PLAN FOR EVALUATING TEACHER … Plan for Evaluating Teacher Performance provides all members of the...

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JACKSON COUNTY SCHOOL DISTRICT 6 Central Point ~ Gold Hill ~ Sams Valley

PLAN FOR EVALUATING TEACHER PERFORMANCE

August, 2006

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INTRODUCTION

Central Point School District 6 has used Charlotte Danielson’s A Framework for Teaching as the basis for enhancing professional practice since 1999. The District Plan for Evaluating Teachers was reviewed by a team of teachers and administrators in the spring of 2005 with the goal of clarifying the overall evaluation process. This document reflects those changes yet retains the fundamental format of the previous teacher evaluation system The Performance Criteria for Teachers was first developed during the 1997-1998 school year by a committee of District teachers and administrators. The committee leaned heavily on Charlotte Danielson’s work; A Framework for Teaching. Dr. Danielson was asked by Educational Testing Services (ETS) to prepare and validate the PRAXIS III as an assessment for state teacher licensing agencies. In the process of doing so she recognized the value of developing a framework that described teacher behavior from the novice to the experienced teacher. This framework is based on the PRAXIS III criteria, augmented to reflect a range of skill so that teachers can strive to enhance their professional development. The most powerful use of this framework is for self-reflection and self-assessment. Research has clearly demonstrated that the effects of reflection improve teaching. Reflection and self-assessment are individual activities, conducted in the privacy of a teacher’s own classroom and thoughts. Professionals who have demonstrated skill and knowledge at the Proficient level of performance on the Performance Criteria for Teachers can better develop skills through a Self-Directed Professional Growth Plan which moves beyond Standards Based Performance Criteria. The Plan for Evaluating Teacher Performance is a process that will help guide the novice teacher and will challenge the experienced teacher.

The following educators gave generously their time and expertise to this project and are gratefully acknowledge for their contributions to the final plan.

Bob Bowers, Scenic Middle School Principal Mary Goff, Crater High School Teacher Mike Meunier. Crater High School Assistant Principal Susan Dippel, Richardson Elementary Principal Kara Laws, Richardson Elementary Teacher Randy Gravon, Superintendent

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TABLE OF CONTENTS

Summary of the Teacher Performance Assessment System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Summative Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Formative Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Section I: Performance Criteria Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Section II: Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Section III: Evaluation Process Timelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Section IV: Minimum Levels of Acceptable Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Section V: Program of Assistance for Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Section VI: Process Timeline for Teacher Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Section VII: Performance Criteria, Indicators and Elements for Teachers . . . . . . . . . . . . . . . . .14 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

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PLAN FOR EVALUATING TEACHER PERFORMANCE The purpose of teacher evaluation is to assist the teacher in making continuous professional growth and to determine the teacher’s level of success in meeting the teaching responsibilities outlined in the Performance Criteria for Teachers. The secondary purpose is to meet the evaluation requirements in Oregon Revised Statutes 342.850. The Plan for Evaluating Teacher Performance provides all members of the District 6 administrative and teaching staff standards against which individual performance is measured. District 6 assumes that the four Criterions and twenty-one Performance Indicators presented in this document constitute minimum expectations for all teachers in its employ. Teachers are also responsible for standards of performance and conduct stated in State laws, Administrative Regulations and Board Policy. It is further assumed that teachers will, when made aware of their own deficiencies, take steps needed for correcting those deficiencies at the direction of the administrator. Documents related to teacher performance that effect employment shall be placed in the teacher’s personnel file following written notification. SUMMARY OF THE TEACHER PERFORMANCE ASSESSMENT SYSTEM The District 6 Teacher Assessment System is designed to reflect current trends in performance evaluation. The system uses multiple sources of information to evaluate teaching duties such as; observations, student work, teacher artifacts, planning documents and teacher reflection. An emphasis on teacher self-assessment and reflection, and a role for teacher autonomy in the assessment process combined with adherence to acceptable measurement principles for accountability are important components of this plan. Also important is the recognition that teachers perform at various levels based on training, experienced, aptitude and interests. The assessment system includes two different processes: Traditional Standards Based Evaluation, which involves the administrator making judgments regarding teaching performance based on the standards outlined in the Performance Criteria for Teachers, and Teacher Self-Directed Evaluation based on a self-directed plan developed by the teacher. All probationary teachers will use the Standards Based Evaluation during their Probationary period. Once teachers reach Contracted status, they may participate in either the Standards Based or Self-Directed Evaluation, based on their level of performance. Contract teachers will not be required to participate in the Self-Directed Evaluation process.

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A. Standards Based Evaluation In order to ensure that all children have the benefit of instruction at a high level of proficiency, standards of professional performance are established in the Performance Criteria for Teachers with specific indicators measuring teacher achievement. The premise is that teachers are given clearly defined performance standards with specific levels of acceptable performance. Teachers are then evaluated against these standards to validate areas of proficient or distinguished performance and identify areas that are basic or unsatisfactory, needing additional improvement. Evaluation of these standards is intended to aid the teacher in continuing professional growth and to determine the teacher’s performance of the teaching responsibilities.

B. Self-Directed Evaluation

Contract Teachers who have been successful in the Standards Based Evaluation process may participate in Self-Directed Evaluation involving the creation of a Professional Growth Plan. This decision is made by mutual agreement between the teacher and administrator. Teachers are eligible when they have consistently demonstrated Proficient and Distinguished level performance on the Performance Criteria for Teachers Performance Indicators. This process involves self-directed, collegial, and results based professional development. In the Self-Directed Evaluation process the teacher conducts a self-assessment and selects, with an administrator, suitable goals for focus. The teacher develops a growth plan, implements the plan, and along with the administrator, assesses the success of the plan. An important component in this process is the emphasis on teachers working with another teacher or team of teachers on self-directed plans. The collegial emphasis is intended to enhance the learning of all participants. Self-Directed Evaluation provides successful teachers an opportunity to experiment with new ideas and new challenges without risk of negative evaluations should they fail. Teachers on Self-Directed Evaluation can not receive an unsatisfactory evaluation. If a teacher on Self-Directed Evaluation fails to maintain acceptable levels of performance, they may be moved back to Standards Based Evaluation.

Steps in the Process: 1. Self-Assessment and administrator conference to determine plan goals. 2. Collegial pairing/grouping of teachers if applicable. 3. Team/group/teacher designs growth plan and submits to administrator. 4. Teachers implement plans. 5. Teachers reflect on progress toward goals.

SECTION I: PERFORMANCE CRITERIA FOR TEACHERS

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CRITERION #1: PLANNING AND PREPARATION

1.1 Demonstrating Knowledge of Content and Pedagogy a. Knowledge of Content b. Knowledge of Prerequisite Relationships c. Knowledge of Content-Related Pedagogy

1.2 Demonstrating Knowledge of Students a. Knowledge of Characteristics of Age Group b. Knowledge of Students’ Varied Approaches to Learning c. Knowledge of Students’ Skills and Knowledge d. Knowledge of Students’ Interests and Cultural Heritage

1.3 Selecting Instructional Goals a. Value b. Clarity c. Suitability for Diverse Students d. Balance

1.4 Demonstrating Knowledge of Resources a. Resources for Teaching b. Resources for Students

1.5 Demonstrating Knowledge of Coherent Instruction a. Learning Activities b. Instructional Materials and Resources c. Instructional Groups d. Lesson and Unit Structure

1.6 Assessing Student Learning a. Congruence with Instructional Goals b. Criteria and Standards c. Use for Planning

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CRITERION #2: THE LEARNING ENVIRONMENT 2.1 Creating an Environment of Respect and Rapport

a. Teacher Interaction with Students b. Student Interaction c. Services to Students

2.2 Establishing a Culture for Learning a. Importance of Content b. Student Pride in Work c. Expectations for Learning and Achievement

2.3 Managing Classroom Procedures a. Management of Instructional Groups b. Management of Transitions c. Management of Material and Supplies d. Performance of Non-instructional Duties e. Supervision of Volunteers and Paraprofessionals

2.4 Managing Student Behavior a. Expectations b. Monitoring of Student Behavior c. Reinforce Desired Student Behavior d. Response to Student Misbehavior

2.5 Organizing Physical Space a. Safety and Arrangement of Furniture b. Accessibility to Learning and use of Physical Resources

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CRITERION #3: INSTRUCTION 3.1 Communicating Clearly and Accurately

a. Directions and Procedures b. Oral and Written Language

3.2 Using Questioning and Discussion Techniques

a. Quality of Questions b. Discussion Techniques c. Student Participation

3.3 Engaging Students in Learning a. Representation of Content b. Activities and Assignments c. Grouping of Students d. Instructional Materials and Resources e. Structure and Pacing

3.4 Providing Feedback to Students a. Quality: Accurate, Substantive, Constructive, and Specific b. Timeliness

3.5 Demonstrating Flexibility and Responsiveness a. Lesson Adjustments b. Response to Students c. Persistence

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CRITERION #4: PROFESSIONAL RESPONSIBILITIES 4.1 Reflecting on Teaching

a. Accuracy b. Use in Future Teaching

4.2 Maintaining Accurate Records a. Student Completion of Assignments b. Student Progress and Learning c. Non-instructional Records

4.3 Communicating with Families a. Information About the Instructional Program b. Information About Individual Students c. Engagement of Families in the Instructional Program

4.4 Contributing to the School and District

a. Relationships with Colleagues b. Service to the School c. Participation in School and District Projects

4.5 Growing and Developing Professionally a. Enhancement of Content Knowledge and Pedagogical Skill b. Service to Profession

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SECTION II: DEFINITIONS The following definitions are set forth to insure common understanding of the terms used in this document. A. Teacher, any licensed person currently employed by District 6 and is not expressly excluded in Article I-A of the

negotiated agreement between Southern Oregon Bargaining Council and District 6. B. Contract Teacher, any teacher who has been regularly employed by School District 6 for a probationary period of

three successive school years, and who has been re-elected by District 6 for the next succeeding school year. C. Probationary Teacher, any teacher employed by School District 6 who is not a Contracted or Temporary Teacher. D. Temporary Teacher, any teacher employed to fill a position designated as temporary or experimental or to fill a

vacancy which occurs after the opening of school because of unanticipated enrollment or because of the death, disability, retirement, resignation, contract non-extension or dismissal of a Probationary or Contract teacher.

E. Substitute Teacher, any teacher employed to take the place of a Temporary, Probationary or Contracted teacher

who is temporarily absent. F. Evaluator, any designated administrator employed in District 6. The primary Evaluator in any Elementary School

is the Principal. Evaluators in the Middle and High Schools include; Assistant Principals, and any other administrators in District 6 designated by the Superintendent.

G. Formal Observation, any visit by an evaluator which is pre-scheduled, pre-conferenced, post-conferenced and is

20 minutes or more in duration during which time professional duties are observed. Data will be recorded and summarized on the Observation Summary Form. Results of the observation will be shared at a post-conference with a copy of the written summary provided to the teacher. The post conference will be scheduled within 7 working days of the observation.

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H. Informal Observation, any non-scheduled observation which may not necessarily include a pre-conference. It may include written data collected and a post-conference. If written data is collected, a copy of the summary will be provided to the teacher.

I. Pre-Observation Conference, a conference held between the teacher and evaluator prior to an observation of

professional duties. The conference may include but is not limited to a review of; the observation objectives, methods and strategies of instruction, instructional evaluation procedures, and the general purpose and nature of the lesson.

J. Post-Observation Conference, a conference held between the teacher and evaluator following an observation

of professional duties. The conference may include but is not limited to a review of; data collected during the observation, a teacher self-evaluation of the observation, the evaluators impressions of the observation, a review of previous observations and follow-up suggestions, teacher strengths and areas needing improvement.

K. Intensive Goal Setting, an intermediate step to improve teacher performance when deficiencies have been

identified. Both professional growth goals are determined by the administrator based on areas of concern. Failure to improve may result in a Program of Assistance for Improvement.

L. Program of Assistance for Improvement, a written plan for a Contract or Probationary Teacher that with

reasonable specificity: 1. Helps the teacher adapt and improve to meet the changing demands of the Oregon Educational Act for the

21st Century and the Plan for Evaluating Teacher Performance. 2. Identifies specific deficiencies in the teacher’s conduct or performance. 3. Sets forth corrective steps the teacher may pursue to overcome or Correct the deficiencies. 4. Establishes the assessment techniques by which the district will measure and determine whether the Teacher has sufficiently corrected the deficiencies to meet district standards. M. Observation Summary Form, the document used to record the summary of data collected during an

observation. N. Teacher Performance Goals Form, a document used to write statements which describe outcomes calculated

to aid the teacher in making continued professional growth.

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O. Standards Based Evaluation, means a process of evaluation with specific goals, standards, timelines and

measurements. Teachers are measured against designated standards of performance. P. Standards Based Evaluation Summary Form, means the document used to summarize the accumulated

information collected during observations, conferences and other activities related to the teacher’s performance of professional duties as determined in the Summative Evaluation process.

Q. Self-Directed Evaluation, means a process of exploration in developing new skills based on a self-assessed

inventory of skills. Evaluation is based on completion of determined goals, not a standard of performance. R. Self-Directed Professional Growth Plan, a Self-Directed Evaluation plan for professional growth developed by

Contract Teachers who have demonstrated Proficient and Distinguished performance on the Performance Criteria for Teachers in the Summative Evaluation process.

S. Self-Directed Evaluation Summary, means the document used to summarize the results of the self-directed

professional development growth plan.

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SECTION III: EVALUATION PROCESS TIMELINE Standards Based Evaluation A. Teacher Performance Goals

1. Probationary Teachers shall be expected to meet or exceed two Teacher Performance Goals annually. One goal may be selected by the teacher; at least one goal will be selected by the administrator. Teachers entering the District at the beginning of a school year will, before October 15th, develop Teacher Performance Goals in consultation with the administrator. Goals may be modified by the teacher or administrator before final adoption. Goals may be modified or altered at any time determined necessary by the administrator. Teachers hired after the beginning of the school year will have 45 calendar days from the date of employment to have goals developed. Probationary level 2 and 3 Teachers who are performing at less than Basic level in one or more of the Elements of any Performance Indicator as measured by the Performance Criteria for Teachers, may be placed on a plan of Intensive Goal Setting where by both Teacher Performance Goals will be determined by the administrator.

2. Contract Teachers shall be expected to meet or exceed two Teacher Performance Goals annually. One goal will be selected by the teacher and one may be selected by the administrator. Goals are to be developed before October 15th. Contract Teachers performing at less than a Proficient level in one or more of the Elements of any Performance Indicator as measured by the Performance Criteria for Teachers, my be placed on a plan of Intensive Goal Setting where by both Teacher Performance Goals will be determined by the administrator.

B. Observation of Professional Duties

1. Probationary Teachers shall be observed a minimum of four times during each school year. A minimum of two formal observations shall be completed prior to March 1st of each year.

2. Contract Teachers shall have a minimum of one observation completed each year with at least one formal observation every two years, unless the teacher is on a Self-Directed Professional Growth Plan.

3. Temporary Teachers may be formally and informally observed during the school year. 4. A teacher may request additional observations at any time.

C. Reports of Observation and Evaluation

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1. Formal observations shall be recorded on the Observation Summary Form and signed and dated by the evaluator and the teacher.

2. Informal observations may be recorded on documents determined by the administrator, however, any information used on the Evaluation Summary Form must have been shared with the teacher, with signed and dated copies provided to the teacher within a reasonable period of time following the observation.

3. An Evaluation Summary will be completed by March 1st for Probationary Teachers who are not performing at an acceptable level of performance. Probationary Teachers who are performing at an acceptable level will be evaluated by June 1st.

4. The administrator shall complete the Evaluation Summary Form for Contract Teachers annually. Contract teachers shall receive full cycle evaluations at least once every two years following at least one formal observation. If a teacher is under the Self-Directed Evaluation process, the Self-Directed Professional Growth Plan will be the basis for evaluation.

5. Copies of the Evaluation Summary form shall be used as a basis for employment recommendations. Each form shall be signed by the administrator and the teacher. The administrator will retain a copy, the teacher will retain a copy, and one copy will be placed in the teacher’s permanent personnel file.

Self-Directed Evaluation A. Teacher Performance Goals

Contract Teachers shall be expected to meet or exceed two performance Goals annually. These goals may be a part of the Self-Directed Professional Development Plan or may be in addition to the plan. One goal will be selected by the teacher and one may be selected by the administrator before October 15th.

B. Self-Directed evaluation Plan

Those teachers selected to participate in the Self-Directed Professional Development Planning process in place of the Summative Evaluation process using the Performance Criteria for Teachers, will meet with administrator prior to October 15th to develop goals. A final plan will be designed and implemented by November 1st. Teachers participating in the Self-Directed evaluation process are not evaluated against the Performance Criteria for Teachers. It is assumed that teachers will maintain proficiency in the Performance Criteria for Teachers, should deficiencies occur, a teacher may be moved back to Standards Based Evaluation. Observation, feedback and timelines for evaluation will be determined by the Self-Directed Professional Development Plan document.

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SECTION IV: MINIMUM LEVELS OF ACCEPTABLE PERFORMANCE Each Element of a Performance Indicator has four levels of performance:

• Unsatisfactory – The Teacher does not appear to understand the Elements underlying the Performance Indicator and does not use them.

• Basic – The Teacher appears to understand the Elements underlying the Performance Indicator and attempts to implement them. Implementation is sporadic, intermittent, or otherwise not entirely successful.

• Proficient – The Teacher clearly understands the Elements underlying the Performance Indicator and implements them effectively on a consistent basis.

• Distinguished – Teachers at this level have mastered the Elements underlying the Performance Indicators. Their instruction promotes a community of learners, engaging and motivating students to assume responsibility for their own learning. They make contributions to the field, both in and outside their classrooms.

A. Data collected in observations or any other information used to evaluate teacher performance will be recorded on

an observation summary form to document the teacher’s overlall level of performance. A teacher who is not meeting minimum standards of performance may have an Evaluation Summary Form completed at any time. 1. A Contract Teacher on Standards Based Evaluation receiving less than Proficient in one or more of the

performance indicators may be placed on Intensive Goal Setting where by the administrator will select Teacher Performance Goals. Teacher Performance Goals may be altered or changed at any time a deficiency is determined by the administrator. Failure to make adequate progress on a plan of Intensive Goal Setting may result in a Program of Assistance for Improvement. If unsuccessful in making adequate progress on the Program of Assistance for Improvement, the teacher may not have their contract renewed or may be subject to dismissal. Less than Proficient in one or more of the Performance Indicators is enough to warrant a Program of Assistance for Improvement.

2. A Contract Teacher on Self-Directed Evaluation who is not performing successfully may be placed on

Standards Based Evaluation. Teacher Performance Goals may be altered or changed at any time a deficiency is determined by the administrator.

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3. Probationary 2 and 3 Teachers receiving Unsatisfactory in one or more of the Performance Indicators may be placed on a Program of Assistance for Improvement. If unsuccessful in making adequate progress on the Program of Assistance for Improvement, the teacher may not have their contract renewed or may be subject to dismissal.

4. Probationary 1 Teachers may be non-renewed or dismissed at any time deemed in good faith sufficient by the School Board provided the Board has complied with the procedural steps in the Plan for Evaluating Teacher Performance.

B. Teacher Performance Goals will be based on results reflected by the previous year’s evaluation or determined by

the administrator based on building goals. It is assumed that all goals will be targeted to aid the teacher in making continuing professional growth. Progress toward goals must be accomplished in the opinion of the administrator.

C. Bargaining Unit members who are not classroom teachers will be evaluated using the same Performance Indicators

as outlined in the Performance Criteria for Teachers with emphasis placed in those areas specified by the job description.

D. Teachers under the Formative Evaluation process who do not make adequate progress as determined by their Self-

Directed Professional Growth plan, or if in the opinion of the administrator they are not performing at an acceptable level as specified by the Performance Criteria for Teachers, may be placed back in the Summative Evaluation cycle.

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SECTION V: PROGRAM OF ASSISTANCE FOR IMPROVEMENT In accordance with Section IV, a teacher may be placed on a Plan of Assistance for Improvement. Notification of such action shall be made as promptly as possible in writing, stating reasons for the plan. Notification will be given to the Southern Oregon Bargaining Council representative. A. A conference will be scheduled between the administrator and teacher within a reasonable period of time following

notification. B. The program will be developed in consultation with the teacher. C. The Program of Assistance for Improvement will be in writing, will suggest how to overcome deficiencies and with

reasonable specificity, will aid the teacher in correcting identified deficiencies. A signed copy of the plan will be retained by both parties.

D. Peer assistance shall be utilized whenever practicable and reasonable to aid the teacher to better meet the needs of students. Peer assistance shall be voluntary and will not be used as part of the evaluation process.

E. The teacher will continue on the Plan of Assistance for Improvement for the period of time prescribed or until all objectives have been successfully met. If adequate progress toward completion of objectives has not been made, the teacher could be subject to dismissal.

F. The Program of Assistance for Improvement and its contents are not grievable as a Part of this contract. SECTION VI: PROCESS TIMELINE FOR TEACHER EVALUATION

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September a. Administrator sets up teacher evaluation plan for the year b. Goal setting and self-assessments occur c. Observation cycle begins for those in Summative Evaluation process

October-November

a. Professional Growth Goals finalized by October 15th b. Self-Directed Professional Growth Plans developed and implemented

December-January-February

a. Observation cycle continues b. Monitor Self-Directed Professional Growth Plans c. At least two formal observations are completed on Probationary Teachers d. Completion of at least one formal observation on contract teachers in Summative Evaluation process within

two year time period e. Complete Evaluation of Probationary Teachers who does not meet acceptable levels of performance by

March 1st. Implement Intensive Goal Setting or a Plan of Assistance for Improvement March

a. Notification of renewal/non-renewal of Probationary Teachers prior to March 15th b. Notification of extension/non-extension of Contract Teachers prior to March 15th

c. Observation cycle continues Monitor Self-Directed Professional Growth Plans April-May

a. Observation cycle continues b. Monitor Self-Directed Professional Growth Plans

June

a. Final evaluations completed on Contract Teachers in Summative Evaluation process b. Final evaluations completed on Contract Teachers in Formative Evaluation process c. Final evaluations completed on Probationary Teachers performing successfully d. Draft copy of next year’s Professional Growth Goals developed and turned in to the principal

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APPENDIX

ADDENDUMS: A. WORKPLACE EXPECTATIONS B. STANDARDS FOR COMPETENT AND ETHICAL PERFORMANCE OF OREGON EDUCATORS FORMS:

1. TEACHER GOALS 2. INSTRUCTIONAL LESSON PLAN 3. OBSERVATION/POST CONFERENCE SUMMARY 4. SUMMATIVE EVALUTION 5. SELF-DIRECTED PROFESSIONAL GROWTH PLAN

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PERFORMANCE CRITERIA

FOR TEACHERS

CRITERION #1: PLANNING & PREPARATION 1.1 Demonstrating Knowledge of Content & Pedagogy 1.2 Demonstrating Knowledge of Students 1.3 Selecting instructional Goals 1.4 Demonstrating Knowledge of Resources 1.5 Demonstrating Knowledge of Coherent Instruction 1.6 Assessing Student Learning

CRITERION #2 THE LEARNING ENVIRONMENT 2.1 Creating an Environment of Respect & Rapport 2.2 Establishing a Culture for Learning 2.3 Managing Classroom Procedures 2.4 Managing Student Behavior 2.5 Organizing Physical Space

CRITERION #3: INSTRUCTION 3.1 Communicating Clearly and Accurately 3.2 Using Questioning and Discussion Techniques 3.3 Engaging Students in Learning 3.4 Providing Feedback to Students 3.5 Demonstrating Flexibility & Responsiveness

CRITERION #4: PROFESSIONAL RESPONSIBILITIES 4.1 Reflecting on Teaching 4.2 Maintaining Accurate Records 4.3 Communicating with Families 4.4 Contributing to the School & District 4.5 Growing & Developing Professionally

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Performance Indicator 1.1: Demonstrating Knowledge of Content and Pedagogy LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Knowledge of Content

Teacher makes content errors or does not correct content errors students make.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

Knowledge of Prerequisite Relationships

Teacher displays little understanding of perquisite knowledge important for student learning of the content.

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts.

Teacher actively builds on knowledge or prerequisite relationships when describing instruction or seeking causes for student misunderstanding.

Knowledge of Content-Related Pedagogy

Teacher displays little understanding of pedagogical issues involved in student learning of the content.

Teacher displays basic pedagogical knowledge but does not anticipate student misconception.

Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipated student misconceptions.

Teacher displays continuing search for best practice and anticipates students misconceptions.

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Performance Indicator 1.2: Demonstrating Knowledge of Students LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Knowledge of Characteristics of Age Group

Teacher displays minimal knowledge of developmental characteristics of age group.

Teacher displays generally accurate knowledge of developmental characteristics of age group.

Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns.

Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns and the extent to which each student follows patterns.

Knowledge of Students’ Varied Approaches to Learning

Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities and different “intelligences”.

Teacher displays general understanding of the different approaches to learning that students exhibit.

Teacher displays solid understanding of the different approaches to learning that different students exhibit.

Teacher uses, where appropriate, knowledge of students’ varied approaches to learning in instructional planning.

Knowledge of Students’ Skills Knowledge

Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs.

Knowledge of Students’ Interests and Cultural Heritage

Teacher displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of the interests or cultural heritage of each student.

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CRITERION #1: PLANNING AND PREPARATION Performance Indicator 1.3: Selecting Instructional Goals

LEVEL OF PERFORMANCE ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Value

Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

Goals are valuable in their level of expectations, conceptual understanding and importance of learning.

Not only are the goals valuable, but teacher can also clearly articulate how goals establish high expectations and relate to curriculum frame works and standards.

Clarity

Goals are either not clear or are stated as student activities. Goals do not permit viable methods of assessment.

Goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessments.

Most of the goals are clear but may include few activities. Most permit viable methods of assessment.

All the goals are clear, written in the form of student learning and permit viable methods of assessment.

Suitability for Diverse Students

Goals are not suitable for the class.

Most of the goals are suitable for most students in the class.

All the goals are suitable for most students in the class.

Goals take into account the varying learning needs of individual students or groups.

Balance

Goals reflect only one type of learning and one discipline or strand.

Goals reflect several types of learning but no effort at coordination or integration.

Goals reflect several different types of learning and opportunities for integration.

Goals reflect student initiative in establishing important learning.

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Performance Indicator 1.4: Demonstrating Knowledge of Resources LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Resources for Teaching

Teacher is unaware of resources available through the school or district.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of resources available through the school or district.

In addition to being aware of school and district resources, teacher activity seeks other materials to enhance instruction, for example, from professional organizations or through the community.

Resources for Students

Teacher is unaware of resources available to assist students who need them.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of resources available through the school or district and knows how to gain access for students.

In addition to being aware of school and district resources, teacher is aware of additional resources available through the community.

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CRITERION #1: PLANNING AND PREPARATION Performance Indicator 1.5: Demonstrating Knowledge of Coherent Instruction


Learning Activities

Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect sound professional research.

Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven and only some activities reflect sound professional research.

Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even and most activities reflect sound professional research.

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting sound professional research.

Instructional Materials and Resources

Materials and resources do not support the instructional goals or engage students in meaningful learning.

Some of the materials and resources support the instructional goals and some engage students in meaningful learning.

All materials and resources support the instructional goals and most engage students in meaningful learning.

All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.

Instructional Groups

Instructional groups do not support the instructional goals and offer no variety.

Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety.

Instructional groups are varied, as appropriate to the different instructional goals.

Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.

Lessons and Unit Structure

The lesson or unit has no clearly defined structure or the structure is chaotic. Time allocations are unrealistic.

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.

The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.

The lesson’s or unit’s structure is clear and allows for different pathways according to student needs.

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CRITERION #1: PLANNING AND PREPARATION Performance Indicator 1.6: Assessing Student Learning


Congruence with Instructional Goals

Content and methods of assessment lack congruence with instructional goals.

Some of the instructional goals are assessed through the proposed approach, but many are not.

All the instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than to others.

The proposed approach to assessment is completely congruent with the instructional goals, both in content and process.

Criteria and Standards

The proposed approach contains no clear criteria or standard.

Assessment criteria and standards have been developed but they are either not clear or have not been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and standards.

Use for Planning

The assessment results affect planning for these students only minimally.

Teacher uses assessment results to plan for the class as a whole.

Teacher uses assessment results to plan for individuals and groups of students.

Students are aware of how they are meeting the established standards and participate in planning the next steps.

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CRITERION #2: LEARNING ENVIRONMENT

Performance Indicator 2.1: Creating an Environment of Respect and Rapport LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual.

Student Interaction

Teacher allows student interactions that are characterized by conflict, sarcasm or put-downs.

Teacher does not allow students to demonstrate negative behavior to one another.

Teacher promotes student interactions that are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

Services to Students

Teacher is not an advocate.

Teacher attempts to advocate are inconsistent.

Teacher is actively serving students.

Teacher is highly proactive in serving students seeking out resources when necessary.

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Performance Indicator 2.2: Establishing a Culture for Learning LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Importance of the Content

Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the subject and students demonstrate consistent commitment to its value.

Students demonstrate through their active participation, curiosity and attention to detail that they value the content’s importance.

Student Pride in Work

Teacher creates an atmosphere where students demonstrate little or no pride in their work. They are motivated by the desire to complete the task rather than do high-quality work.

Teacher creates an atmosphere where students minimally accept the responsibility to “do good work” but invest little of their energy in the quality of the work.

Teacher creates an atmosphere where students accept teacher insistence on work of high quality and demonstrate pride in that work.

Students take obvious pride in their work and initiate improvements in it, for example, by revising drafts on their own initiative, helping peers and ensuring that high quality work is displayed.

Expectations for Learning and Achievement

Instructional goals and activities, interactions and the classroom environment convey only modest expectations for student achievement.

Instructional goals and activities, interactions and the classroom environment convey inconsistent expectations for student achievement.

Instructional goals and activities, interactions and the classroom environment convey high expectations for student achievement.

Both students and teacher establish and maintain through planning of learning activities, interactions and the classroom environment high expectations for the learning of all students.

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CRITERION #2: LEARNING ENVIRONMENT Performance Indicator 2.3: Managing Classroom Procedures


Management of Instructional Groups

Students not working with the teacher are not productively engaged in learning.

Tasks for group work are partially organized, resulting in some off-task behavior when teacher is involved with one group.

Tasks for group work are organized and groups are managed so most students are engaged at all times.

Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.

Management of Transitions

Much time is lost during transition.

Transitions are sporadically efficient, resulting in some loss of instructional time.

Transitions occur smoothly with little loss of instructional time.

Transitions are seamless with students assuming some responsibility for efficient operation.

Management of Materials and Supplies

Materials are handled inefficiently resulting loss of instructional time.

Routines for handling materials and supplies function moderately well.

Routines for handling materials and supplies occur smoothly with little loss of instructional time.

Routines for handling materials and supplies are seamless with students assuming some responsibility for efficient operation.

Performance of Non-Instructional Duties

Considerable instructional time is lost in performing non-instructional duties.

Systems for performing non-instructional duties are fairly efficient resulting in little loss of instructional time.

Efficient systems for performing non-instructional duties are in place resulting in minimal loss of instructional time.

Systems for performing non-instructional duties are well established with students assuming considerable responsibility for efficient operation.

Supervision of Volunteers and Paraprofessional

Volunteers and paraprofessionals have no clearly defined duties.

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision.

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

Volunteers and paraprofessionals make substantive contribution to the classroom environment.

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Performance Indicator 2.4: Managing Student Behavior LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Expectations

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of conduct appear to have been established for most situations and most students seem to understand them.

Standards of conduct are clear to all students.

Standards of conduct are clear to all students and appear to have been developed with student participation.

Monitoring of Student Behavior

Student behavior is non-monitored and teacher is unaware of what students are doing.

Teacher is generally aware of student behavior but may miss the activities of some students.

Teacher is alert to student behavior at all times.

Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior treating one another respectfully.

Reinforcing Desired Student Behaviors

Teacher does not respond to appropriate behaviors or the response is inconsistent.

Teacher attempts to reinforce appropriate student behaviors but with uneven results.

Teacher gives appropriate recognition to students demonstrating positive behavior.

Monitoring by teacher is subtle, students assume responsibility for monitoring appropriate behavior.

Response to Student Misbehavior

Teacher does not respond to misbehavior or the response is overly repressive, or does not respect the student’s dignity.

Teacher attempts to respond to student misbehavior but may be inconsistent.

Teacher response to misbehavior is appropriate and successful and respects the students’ dignity.

Teacher response to misbehavior is highly effective and sensitive to students/ individual needs.

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CRITERION #2: LEARNING ENVIRONMENT Performance Indicator 2.5: Organizing Physical Space


Safety and Arrangement of Furniture

The classroom is unsafe or the furniture arrangement is not suited to the lesson activities or both.

The classroom is safe and classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, but with limited effectiveness.

The classroom is safe and the furniture arrangement is a resource for learning activities.

The classroom is safe and students adjust the furniture to advance their own purposes in learning.

Accessibility to Learning and Use of Physical Resources

Teacher uses physical resources poorly or learning is not accessible to some students.

Teacher uses physical resources adequately and at least essential learning is accessible to all students.

Teacher uses physical resources skillfully and all learning is equally accessible to all students.

Both teacher and students use physical resources optimally and ensure that all learning is equally accessible to all students.

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CRITERION #3: INSTRUCTION Performance Indicator 3.1: Communicating Clearly and Accurately


Directions and Procedures

Teacher directions and procedures are confusing to students.

Teacher directions and procedures are clarified after initial student confusion or are excessively detailed.

Teacher directions and procedures are clear to students and contain an appropriate level of detail.

Teacher directions and procedures are clear to students and anticipate possible student misunderstanding.

Oral and Written Language

Teacher’s spoken language is inaudible, or written language is illegible. Spoken or written language may contain many grammar and syntax errors. Vocabulary may be inappropriate, vague or used incorrectly, leaving students confused.

Teacher’s spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or is not completely appropriate to students’ ages or backgrounds.

Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate to student’s age and interests.

Teacher’s spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson.

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CRITERION #3: INSTRUCTION Performance Indicator 3.2: Using Questioning and Discussion Techniques


Quality of Questions

Teacher’s questions are virtually all of poor quality.

Teacher’s questions are a combination of low and high quality. Only some invite a response.

Most of teacher’s questions are of high quality. Adequate time is available for students to respond.

Teacher’s questions are of uniformly high quality with adequate time for students to respond. Students formulate many questions.

Discussion Techniques

Interaction between teacher and students is predominantly recitation style with teacher mediating all questions and answers.

Teacher makes some attempt to engage students in a true discussion, with uneven results.

Classroom interaction represents true discussion with teacher stepping, when appropriate, to the side.

Students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

Student Participation

Teacher engages only a few students in the discussion.

Teacher attempts to engage students in the discussion but with only limited success.

Teacher successfully engages students in the discussion.

Students solicit contributions from classmates.

CRITERION #3: INSTRUCTION Performance Indicator 3.3: Engaging Students in Learning


Representation of content is



Representation of content is appropriate and links well

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Representation of Content

inappropriate and unclear or uses poor examples and analogies.

inconsistent in quality. Some is done skillfully with good examples, other portions are difficult to follow.

appropriate and links well with students’ knowledge and experience.

with students’ knowledge and experience. Students contribute to representation of content.

Activities and Assignments

Activities and assignments are inappropriate for students in terms of age or backgrounds. Students are not engaged mentally.

Some activities and assignments are appropriate to students and engage them mentally but others do not.

Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them.

All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.

Grouping of Students

Instructional groups are inappropriate to the students or to the instructional goals.

Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional goals of a lesson.

Instructional groups are productive and fully appropriate to the students or to the instructional goals of a lesson.

Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take the initiative to influence instructional groups to advance their understanding.

Instructional Materials and Resources

Instructional materials and resources do not match instructional goals or do not engage students mentally.

Instructional materials and resources partially match the instructional goals or students’ level of mental engagement is moderate.

Instructional materials and resources match instructional goals and engage students mentally.

Instructional materials and resources match the instructional goals and engage students so that they choose, adapt or create materials to enhance their own learning.

Structure and Pacing

The lesson has no clearly defined structure, or the pacing of the lesson is too slow or rushed or both.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is consistent.

The lesson’s structure is highly coherent allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate.

CRITERION #3: INSTRUCTION Performance Indicator 3.4: Providing Feedback to Students

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Quality: Accurate, Substantive, Constructive and Specific

Feedback is either not provided or is uniformly poor quality.

Feedback is inconsistent in quality; some elements of high quality are present, others are not.

Feedback is consistently high quality.

Feedback is consistently high quality. Provision is made for students to use feedback in their learning.

Timelines

Feedback is not provided in a timely manner.

Timeliness of feedback is inconsistent.

Feedback is consistently provided in a timely manner.

Feedback is consistently provided in a timely manner. Students make prompt use of the feedback in their learning.

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CRITERION #3: INSTRUCTION

Performance Indicator 3.5: Demonstrating Flexibility and Responsiveness LEVEL OF PERFORMANCE

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Lesson Adjustment

Teacher adheres rigidly to an instructional plan, even when a change will clearly improve the lesson.

Teacher attempts to adjust a lesson with mixed results.

Teacher makes a minor adjustment to a lesson and the adjustment occurs smoothly.

Teacher successfully makes adjustments to the lesson.

Response to Students

Teacher ignores, brushes aside or is unaware of students’ appropriate questions or interests.

Teacher attempts to accommodate students’ questions or interests. The effects on the coherence of a lesson are uneven.

Teacher successfully accommodates students’ questions or interests.

Teacher successfully uses opportunities to enhance learning, building on spontaneous events.

Persistence

When a student has difficulty learning, the teacher either gives up or blames the student or the environment for the student’s lack of interest.

Teacher attempts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.

Teacher persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies.

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school.

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CRITERION #4: PROFESSIONAL RESPONSIBILITIES Performance Indicator 4.1: Reflecting on Teaching


Accuracy

Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment.

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each.

Use in Future Teaching

Teacher has no suggestions for how a lesson may be improved another time.

Teacher makes general suggestions about how a lesson may be improved.

Teacher makes a few specific suggestions of what he/she may try another time.

Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches.

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CRITERION #4: PROFESSIONAL RESPONSIBILITIES Performance Indicator 4.2: Maintaining Accurate Records


Student Completion of Assignments

Teacher’s system for maintaining information on student completion of assignments is in disarray.

Teacher’s system for maintaining information on student completion of assignments is rudimentary and only partially effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective. Students participate in the maintenance of records.

Student Progress in Learning

Teacher has no system for maintaining information on student progress in learning, or the system is in disarray.

Teacher’s system for maintaining information on student progress in learning is rudimentary and partially effective.

Teacher’s system for maintaining information on student progress in learning is effective.

Teacher’s system for maintaining information on student progress in learning is fully effective. Students contribute information and interpretation of the records.

Noninstructional Records

Teacher’s records for noninstructional activities are in disarray, resulting in errors and confusion.

Teacher’s records for noninstructional activities are adequate, but they require frequent monitoring to avoid error.

Teacher’s system for maintaining information on noninstructional activities is fully effective.

Teacher’s system for maintaining information on noninstructional activities is highly effective, and students contribute to its maintenance.

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CRITERION #4: PROFESSIONAL RESPONSIBILITIES Performance Indicator 4.3: Communicating With Families


Information About Instructional Program

Teacher provides little information about the instructional program.

Teacher participates in the school’s activities for parent communication but offers little additional information.

Teacher provides frequent information to parents, as appropriate, about the instructional program.

Teacher provides frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for their families.

Information About Individual Students

Teacher provides minimal information to parents and does not respond or responds insensitively to parent concerns about students.

Teacher adheres to the school’s required procedures for communicating to parents. Responses to parent concerns are minimal.

Teacher communicates with parents about students’ progress on a regular basis and is available as needed to respond to parent concerns.

Teacher provides information to parents frequently on both positive and negative aspects of student progress. Response to parent concerns is handled with great sensitivity.

Engagement of Families in the Instructional Program

Teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate.

Teacher makes modest and inconsistent successful attempts to engage families in the instructional program.

Teacher’s efforts to engage families in the instructional program are frequent.

Teacher’s efforts to engage families in the instructional program are frequent. Teachers and students contribute ideas for projects that may be enhanced by family participation.

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CRITERION #4: PROFESSIONAL RESPONSIBILITIES Performance Indicator 4.4: Contributing to the School and District


Relationships with Colleagues

Teacher’s relationship with colleagues are negative or self-serving.

Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize relationships with colleagues.

Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.

Service to the School and Participation in School and District Projects

Teacher avoids becoming involved in school events.

Teacher contributes to activities and events.

Teacher makes a substantial contribution to school activities and events.

Teacher volunteers to participate in school events, making a substantial contribution and assumes a leadership role in at least some aspect of school life.

Decision Making

Teacher makes decisions based on self-serving interests.

Teacher’s decisions are based on limited though genuine professional considerations.

Teacher maintains an open mind and participates in team or departmental decision making and uses sound professional judgment.

Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards.

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CRITERION #4: PROFESSIONAL RESPONSIBILITIES Performance Indicator 4.5: Growing and Developing Professionally


Enhancement of Content Knowledge and Pedagogical Skill

Teacher engages in no professional development activities to enhance knowledge or skill.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.

Teacher seeks out opportunities for professional development and applies knowledge to improve student learning.

Service to the Profession

Teacher makes no effort to share knowledge with others.

Teacher finds limited ways to contribute to the profession.

Teacher participates actively in assisting other educators.

Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication and making presentations.

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