1e.esigning Cherent Instructin: List very briefly the steps f the lessn 4e. Grwing and evelping rfessinally: What aspects f this lessn are the result f sme recent prfessinal learning? 1f: esigning Student Assessments: Hw will yu measure the gals articulated in 1c? What des success lk like? 4f: Shwing rfessinalism: In what ways have yu been an advcate fr students that relate directly t this lessn? A Teacher Evaluatin ilt cuments 2

3 STE #3:This clumn cmpleted with teacher thrugh rubric cmparisn 2a. Creating a Climate f Respect and Rapprt Teacher Interactin with Students Student Interactins with One Anther ON-STAGE OMAINS STE #2: FORM #2A, EVIENCE FOR OMAINS 2, 3 Annunced nannunced Frmative Summative 3a. Cmmunicating with Students Expectatins fr Learning irectins and rcedures Explanatins f Cntent se f Oral and Written Language STE #3: This clumn cmpleted with teacher thrugh rubric cmparisn 2b. Creating a Culture fr Learning Imprtance f the Cntent Expectatins fr Learning and Achievement Student ride in Wrk 3b. sing Questining and iscussin Techniques Quality f Questins iscussin Techniques Student articipatin 2c. Managing Classrm rcedures Management f Instructinal Grups Management f Transitins Management f Materials And Supplies erfrmance f Nn-Instructinal uties Supervisin f Vlunteers And araprfessinals 3c. Engaging Students in Learning Activities and Assignments Gruping f Students Instructinal Materials and Resurces Structure and acing 2d. Managing Student Behavir Expectatins Mnitring f Student Behavir Respnse t Student Misbehavir 3d. Assessing Student Learning Assessment Criteria Mnitring f Student Learning Feedback t Students Student Self-Assessment and Mnitring f rgress 2e. Organizing the hysical Space 3e. emnstrating Flexibility and Respnsiveness Safety and Accessibility Lessn adjustment Arrangement f Furniture and se f hysical LeR Respnse t Students Resurces. ersistence A Teacher Evaluatin ilt cuments 3

4 OFF-STAGE OMAINS Observatin Summary Cmpnent Strengths f the Teacher s ractice (List n mre than tw cmpnents.) Cmpnent Areas fr Grwth in the Teacher s ractice (List n mre than tw cmpnents) Next Steps: We have cnducted a cnversatin and rubric assessment n the abve items. Teacher s signature: ate: Administratr s signature: ate: A Teacher Evaluatin ilt cuments 4

5 THE FRAMEWORK FOR TEACHING main 1 lanning and reparatin a. emnstrating Knwledge f Cntent and edaggy Knwledge f Cntent and the Structure f the iscipline Knwledge f rerequisite Relatinships Knwledge f Cntent-Related edaggy b. emnstrating Knwledge f Students Knwledge f Child and Adlescent evelpment Knwledge f the Learning rcess Knwledge f Students Skills, Knwledge, and Language rficiency Knwledge f Students Interests and Cultural Heritage Knwledge f Students Special Needs c. Selecting Instructinal Outcmes Value, Sequence, and Alignment Clarity Balance Suitability fr iverse Learners d. emnstrating Knwledge f Resurces Resurces fr Classrm se Resurces t Extend Cntent Knwledge and edaggy Resurces fr Students e esigning Cherent Instructin Learning Activities Instructinal Materials and Resurces Instructinal Grups Lessn and nit Structure f. esigning Student Assessment Cngruence with Instructinal Outcmes Criteria and Standards esign f Frmative Assessments main 4 rfessinal Respnsibilities a. Reflecting n Teaching Accuracy se in Future Teaching b. Maintaining Accurate Recrds Student Cmpletin f Assignments Student rgress in Learning Nn-instructinal Recrds c. Cmmunicating with Families Infrmatin Abut the Instructinal rgram Infrmatin Abut Individual Students Engagement f Families in the Instructinal rgram d. articipating in a rfessinal Cmmunity Relatinships with Clleagues Invlvement in a Culture f rfessinal Inquiry Service t the Schl articipatin in Schl and istrict rjects e. Grwing and evelping rfessinally Enhancement f Cntent Knwledge and edaggical Skill Receptivity t Feedback frm Clleagues Service t the rfessin f. emnstrating rfessinalism Integrity And Ethical Cnduct Service T Students Advcacy ecisin Making main 2 The Classrm Envirnment a. Creating an Envirnment f Respect and Rapprt Teacher Interactin with Students Student Interactins with One Anther b. Establishing a Culture fr Learning Imprtance f the Cntent Expectatins fr Learning and Achievement Student ride in Wrk c. Managing Classrm rcedures Management f Instructinal Grups Management f Transitins Management f Materials And Supplies erfrmance f Nn-Instructinal uties Supervisin f Vlunteers And araprfessinals d. Managing Student Behavir Expectatins Mnitring f Student Behavir Respnse t Student Misbehavir e. Organizing hysical Space Safety and Accessibility Arrangement f Furniture and se f hysical Resurces main 3 Instructin a. Cmmunicating with Students Expectatins fr Learning irectins and rcedures Explanatins f Cntent se f Oral and Written Language b. sing Questining and iscussin Techniques Quality f Questins iscussin Techniques Student articipatin c. Engaging Students in Learning Activities and Assignments Gruping f Students Instructinal Materials and Resurces Structure and acing d. sing Assessment in Instructin Assessment Criteria Mnitring f Student Learning Feedback t Students Student Self-Assessment and Mnitring f rgress e. emnstrating Flexibility and Respnsiveness Expectatins fr Learning irectins and rcedures Explanatins f Cntent se f Oral and Written Language Adapted A Teacher by BCI Evaluatin #22 fr ilt Bucks cuments Cunty ilt articipants. 5

6 OFF-STAGE OMAINS AEX A: The Rubrics A Teacher Evaluatin ilt cuments 6

7 RBRIC ASSESSMENT ate Teacher Self-Assessment Evaluatr Assessment Frmal Observatin Individual Grwth rject Intensive Supprt lan Summative main 1: lanning and reparatin Effective teachers plan and prepare fr lessns using their extensive knwledge f the cntent area, the cre/managed curriculum and their students, including students prir experience with this cntent and their pssible miscnceptins. Instructinal utcmes are clearly related t the majr cncepts f the cntent area and are cnsistent with the curriculum design. These utcmes are clear t students and classrm visitrs (including parents). Learning activities require all students t think, prblem-slve, inquire, defend cnjectures and pinins and be accuntable t the learning cmmunity. Effective teachers wrk t engage all students in lessns and use frmative assessment t scaffld and prvide differentiated instructin. Measures f student learning align with the curriculum and cre cncepts in the discipline, and students can demnstrate their understanding in mre than ne way. Cmpnent nsatisfactry Needs Imprvement r rgressing 1a: emnstrating knwledge f cntent and pedaggy 1b: emnstrating knwledge f students 1c: Setting instructinal utcmes 1d: emnstrating knwledge f resurces 1e: esigning cherent instructin 1f: esigning student assessment Teacher s plans and practice demnstrate evidence f little t n knwledge f the imprtant cncepts in the discipline, prerequisite relatinships between them, r f the instructinal practices specific t that discipline and alignment t A Academic Standards. Teacher s plans cntain little t n evidence f knwledge f students backgrunds, cultures, skills, language prficiency, interests, and special needs, and has dne nthing t seek such understanding. Instructinal utcmes are unsuitable fr students, represent trivial r lw-level learning, d nt relate t A Academic Standards r are stated nly as activities. They d nt permit viable methds f assessment. Teacher demnstrates little t n familiarity with resurces t enhance persnal knwledge, t use in teaching, r fr students wh need them. Teacher des nt seek such knwledge. The series f learning experiences are prly aligned with the instructinal utcmes and d nt represent a cherent structure. They are suitable fr nly sme students. Teacher s plan fr assessing student learning cntains n clear criteria r standards, is prly aligned with the instructinal utcmes, r is inapprpriate fr many students. There is n evidence that assessment results influence planning. A Teacher Evaluatin ilt cuments Teacher s plans and practice demnstrate evidence f knwledge f the imprtant cncepts in the discipline, prerequisite relatins between them and f the instructinal practices specific t that discipline and their alignment t A Academic Standards. Teacher shws awareness f the imprtance f understanding students backgrunds, cultures, skills, language prficiency, interests, and special needs, and has added t that knwledge fr the class as a whle. Instructinal utcmes are f mderate rigr and are suitable fr sme students, but cnsist f a cmbinatin f unrelated activities and gals, sme f which permit viable methds f assessment. They reflect mre than ne type f learning, but teacher makes n attempt at crdinatin r integratin. Teacher shws evidence f sme familiarity with resurces available thrugh the schl r district t enhance persnal knwledge, t use in teaching, r fr students wh need them. Teacher des nt actively seek t extend such knwledge. The series f learning experiences shws evidence f partial alignment with instructinal utcmes, sme f which may engage students in significant learning. The lessn r unit has a recgnizable structure and reflects partial knwledge f students and resurces. Teacher s plan fr student assessment is partially aligned with the standards and instructinal utcmes, cntains n clear criteria, and is inapprpriate fr at least sme students. Teacher shws sme evidence f intent t use assessment results t plan fr future instructin fr the class as a whle. 7 rficient Teacher s plans and practice demnstrate evidence f the applicatin f the imprtant cncepts in the discipline, prerequisite relatinships between them and f the instructinal practices specific t that discipline and their alignment t A Academic Standards. Evidence that the teacher actively seeks knwledge f students backgrunds, cultures, skills, language prficiency, interests, and special needs, and seeks t incrprate that knwledge int the planning fr specific grups f students. Instructinal utcmes are stated as gals reflecting high-level learning and curriculum standards. They are suitable fr mst students in the class, are apprpriate fr different types f learning, and are capable f assessment. The utcmes reflect pprtunities fr crdinatin. Teacher is fully aware f resurces available thrugh the schl r district t enhance wn knwledge and develps and maintains a database r list f resurces, and uses them in teaching, r t meet individual student needs. Teacher crdinates and aligns knwledge f cntent, f students and f resurces t design a series f learning experiences aligned t instructinal utcmes and suitable t grups f students. The lessn r unit has a clear structure and is likely t engage students in significant learning. Teacher s plan fr student assessment is aligned with the standards and instructinal utcmes, uses clear criteria, and is apprpriate t the needs f students. Teacher shws specific evidence f intent t use assessment results t plan fr future instructin fr grups f students. istinguished Teacher s plans and practice demnstrate evidence f extensive knwledge and applicatin f the imprtant cncepts and structure f the discipline. Teacher actively builds n knwledge f prerequisites and miscnceptins when designing instructin and designs strategies fr causes f student misunderstanding. Teacher shws strng evidence f building alignment with A Academic Standards and differentiates fr student prgress in planning. Teacher actively seeks knwledge f students backgrunds, cultures, skills, language prficiency, interests, and special needs frm a variety f surces, and uses this knwledge regularly in planning fr the benefit f individual students. Instructinal utcmes are stated as gals that can be assessed, reflecting rigrus learning and A Academic Standards. They represent different types f cntent, ffer pprtunities fr bth crdinatin and integratin, and take accunt f the needs f individual students and different styles f learning. Teacher seeks ut resurces in and beynd the schl r district in prfessinal rganizatins, n the Internet, and in the cmmunity t enhance wn knwledge, and uses them in teaching, and t meet individual student needs. Teacher crdinates and aligns knwledge f cntent, f students and f resurces t design a series f learning experiences aligned t instructinal utcmes, differentiated where apprpriate t make them suitable t all students and likely t engage them in significant learning. The lessn r unit s structure is clear and includes different pathways accrding t student needs. Teacher s plan fr student assessment is fully aligned with the standards and instructinal utcmes, uses clear criteria that shw evidence f student cntributin t their develpment. Assessment methdlgies may have been adapted fr individuals, and the teacher shws clear evidence f intent t use assessment results t plan future instructin fr individual students.

8 OFF-STAGE OMAINS main 2: The Classrm Envirnment Teacher self-assessment Evaluatr Assessment Effective teachers rganize their classrms s that all students can learn. They maximize instructinal time and fster respectful interactins amng and between teachers and students with sensitivity t students' cultures, race and levels f develpment. Students themselves make a substantive cntributin t the effective functining f the class thrugh self-management f their wn learning and maintaining a cnsistent fcus n rigrus learning fr all students by supprting the learning f thers. rcesses and tls fr students' independent learning are visible/available t students (charts, rubrics, etc.). Artifacts that demnstrate student grwth ver time are displayed/available. Cmpnent nsatisfactry Needs Imprvement r rgressing 2a: Creating an envirnment f respect and rapprt 2b: Establishing a culture fr learning Classrm interactins, bth between the teacher and students and amng students, are negative, inapprpriate, r insensitive t students cultural backgrunds, and are characterized by sarcasm, put-dwns, r cnflict. Standards f behavir are nt clear r visible in the classrm. The classrm envirnment cnveys a negative culture fr learning, characterized by lw teacher cmmitment t the subject, lw expectatins fr student achievement, and little r n student pride in wrk. Classrm interactins, bth between the teacher and students and amng students, are generally apprpriate and free frm cnflict but may be characterized by ccasinal displays f insensitivity r lack f respnsiveness t cultural r develpmental differences amng students. Minimal evidence f clear standards f behavir being visible in the classrm. Teacher s attempt t create a culture fr learning are partially successful, with little teacher cmmitment t the subject in evidence, mdest expectatins fr student achievement, and little student pride in wrk. Evidence that bth teacher and students appear t be nly ging thrugh the mtins. rficient Classrm interactins, between teacher and students and amng students are plite and respectful, reflecting general warmth and caring, and are apprpriate t the cultural and develpmental differences amng grups f students. Standards f behavir are clear and visible and there is evidence that standards are cnsistently maintained. The classrm culture is characterized by high expectatins fr mst students, genuine cmmitment t the subject by bth teacher and students, with students demnstrating visible pride in their wrk. istinguished Classrm interactins amng the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity t students cultures and levels f develpment. Students themselves ensure high levels f civility amng members f the class. Evidence that the teacher places a high pririty n apprpriate and respectful behavir and interactin and behaviral standards are clear and cnsistent. Evidence f high levels f student energy and teacher passin fr the subject that create a culture fr learning in which everyne shares a belief in the imprtance f the subject. All students hld themselves t high standards f perfrmance, fr example by initiating imprvements t their wrk. 2c: Managing classrm prcedures 2d: Managing student behavir Much instructinal time is lst due t inefficient classrm rutines and prcedures fr transitins, handling f supplies, and perfrmance f nninstructinal duties. N evidence that standards f cnduct have been established, and little r n teacher mnitring f student behavir. Respnse t student misbehavir is incnsistent, repressive, r disrespectful f student dignity. Sme instructinal time is lst due t nly partially effective classrm rutines and prcedures, fr transitins, handling f supplies, and perfrmance f nninstructinal duties. Evidence that the teacher has made an effrt t establish standards f cnduct fr students. The teacher tries, with uneven results, t mnitr student behavir and respnd t student misbehavir. Little instructinal time is lst due t classrm rutines and prcedures fr transitins, handling f supplies, and perfrmance f nninstructinal duties. Class perid runs smthly and efficiently. Evidence that standards f cnduct are clear t students, and that the teacher mnitrs student behavir against thse standards. Teacher respnse t student misbehavir is cnsistent, apprpriate and respects the students dignity. Students cntribute t the seamless peratin f classrm rutines and prcedures fr transitins, handling f supplies, and perfrmance f nninstructinal duties. Evidence f a cmmunity that takes pride in their classrm peratin. Standards f cnduct are clear, with evidence f student participatin in setting and maintaining them. The teacher s mnitring f student behavir is subtle and preventive, and the teacher s respnse t student misbehavir is sensitive t individual student needs. Students take an active rle in mnitring the standards f behavir. 2e: Organizing physical space The physical envirnment is unsafe, r sme students d nt have access t learning. There is pr alignment between the physical arrangement and the lessn activities. The classrm is safe, and essential learning is accessible t mst students. Teacher s use f physical resurces, including cmputer technlgy, is mderately effective. Teacher may attempt t mdify the physical arrangement t suit learning activities, with partial success. The classrm is safe, and learning is accessible t all students. The teacher ensures that the physical arrangement is apprpriate t the learning activities. Teacher makes effective use f physical resurces, including cmputer technlgy. The classrm is safe, and the physical envirnment ensures the learning f all students, including thse with special needs. Opprtunities are available t all learning styles. Students cntribute t the use r adaptatin f the physical envirnment t advance learning. Technlgy is used skillfully, as apprpriate t the lessn. A Teacher Evaluatin ilt cuments 8

9 main 3: Instructin Teacher Self-Assessment Evaluatr Assessment All students are highly engaged in learning and make significant cntributin t the success f the class thrugh participatin in equitable discussins, active invlvement in their learning and the learning f thers. Students and teachers wrk in ways that demnstrate their belief that rigrus instructin and hard wrk will result in greater academic achievement. Teacher feedback is specific t learning gals and rubrics and ffers cncrete ideas fr imprvement. As a result, students understand their prgress in learning the cntent and can explain the gals and what they need t d in rder t imprve. Academic prgress is articulated and celebrated in the learning cmmunity and with families. Effective teachers recgnize their respnsibility fr student learning in all circumstances and demnstrate significant student grwth ver time twards individual achievement gals, including academic, behaviral, and/r scial bjectives. Cmpnent nsatisfactry Needs Imprvement r rgressing 3a: Cmmunicating with students Expectatins fr learning, directins and prcedures, and explanatins f cntent are unclear r cnfusing t students. Teacher s use f language cntains errrs r is inapprpriate t students cultures r levels f develpment. Expectatins fr learning, directins and prcedures, and explanatins f cntent are clarified after initial cnfusin; teacher s use f language is crrect but may nt be cmpletely apprpriate t students cultures r levels f develpment. rficient Expectatins fr learning, directins and prcedures, and explanatins f cntent are clear t students. Cmmunicatins are apprpriate t students cultures and levels f develpment. istinguished Expectatins fr learning, directins and prcedures, and explanatins f cntent are clear t students. Teacher s ral and written cmmunicatin is clear and expressive, apprpriate t students cultures and levels f develpment, and anticipates pssible student miscnceptins. 3b: sing questining and discussin techniques Teacher s questins are lw-level r inapprpriate, eliciting limited student participatin, and recitatin rather than discussin. Sme f the teacher s questins elicit a thughtful respnse, but mst are lw-level, psed in rapid successin. Teacher s attempts t engage all students in the discussin are nly partially successful. Mst f the teacher s questins elicit a thughtful respnse, and the teacher allws sufficient time fr students t answer. The students are engaged and participate in the discussin, with the teacher stepping aside when apprpriate. Questins reflect high expectatins and are culturally and develpmentally apprpriate. Students frmulate many f the high-level questins and ensure that all vices are heard. 3c: Engaging students in learning 3d: sing assessment in instructin 3e: emnstrating flexibility and respnsiveness Activities and assignments, materials, and grupings f students are inapprpriate and ineffective t the instructinal utcmes, r students cultures r levels f understanding, resulting in little intellectual engagement. The lessn has n structure r is prly paced. Assessment is nt used in instructin, either thrugh students awareness f the assessment criteria, mnitring f prgress by teacher r students, r thrugh feedback t students. Teacher adheres t the instructin plan, even when a change wuld imprve the lessn r students lack f interest. Teacher brushes aside student questins; when students experience difficulty, the teacher blames the students r their hme envirnment. Teacher lacks a repertire f strategies t allw fr adaptatin f the lessn. Activities and assignments, materials, and grupings f students are partially apprpriate and effective fr the instructinal utcmes, r students cultures r levels f understanding, resulting in mderate intellectual engagement. The lessn has a recgnizable structure but is nt fully develped r maintained. Assessment is ccasinally used in instructin thrugh sme mnitring f prgress f learning by teacher and/r students. Feedback t students is uneven, and students are aware f nly sme f the assessment criteria used t evaluate their wrk. Teacher attempts t mdify the lessn when needed and t respnd t student questins, with mderate success. Teacher accepts respnsibility fr student success, but has nly a limited repertire f strategies t draw upn. Activities and assignments, materials, and grupings f students are fully apprpriate and effective fr the instructinal utcmes, and students cultures and levels f understanding. All students are engaged in wrk f a high level f rigr. The lessn s structure is cherent, with apprpriate pacing. Assessment is regularly used in instructin thrugh selfassessment by students, mnitring f prgress f learning by teacher and/r students, and thrugh high quality feedback t students. Students are fully aware f the assessment criteria used t evaluate their wrk. Teacher prmtes the successful learning f all students, making adjustments as needed t instructin plans and accmmdating student questins, needs and interests. Teacher maintains a brad repertire f strategies and uses them quickly and effectively. Students are highly intellectually engaged thrughut the lessn in significant learning and make relevant and substantive cntributins t the activities, student grupings, and materials. The lessn is adapted t the needs f individuals, and the structure and pacing allw fr student reflectin and clsure. Assessment is used in a sphisticated manner in instructin thrugh student invlvement in establishing the assessment criteria, self-assessment by students and mnitring f prgress by bth students and teachers, and high quality feedback t students frm a variety f surces. Teacher seizes an pprtunity t enhance learning, building n a spntaneus event r expressin f student interests. Teacher ensures the success f all students, using an extensive repertire f instructinal strategies and shws evidence f actively seeking new strategies. A Teacher Evaluatin ilt cuments 9

10 OFF-STAGE OMAINS main 4: rfessinal Respnsibilities Teacher Self-Assessment Evaluatr Assessment Effective teachers have high ethical standards and a deep sense f prfessinalism. They utilize integrated systems fr using student learning data, recrd keeping and cmmunicating with families clearly, timely and with cultural sensitivity. They assume leadership rles in bth schl and district prjects, and engage in a wide-range f prfessinal develpment activities. Reflectin n their wn practice results in ideas fr imprvement that are shared acrss the cmmunity and imprve the practice f all. These are teachers wh are cmmitted t fstering a cmmunity f effrtful learning that reflects the highest standards fr teaching and student learning in ways that are respectful and respnsive t the needs and backgrunds f all learners. Cmpnent nsatisfactry Needs Imprvement r rgressing 4a: Reflecting n Teacher s reflectin des Teacher s reflectin is a smetimes teacher and student nt accurately assess the accurate impressin f a lessn s learning lessn s effectiveness, the effectiveness, the degree t which degree t which utcmes utcmes were met and/r makes were met and/r has n general suggestins abut hw a suggestins fr hw a lessn culd be imprved. lessn culd be imprved. rficient Teacher s reflectin accurately assesses the lessn s effectiveness and the degree t which utcmes were met and cites evidence t supprt the judgment. Teacher makes specific suggestins fr lessn imprvement. istinguished Teacher s reflectin accurately and effectively assesses the lessn s effectiveness and the degree t which utcmes were met, cites specific examples; ffers specific alternative actins drawing n an extensive repertire f skills. 4b: System fr managing students data Teacher s infrmatin management system fr student cmpletin f assignments, student prgress in learning and nn-instructinal activities is either absent, incmplete r in disarray. Teacher s infrmatin management system fr student cmpletin f assignments, prgress in learning and nn-instructinal activities is ineffective r rudimentary, nt maintained and/r requires frequent mnitring fr accuracy. Teacher s infrmatin management system fr student cmpletin f assignments, student prgress in learning and nn-instructinal activities is fully effective. Teacher s infrmatin management system fr student cmpletin f assignments, prgress in learning and nn-instructinal activities is fully effective and is used frequently t guide planning. Students cntribute t the maintenance and/r interpretatin f the infrmatin. 4c:Cmmunicating with families Teacher prvides little/n culturally-apprpriate infrmatin t families abut the instructinal prgram, student prgress r respnses t family cncerns. Families are nt engaged in the instructinal prgram. Teacher prvides minimal and/r ccasinally insensitive cmmunicatin and respnse t family cncerns. artially successful attempts are made t engage families in the instructinal prgram with n attentin t adaptatins fr cultural issues. Teacher prvides frequent, culturally-apprpriate infrmatin t families abut the instructinal prgram, student prgress, and respnses t family cncerns. Frequent, successful effrts t engage families in the instructinal prgram are the result f flexible cmmunicatin. Teacher prvides frequent, culturallyapprpriate infrmatin t families with student input; successful effrts are made t engage families in the instructinal prgram t enhance student learning. 4d: articipating in a prfessinal cmmunity 4e: Grwing and develping prfessinally 4f: Shwing prfessinalism rfessinal relatinships with clleagues are negative r self-serving; teacher avids participatin in a culture f inquiry and/r avids becming invlved in schl events and/r schl and district prjects. Teacher engages in n prfessinal develpment activities and/r resists feedback n teaching perfrmance and/r makes n effrt t share knwledge with thers r t assume prfessinal respnsibilities. Teacher s prfessinal interactins are characterized by questinable integrity, lack f awareness f student needs, and/r decisins that are self-serving, and/r d nt cmply with schl/district regulatins. rfessinal relatinships are crdial and fulfill required schl/district duties. The teacher will smetimes becme invlved in a culture f inquiry, schl events and/r schl/district prjects when asked. Teacher engages in prfessinal activities t a limited extent and/r accepts feedback n perfrmance with reluctance and n evidence f change and/r finds limited ways t cntribute t the prfessin. Teacher s interactins are characterized by hnest, genuine but incnsistent attempts t serve students, decisin-making based n limited data, and/r minimal cmpliance with schl/district regulatins. rfessinal relatinships are characterized by mutual supprt and cperatin; include vluntary active participatin and substantial cntributins t a culture f prfessinal inquiry, schl events and schl/district prjects. Teacher engages in seeking ut prfessinal develpment pprtunities, welcmes feedback n perfrmances, and adapts suggestins fr change and participates actively in assisting ther educatrs. Teacher s interactins are characterized by hnesty, integrity, cnfidentiality and assurance that all students are fairly served, participatin in team r departmental decisin-making, and/r full cmpliance with regulatins. rfessinal relatinships are characterized by mutual supprt, cperatin and initiative in assuming leadership in prmting a culture f inquiry and making substantial cntributins t schl/district prjects. Teacher engages in seeking ut pprtunities fr leadership rles in prfessinal develpment and makes a systematic effrt t cnduct actin research, seeks ut feedback and initiates imprtant activities t cntribute t the prfessin. Teacher displays the highest standards f hnesty, integrity, cnfidentiality; assumptin f leadership rle with clleagues, in serving students, challenges negative attitudes and practices, and prmtes full cmpliance with regulatins. A Teacher Evaluatin ilt cuments 10

11 Walk-thrugh Evidence main 1: Cntent and edaggy, Knwledge f Students, Selecting Outcmes, Knwledge f Resurces, Cherent Instructin, esigning Assessment main 2: Respect and Rapprt, Culture fr Learning, Managing rcedures, Managing Student Behavir, Organizing hysical Space main 4: Reflectin, Recrdkeeping, Family Cmmunicatin, rfessinal Cmmunity, Grwing and evelping rfessinally, rfessinalism main 3: Cmmunicatin, Questining, Engagement, Assessment, Flexibility Smething I appreciated: A wndering fr yur reflectin: A Teacher Evaluatin ilt cuments 11