Evaluation Rubrics for TeachersOffice of School Improvement

WEST VIRGINIA

DE

PARTMENT OF ED

UCAT

ION

STAT

E OF WEST VIRGIN

IA

MONTANI SEMPER LIBE

RI

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Rubrics

Levels of Performance

FourdistinctlevelsofperformanceareusedtodescribethequalityofteachingwithinWestVirginiaclassrooms.Rubricsguidethedeterminationofspecificperformancelevels.

Distinguished Accomplished Emerging Unsatisfactory Distinguishedperformancedescribesprofessionalteachingthatengagesstudentstobehighlyresponsiblefortheirownlearning.Performingatthislevelinvolvescontributingtotheprofessionallearningofothersthroughteacherleadership.

Accomplishedperformancedescribesprofessionalteachingthatexhibitsmasteryoftheworkofteachingwhileimprovingpracticeandservingtheprofessionalcommunity.

Emergingperformancerepresentsteachingthatdemonstratesknowledgeandskillstoimplementessentialelementsalbeitnotalwayssuccessfullyattimes.

Unsatisfactoryperformancedescribesteachingthatdoesnotconveysufficientunderstandingofconceptsorthesuccessfulimplementationofessentialelements.

Performance-levelratingsmayfluctuatefromyear-to-yearduetoavarietyofcircumstances,suchaschangesincontentorgradelevel.Evaluatorsselectaperformancelevelfromtherubricthatbestdescribescurrent,actualeducatorpractice—notafutureexpectation—foraparticularelement.Connectingtheperformanceleveltoactualpracticeisespeciallyimportantwhenchoosingbetweentwoadjoiningperformancelevels.Forexample,emergingperformanceisclearlydifferentfromunsatisfactoryperformance.Educators,likewise,selectfromtherubricaperformancelevelthatbestdescribescurrentpracticewhencompletingtheself-reflection.WestVirginiaProfessionalTeachingStandardsmayofferadditionalinsightintoselectinganappropriateperformancelevelforself-reflectionorevaluation.

Professional Teaching Standards

ThefiveProfessionalTeachingStandardsusedintheevaluationsystemarederivedfromtheWestVirginiaProfessionalTeachingStandards.TheProfessionalTeachingStandardsrecognizeperformanceattheAccomplishedleveltobemeritoriousaswellasrigorousandofhighquality.Accomplishedperformanceisexpectedtobethemostfrequentlyrecognizedlevelofperformance;performanceattheDistinguishedwilllikelyoccuronoccasion.Preponderanceoftheevidenceprovidesthebasisforevaluatorstodetermineperformance-levelratings.

Professional Teaching Standards

STANDARD1:CURRICULUMANDPLANNINGElement 1.1: The teacher demonstrates a deep and extensive knowledge of the subject matter.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• demonstratesexpert,specializedcontentknowledge

• collaborateswithteachersfromothergradesandsubjectstoextendandconnectstudentlearningtoothercontentareas

Theteacher• demonstratesextensivecontentknowledge

• connectsstudentlearningtoothercontentareas

Theteacher• demonstratescontentknowledge

• attemptstoconnectstudentlearningtoothercontentareas

Theteacher• doesnotdemonstratesufficientcontentknowledge

• doesnotattempttoconnectstudentlearningtoothercontentareas

Element 1.2: The teacher designs standards-driven instruction using state-approved curricula.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• collaborateswithothers,includingstudents,todesigninstructionandassessmentalignedtothestate-approvedcurricula

• collaborateswithstudentstodesignsequentiallearningactivitiesthatprovideforvariedstudentabilitiesandinterests

• collaborateswithothers,includingstudents,todesignlearningactivitiesthatpromotestudentcollaboration,criticalthinking,andproblemsolving

Theteacher• designswritteninstructionalplansthataligninstructionandassessmenttothestate-approvedcurricula

• designssequentiallearningactivitiesthatprovideforvariedstudentabilitiesandinterests

• designsactivitiesthatpromotestudentcollaboration,criticalthinking,andproblemsolving

Theteacher• designswritteninstructionalplansalignedtothestate-approvedcurricula

• designssequentiallearningactivitiesatappropriatedevelopmentallevels

• designsactivitiesthatpromotestudentcollaboration

Theteacher• doesnotdesignwritteninstructionalplans

• doesnotdesigninstructionalplansand/orunitsthataredrivenbystate-approvedcurricula

• doesnotdesignsequentiallearningactivitiesatappropriatedevelopmentallevels

• doesnotdesignactivitiesthatpromotestudentcollaboration

Element 1.3: The teacher uses a balanced assessment approach to guide student learning.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• collaborateswithstudentstodesignanduseavarietyofassessments,includingpeerandstudentself-reflections,tomonitorstudentprogressandsetlearninggoals• collaborateswithstudentsandotherstoclearlydefineandcommunicateassessmentcriteria• sharesassessmentdataandprovidestimelyfeedbacktostudentsandotherstakeholders

Theteacher• designsandusesformativeandsummativeassessmentstomonitorstudentprogressandsetlearninggoals• clearlydefinesandcommunicatesassessmentcriteria• sharesassessmentdataandprovidestimelyfeedbacktostudents

Theteacher• designsandusesformativeandsummativeassessments• communicatesassessmentcriteria• sharesassessmentdatawithstudents

Theteacher• doesnotuseformativeandsummativeassessments• doesnotcommunicateassessmentcriteria• doesnotshareassessmentdataorprovidefeedbacktostudents

STANDARD2:THELEARNERANDTHELEARNINGENVIRONMENTElement 2.1: The teacher understands and responds to the unique characteristics of learners.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• demonstratesextensiveknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• plans and implementsdifferentiated learningactivitieswithstudents

• helpscolleaguesunderstandtheuniquecharacteristicsofalllearners

Theteacher• demonstratesthoroughknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• plansandimplementsdifferentiatedlearningactivitiesforstudents

Theteacher• demonstrates adequateknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• plansandimplementsdifferentiatedlearningactivitiesforsomestudents

Theteacher• doesnotdemonstrateknowledgeofstudents’social,emotional,andacademicneeds,interests,learningstyles,culturalheritage,andgender

• doesnotplanandimplementappropriatelearningactivities

Element 2.2: The teacher establishes and maintains a safe and appropriate learning environment.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• collaborateswithstudentstoestablishaneffectiveclassroommanagementsystem

• collaborateswithstudentstoensureappropriatebehaviorasdefinedbythecodeofconduct

• organizesspaceandmaterialsinasafe,highlyefficient,andwell-designedlearningenvironment

Theteacher• establishesaneffectiveclassroommanagementsystem

• respondsappropriatelyandrespectfullytostudentbehaviorasdefinedbythecodeofconduct

• organizesspaceandmaterialstoensuresafetyandefficiency

Theteacher• establishesaclassroommanagementsystem

• respondsinadequatelytostudentbehaviorasdefinedbythecodeofconduct

• organizesspaceandmaterials toensuresafety

Theteacher• doesnotimplementaneffectiveclassroommanagementsystem

• doesnotrespondtostudentbehaviorasdefinedbythecodeofconduct

• doesnotorganizespaceandmaterialstoensuresafety

Element 2.3: The teacher establishes and maintains a learner-centered culture.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• establishes,withstudents,clearcriteriaforhigh-qualitywork• collaborateswithstudentstomaximizeinstructionaltime• engagesstudentsinactive,self-directedlearningaspartofacommunityoflearners• providesextensiveopportunitiesforstudentstocollaborateinlearning

Theteacher• setsandcommunicatesclearcriteriaforhigh-qualitywork• usesinstructionaltimeefficiently• engagesstudentsinactivelearning• providesadequateopportunitiesforstudentstocollaborateinlearning

Theteacher• setscriteriaforhigh-qualitywork• usesinstructionaltimewithlimitedefficiency• engagesstudentsinlearning• provideslimitedopportunitiesforstudentstocollaborateinlearning

Theteacher• doesnotestablishcriteriaforqualitywork• doesnotuseinstructionaltimeefficiently• doesnotengagestudentsinlearning• doesnotprovideopportunitiesforstudentstocollaborateinlearning

Professional Teaching Standards

STANDARD3:TEACHINGElement 3.1: The teacher utilizes a variety of research-based instructional strategies.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• collaborateswithstudentstouseanextensivevarietyofeffectiveinstructionalstrategiestodelivercontent

• collaborateswithstudentstoprovidescaffoldinganddifferentiatedinstruction

• extensivelyusesappropriatetechnologytodelivercontent

Theteacher• usesavarietyofeffectiveinstructionalstrategiestodelivercontent

• demonstratesadequateuseofscaffoldinganddifferentiatedinstruction

• adequatelyusestechnologytodelivercontent

Theteacher• usesalimitedvarietyofeffectiveinstructionalstrategiestodelivercontent

• demonstrateslimiteduseofscaffoldingordifferentiatedinstruction

• demonstrateslimiteduseofappropriatetechnologytodelivercontent

Theteacher• doesnotuseeffectiveinstructionalstrategiestodelivercontent

• doesnotscaffoldordifferentiateinstruction

• doesnotuseappropriatetechnologytodelivercontent

Element 3.2: The teacher motivates and engages students in learning, problem solving and collaboration.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• facilitatesstudent-ledlearningactivitiesleadingtodeepunderstandingofthecontent

• encouragesstudentstoinitiateoradaptlearningactivitiestodeepenunderstanding

• providesstudentswithextensiveopportunitiestocollaborateandpeer-assessusingappropriatetechnologiestogatherinformation,problemsolveandsharelearning

Theteacher• provideslearningactivitiesrelevanttothecontentthatinvolvemeaningfulreal-worldexperiencesleadingtodeepunderstanding

• explainsdirectionsandproceduresclearlyandmodelsthemwhennecessary

• providesstudentswithadequateopportunitiestocollaborateandpeer-assessusingappropriatetechnologiestogatherinformation,problemsolveandsharelearning

Theteacher• provideslearningactivitiesrelevanttothecontent

• explainsdirectionsandprocedures

• providesstudentswithlimitedopportunitiestocollaborateusingappropriatetechnologies

Theteacher• doesnotprovidelearningactivitiesthatarerelevanttothecontent

• doesnotprovidemeaningfulactivities

• doesnotexplaindirectionsandprocedures

• doesnotprovidestudentsopportunitiestocollaborate

Element 3.3: The teacher adjusts instruction based on a variety of assessments and student responses.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• effectivelymodifiesinstructiontomeettheneedsofallstudents• extensivelymonitorsstudentprogressusingavarietyofassessments• collaborateswithstudentsandotherstomakeinstructionaldecisions• extensivelyanalyzesandusesstudentdatatomakeinstructionaldecisions• usesavarietyofformativeassessmentstodifferentiateinstructionandprovideeffectiveinterventions

Theteacher• modifiesinstructionwhenneedisapparent• consistentlymonitorsstudentprogressusingavarietyofassessments• usesstudentfeedbacktomakeinstructionaldecisions• analyzesstudentdatatomakeinstructionaldecisions• usesavarietyofformativeassessmentstodifferentiateinstructionandprovideappropriateinterventions

Theteacher• recognizesmissedopportunitiestomodifyinstruction• inconsistentlymonitorsstudentprogressusingavarietyofassessments• examinesstudentdata• usesformativeassessmentstoprovidewhole-groupinterventions

Theteacher• doesnotmodifyinstruction• doesnotmonitorstudentprogress• doesnotbaseinstructiononavarietyofassessments• doesnotprovideinterventionsbasedonstudentdata

STANDARD4:PROFESSIONALRESPONSIBILITIESFORSELF-RENEWALElement 4.1: The teacher engages in professional development for self-renewal that guides continuous examination and improvement of professional practice.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• initiatestheinvestigationthatleadstothedevelopmentofbestpractices

• extensivelyimplementsbestpractices

• mentorsothersintheimplementationofbestpractices

• sharesresultsofinvestigationatthelocal,state,ornationallevel

Theteacher• engagesinprofessionallearningtoinvestigatebestpractices

• consistentlyimplementsbestpractices

• sharesbestpracticeswithintheschoolcommunity

Theteacher• participatesinopportunitiestoinvestigatebestpracticeswheninvitedtodoso

• inconsistentlyimplementsbestpractices

Theteacher• doesnotparticipateinprofessionaldevelopmentofbestpracticesasrequiredforself-renewal

• doesnotimplementbestpractices

• doesnotimplementbestpracticesacquiredthroughprofessionaldevelopmenttoimproveunsatisfactoryperformancerating

Element 4.2: The teacher actively engages in collaborative learning opportunities for self-renewal with colleagues.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• initiatesoradvancesthedevelopmentofacollaborativeteam

• contributesconsistentlytogrouplearning

• mentorsothersinutilizingknowledgeandskillsgained

Theteacher• participatesactivelyinand/orfacilitatesacollaborativeteam

• contributestogrouplearning

• utilizestheknowledgeandskillsgained

Theteacher• participatesinacollaborativeteamwheninvitedtodoso

• attemptstoutilizetheknowledgeandskillsgained

Theteacher• worksinisolation• doesnotcontributeproductivelytoworkofcollaborativeteamsasrequiredfor self-renewal

• doesnotutilizeknowledgeandskillsgained

• doesnotutilizeknowledgeandskillsgainedtoimproveunsatisfactoryperformancerating

Professional Teaching Standards

STANDARD5:PROFESSIONALRESPONSIBILITIESFORSCHOOLANDCOMMUNITYElement 5.1: The teacher participates in school-wide collaborative efforts to support the success of all students.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• leadstheongoingdevelopmentofschool-wideinitiativesbasedonschoolandstudentdata

• participatesinthedesignanddeliveryofprofessionaldevelopment fortheimplementationofschool-wideinitiatives

Theteacher• collaboratesinthedevelopmentofschool-wideinitiativesbasedonschoolandstudentdata

• participatesintheimplementationofschool-wideinitiatives

Theteacher• participatesinschool-wideinitiatives

Theteacher• doesnotparticipateinschool-wideinitiatives

Element 5.2: The teacher works with parents, guardians, families, and community entities to support student learning and well-being.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• developsongoingopportunitiesforfamiliestoparticipateinclassroomactivitiesbasedonneedsassessment

• interactsappropriatelywithfamilieswithintheschoolandcommunity

• utilizestheoryandcurrentresearchtofacilitatemeaningfulconnectionsbetweentheschoolandfamily

• developsandpromotesmeaningfulschoolactivitiesbyutilizingcommunityexpertiseandresources

Theteacher• offersongoingopportunitiesforfamiliestoparticipateinclassroomactivities

• interactsappropriatelywithfamilieswithintheschoolsetting

• seeksrelevantknowledgeofthefamilyinordertoprovidemeaningfulconnectionsbetweentheschoolandfamily

• createspositiveconnectionsbetweentheschoolandthecommunity

Theteacher• participatesinschool-widefamilyactivities

• hasminimalinteractionwithfamilies

• respondsappropriatelytocontactfromfamilies

• occasionallyconnectsschoolactivitieswithcommunityresources

Theteacher• doesnotattendschool-widefamilyactivities

• doesnotrespondorinappropriatelyrespondstocontactfromfamilies

• doesnotpositivelycontributetotherelationshipbetweenschoolandcommunity

Element 5.3: The teacher promotes practices and policies that improve school environment and student learning.

Distinguished Accomplished Emerging Unsatisfactory

Theteacher• involvescoachesandotherstoimplementandsustainteacher-identifiedchange• takesaleadershiproleingrowthinitiativesthataffectpracticeandpolicythroughouttheschoolcommunity

Theteacher• identifiespossibleareasofgrowthwithintheclassroomandschool• recommendsandfacilitatesopportunitiesforchangeandgrowthintheclassroomandschool

Theteacher• participatesinrequiredinitiativesleadingtochangeinpracticeandpolicyintheclassroomandschool

Theteacher• doesnotparticipateinavailableopportunitiesforchangeandgrowththataffectpracticeandpolicy

Student Learning StudentLearningisthesinglemostimportantgoalofeducation.Manythingsaffectstudents’qualityoflifeandreadinesstolearn.Thequalityofteaching,however,isthemostimportantschool-relatedfactorwiththepotentialtoimpactstudentlearning.Theworkoftheteacherconstitutesmultipledimensionsthatcontributetostudentachievement.Thisperformancestandardrequireseducatorstodemonstratetheirstudents’successthroughmultiplemeasures.TheeducatorevaluationrecognizestheprofessionalcommitmentandhardworknecessaryforWestVirginiastudentstoachieveathighlevels.Itrecognizesstudentgrowthinavarietyofclassroomsacrossdiversesocialandacademiccontexts.

STANDARD6:STUDENTLEARNINGElement 6.1: The work of the teacher results in measurable progress of student learning of state-approved curricula.

Distinguished Accomplished Emerging Unsatisfactory

Evidencefrommultiplemeasuresconsistentlyvalidatesprogressofstudentlearningofappropriatestate-approvedcurricula.Theteacheraccomplishesastudent-learninggoalthatinvolvescollaborativeeffortsacrossclassrooms.

Evidencefrommultiplemeasuresconsistentlyvalidatesprogressofstudentlearningoftheappropriatestate-approvedcurricula.

Evidencefrommultiplemeasuresdoesnotconsistentlyvalidateprogressofstudentlearningoftheappropriatestate-approvedcurricula.

Evidencefrommultiplemeasuresdoesnotvalidateprogressofstudentlearningofappropriatestate-approvedcurricula.

Professional Conduct ProfessionalConductreflectstheunderstandingthatteachingisbothademandingandrewardingprofessionthatinvolvesaseriouscommitmenttothehigheststandardsofpublicservice.Thisperformancestandardsetsclearcriteriaforthosecompetenciesandhabits-of-mindwithoutwhichprofessionalteachingsimplycannotoccur.TheProfessionalConductstandardallowseducatorstoaddressareasofconcernwithoutnecessitatinganimprovementplan.TheProfessionalConductperformancestandarddoesnot,however,supplantcodeandpolicytowhicheducatorsremainfullyaccountableandisnotdeterminativeofwhetherbehavioriscorrectable.Certainviolationsmaybecuredbyimplementationofanimprovementplan;otherswillrequireimmediateaction.

STANDARD7:PROFESSIONALCONDUCTElement 7.1: The teacher demonstrates professional conduct as defined in law, policy and procedure at the state, district and school level.

MeetsStandard BelowStandard Unsatisfactory

PolicyandProcedure Adherestostate,districtandschoolpolicyandprocedure

Adherestostate,districtandschoolpolicyandprocedurewithfewexceptions

Demonstratesapatternofviolatingstate,districtorschoolpolicyandprocedure

Attendance Adherestostate,districtandschoolattendancepolicyandprocedure

Adherestostate,districtandschoolattendancepolicyandprocedurewithfewexceptions

Demonstratesapatternofabsencesthatviolatestate,districtorschoolattendancepolicyandprocedure

Schedule Adherestostate,districtandschoolworkschedulepolicyandprocedure

Adherestostate,districtandschoolworkschedulepolicyandprocedurewithfewexceptions

Demonstratesapatternoffailuretoadheretotheworkscheduledefinedbystate,districtorschoolpolicyandprocedure

Respect Interacts professionallywithstudents,parents/guardians,colleaguesandcommunity

Interactsprofessionallywithstudents,parents/guardians,colleaguesandcommunitywithfewexceptions

Demonstratesapatternofbehaviorwithstudents,parents/guardians,colleaguesand/orcommunitywhichisunprofessional

W. Clayton Burch West Virginia Superintendent of Schools

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