OBSERVATION OF TEACHER PRACTICE (Teacher #1)

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

PLANNING FOR EFFECTIVE TEACHING

1. Develop specific, measurable
Teacher does not develop annual
and ambitious annual student
student achievement goal(s) for
achievement goals for class
his/her class or develops annual
goal(s) that is not specific, not
Possible Evidence: review of goal measurable or neither specific nor
statement(s) and teachers
measurable.
rationale for selection; review of
data; student interview.
Less than half the students can
explain the goal(s) in
developmentally appropriate manner
and how it will be assessed.
2. Implement, adapt and/or
create, standards-based unit
plans and assessments
Possible Evidence: review of unit
plans and assessments.

Teacher does not create or adapt

standards-based unit plans or fails
to implement units that have been
created; does not articulate welldefined essential questions or use
those questions when implementing
the plan; Unit plans fail to align with
assessments; Assessments fail to
measure adopted grade level
objectives and/or scoring of
assessments does not align with
grade level expectations.

Teacher Practice Novice

Teacher Practice
Proficient

Teacher develops annual student

achievement goal(s) that is specific
and measurable but lacks grounding
in prior data or is not ambitious
for students to achieve up to but no
more than predicted growth based
on prior achievement

Teacher develops annual student

achievement goal(s) that is specific,
measurable, and grounded in prior
student performance data; goal is
for students to achieve at level
better than what is predicted by past
academic accomplishment

Half the students are able to explain

the goal(s) in developmentally
appropriate manner and how it will
be assessed.

Most students are able to explain

the goal(s) in developmentally
appropriate manner how it will be
assessed.

Teacher creates and/or adapts

standards-based units that identify
learning objectives from the
adopted scope and sequence and
articulate relevant essential
questions.
Teacher may struggle with creating
rigorous, assessments that yield
information relevant to grade level
objectives; designs sequences of
objectives that build on prerequisite
skills; correctly anticipates amount
of time needed for students to
master each objective most of the
time; implements units as designed.

Teacher creates and/or adapts

standards-based units that identify
learning objectives from the adopted
scope and sequence; articulates
relevant essential questions;
develops rigorous assessments to
evaluate students mastery of
content and skills standards and to
allow students to demonstrate
understanding of essential
questions; designs sequences of
objectives that build on prerequisite
skills; correctly anticipates amount
of time needed for students to
master each objective. Implements
units as designed.

Teacher Practice
Advanced

(Includes all elements of effective

teacher practice rating)
Teacher develops annual student
achievement goal(s) that is
ambitious, measurable and well
grounded in prior student
performance data; goal is for
students to achieve at level well
beyond what is predicted by past
academic accomplishment
All or nearly all students can clearly
explain the goal(s), what they are
doing to reach the goal(s), and how
it will be assessed.
Teacher creates and/or adapts
standards-based units by identifying
learning objectives from the adopted
scope and sequence; articulates
well-designed essential questions;
creates well designed assessments
that yield valuable information
regarding mastery of grade level
objectives; mentors/supports
colleagues in the development of
standards-based unit plans and
assessments; provides leadership to
a team in developing standardsbased units and assessments.
For any given unit, all or nearly all

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

For any given unit, less than half the

students can communicate the
essential questions of the unit in a
developmentally appropriate
manner.

For any given unit, half of the

students can articulate the essential
questions of the unit in a
developmentally appropriate
manner.

There is little or no evidence of daily

lesson planning based on unit plans.

Teacher develops written daily

lesson plans that identify objectives
that are based on unit plans.
Identified strategies, resources
and/or activities may not align with
intended learning outcomes.

There is little or no evidence of

teacher analyzing data or using
conclusions to adjust instruction.

Teacher gathers and reviews data,

but data is insufficient or unused.
Teachers conclusions are not
supported by available data; and/or
teacher does not use conclusions to
adjust instruction.

ELEM SCHOOL

ELEM SCHOOL

ELEM SCHOOL

Teacher effectively uses data from

daily assessments, quizzes, unit
tests, and interim assessments to
adjust future goals and plans.
Teacher takes active role in
analyzing grade-level outcomes,
using results to plan for effective
Academic Coaching sessions,
tutoring, InterSession and Summer
School interventions.
ELEM SCHOOL

5. Develop strategies to
implement the adopted school-

Teacher is unable to explain how

he/she will implement adopted

Teacher is able to explain how

he/she will implement adopted

Teacher is able to explain how

he/she will implement adopted

3. Create objective driven lesson

plans
Possible Evidence: review of
random sample of lesson plans.

4. Use student performance data

in all planning activities
Possible Evidence: teacher
explanation using data to inform
instructional adjustments for
individual students and entire
class.

For any given unit, most of the

students can communicate the
essential questions of the unit in a
developmentally appropriate
manner.
Teacher develops thorough, written
daily lesson plans that identify
objectives for lessons based on unit
plans; selects relevant strategies,
resources and activities for lessons
that will help students achieve the
intended learning outcomes; uses
end-of-lesson assessments to
measure student learning and
identify need for re-teaching or
additional instruction.

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
students can communicate the
essential questions of the unit in a
developmentally appropriate
manner.
Teacher develops thorough, written
daily lesson plans that identify
lesson objectives based on unit
plans and connected to prior
learning; matches instructional
strategies to the lesson objectives;
designs daily assessments that
measure progress towards mastery;
serves as a mentor to colleagues in
the development of daily lesson
plans; provides daily lesson plan
exemplars for colleagues
use/learning.
Teacher mentors others in using
data to make instructional
adjustments; provides exemplars for
others to use; provides leadership in
data analysis and use of results
during grade-level and staff
meetings.

ELEM SCHOOL
Teacher mentors others in
developing effective practices and

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

wide behavior management

system and/or program for social
development.
Possible Evidence: review of
learning studio set up, lesson
plans, parent communication;
teacher explanation of behavior
management system and
implementation strategies.

school-wide behavior management

system; fails to provide visual cues
for students; shows little to no
evidence of plans to teach and
provide students practice in
structures and procedures; does not
provide parents with explanatory
materials; fails to use planning
resources provided; fails to ask for
help in planning; fails to take an
active role in team/school planning
to implement school-wide behavior
system; does not provide written
directions to guest teachers.

SECONDARY SCHOOL
5. Develop behavior
management strategies that align
with school adopted philosophy,
protocols and procedures.
Possible Evidence: review of
learning studio set up, lesson
plans, parent communication;
teacher explanation of behavior
management system and

Teacher Practice Novice

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing grade-level-wide or
school-wide policies and
procedures.

school-wide behavior management

system; provides clear and easily
accessible cues to students;
provides clear and cohesive
explanations to parents; all learning
studio policies and procedures fully
align with school adopted approach
and philosophy; provides sufficient
time for students to learn and
practice expected behaviors;
immediate responses to student
behavior are selected from aligned,
identified strategies; is able to set
up plans for implementation with
little or no coaching; written
explanation for guest teacher
provides clear direction on
maintaining school-side behavior
management system.

SECONDARY SCHOOL

school-wide behavior system;

provides visual cues for students
but they may be unclear or difficult
to see; learning studio procedures
and policies do not fully align with
school adopted approach and
philosophy; insufficient time
allocated to teach and provide
practice; does not demonstrate
clear and complete knowledge of
system with policies and procedures
set up; resorts to non-aligned
responses when under stress; does
not request help when difficulties
arise in planning or understanding;
explanations to parents and
students may be unclear,
incomplete, incorrect or nonexistent. Written explanation for
guest teacher is insufficient, unclear
and/or not fully aligned.
SECONDARY SCHOOL

SECONDARY SCHOOL

SECONDARY SCHOOL

Teacher is unable to explain how

he/she will implement strategies that
align; fails to provide visual cues for
students; shows little to no evidence
of plans to teach and provide
students practice in structures and
procedures; does not provide
parents with explanatory materials;
fails to use planning resources
provided; fails to ask for help in

Teacher is able to explain how

he/she will implement strategies
that align; provides visual cues for
students but they may be unclear or
difficult to see; learning studio
procedures and policies do not fully
align with school adopted approach
and philosophy; insufficient time
allocated to teach and provide
practice; does not demonstrate

Teacher is able to explain how

he/she will implement strategies that
align; provides clear and easily
accessible cues to students;
provides clear and cohesive
explanations to parents; all learning
studio policies and procedures fully
align with school adopted approach
and philosophy; provides sufficient
time for students to learn and

Teacher mentors others in

developing effective practices and
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing grade-level-wide or
school-wide policies and
procedures.

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)

implementation strategies.

planning; fails to take an active role

in team/school planning to
implement school-wide behavior
system; does not provide written
directions to guest teachers.

6. Develop effective learning

studio procedures and routines

There is little to no evidence of clear

expectations, that routines are set
and reinforced so that students are
safe; teacher fails to provide clear
directions as shared with students;
lesson pacing does not demonstrate
effort to ensure students will be
engaged for all instructional time
available; lacks plan to ensure that
students are meaningfully engaged
throughout lesson; does not have
additional meaningful work if
planned work completed early;
Lacks plans or ineffective plans for
completing non-instructional duties
or transitions which minimize loss of
instructional time; lacks clear plan of
how to teach or practice; no clear
plan to reward or hold kids
accountable.

Possible Evidence: review of

learning studio set up, lesson
plans, parent and guest teacher
communication; teacher
explanation of behavior
management system and
implementation strategies; notes
or observed participation in staff,
grade-level or mentor meetings.

Teacher Practice Novice

clear and complete knowledge of

system with policies and procedures
set up; resorts to non-aligned
responses when under stress; does
not request help when difficulties
arise in planning or understanding;
explanations to parents and
students may be unclear,
incomplete, incorrect or nonexistent. Written explanation for
guest teachers is insufficient,
unclear and/or not fully aligned.
Teacher cannot explain plan for
class-specific and/or school
behavior expectations; plans may
not align with school-adopted
behavior management philosophy;
does not provide clear tools for
guest teachers regarding
expectations; plan to implement is
weak, insufficient due to gaps in
describing how to handle critical
routines; does not include sufficient
time to teach kids how to meet the
expectations; unclear or incomplete
description of the expectations;
inconsistent plans for students to
engage in meaningful activity if they
finish assigned tasks early.

practice expected behaviors;

immediate responses to student
behavior are selected from aligned,
identified strategies; is able to set
up plans for implementation with
little or no coaching; written
explanation for guest teachers
provides clear direction on
maintaining school-side behavior
management system.
Teacher plans set and reinforce
clear expectations and routines so
that all students are safe, on task,
responsive and respectful; provide
step-by-step directions for
attendance, passing out and storing
materials, bringing the class to
attention, working with peers
collaboratively, lining up, using
restroom, transitioning to a different
space or activity, turning in papers
or homework; plans address
responses for off-task behavior;
lesson plans are paced to progress
such that students should almost
never be disengaged or left with
nothing meaningful to do; plan
establishes efficient systems for
performing non-instructional
routines (e.g. attendance, returning
work).

Teacher plans develop students to

assume responsibility for reinforcing
and implementing routines and
procedures that address both
individual behaviors, teamwork and
non-instructional responsibilities.
Teacher mentors others in
developing effective practices and
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing common policies,
protocols and procedures that
contribute to a school-wide system.

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

7. Utilize environment beyond

school walls to promote learning

There is little to no evidence of

plans to use resources beyond
school walls to enrich learning (e.g.
guest experts, field studies,
partnerships, technology).

Possible Evidence: review of

lesson plans, communication
notes, partner contact database
entries, completed trip
paperwork.

TEACHING FOR STUDENT SUCCESS

1. Implement well organized,
Teacher implements lesson
objective driven lessons.
objectives that lack specificity, are
not measurable and/or do not align
Possible Evidence: observation
to content standards or there may
of delivered lesson, comparison
be no clear objective; stated or
to lesson plans provided,
posted objective may not connect to
observation conference and
the lesson taught; objective of the
student interviews.
lesson may not be posted or stated;
importance of the objective may not
be explained; no effort or ineffective
effort to connect lesson to prior
learning; lesson may be generally
disorganized.

Teacher Practice Novice

Teacher Practice
Proficient

Teacher plans to use guest experts,

field studies partnerships and
technology to enrich learning, but
plans are weak, superficial or
incomplete; develops strong plans
but fails to allow sufficient lead time
to implement effectively;
fails to communicate or coordinate
with others necessary for effective
implementation of plans.

Teacher invites guest experts into

learning studio to enrich learning;
teacher effectively uses field studies
to promote learning; teacher makes
good use of partnerships and
community resources; uses
technology to access environment
beyond school walls; planning
occurs with sufficient time for
effective implementation; and,
planning includes communicating
and coordinating with key
stakeholders to secure appropriate
approvals.

Teacher implements lesson

objectives, but they may lack
specificity, not be measurable
and/or not align to content
standards; teacher might state or
post the objective but do so in way
that is not understood by students;
teacher may explain importance of
objective but in way that is not
understood by students; teacher
may state how lesson connects to
previous learning but lesson does
not build on students prior
knowledge in significant way; some
parts of the lesson may not be

Teacher implements lesson

objectives that are specific,
measurable and aligned to
standards; the majority of students
can identify and explain the lesson
objectives; students can describe
why the lesson objective is valuable;
the lesson builds on students prior
knowledge in a significant and
meaningful way; the lesson is well
organized; all parts of the lesson are
connected to each other and to the
lesson objectives.

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
Teacher seeks out and develops
new field studies and partnerships
to enhance learning; supports
individual field study opportunities
for students.
Teacher mentors others in
developing effective practices and
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing common policies,
protocols and procedures that
contribute to wide and effective use
of resources beyond the school
walls.
Students can authentically explain
what they are learning beyond
simply repeating the stated lesson
objective; students can authentically
explain why they are learning what
they are learning beyond parroting
teachers explanation; students
understand how the objective fits
into the broader unit or course
goals; the teacher actively and
effectively engages students in
connecting the lesson to their prior
knowledge.

Target Behavior and

Sources of Evidence for
Evaluation

2. Engage all students at all

levels in rigorous work.
Possible Evidence: observation
of teacher instruction, review of
student materials.

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)

The lesson/task is not accessible to

most students too hard in one
way or another. Lesson/task does
not engage students by being too
easy or below skill level.
There is little to no evidence that
teacher knows different levels of
students and/or uses specific
strategies to ensure lesson meets
students where they are; majority of
lessons are dominated by teacherdirected instruction so that students
have few opportunities to apply.
There are clear gaps,
misconceptions and/or incorrect
understandings in the teachers
discipline-specific content
knowledge and skills. Student work
(written or verbal) demonstrates
similar inaccuracies and limitations.

closely connected to each other or

aligned to the objective, or some
parts may not move students
towards mastery of the objective.
Teacher may reference academic
vocabulary and/or discourse, but
less than half of students are able
to use
The lesson is accessible to less than
half of the students either too
hard or too easy for majority of
students during particular
task/lesson.
There is evidence that teacher
knows the different levels of the
students and makes an attempt to
differentiate, but the attempts are
not effective. Teacher uses some
student-directed learning, but relies
predominantly on teacher-directed
instruction. Students have some
opportunities to practice, apply
and/or demonstrate their own
learning.
There is evidence the teacher knows
his/her discipline-specific content
and skills; works to have students
use academic vocabulary and
participate in formal academic
and/or civic discourse. Students do
not incorporate vocabulary or

Teacher makes the lesson/task

accessible to almost all students.
There is evidence that teacher
knows the students levels and uses
specific strategies to ensure lesson
meets almost all students where
they are (differentiated content,
questioning process or work
product); There is an appropriate
balance between teacher-directed
instruction and student-centered
learning such that students have
adequate opportunities to practice,
apply and demonstrate their
learning.
The teacher is fluent with his/her
discipline-specific content and skills.
Students use academic vocabulary
correctly with limited teacher
support; participate in formal
academic and/or civic discourse in a
structured setting and with some
teacher facilitation.

Teacher makes the lesson/task

accessible to all students at different
levels.
The teacher makes the lesson
challenging to all students at
different learning levels. Students
regularly direct and have significant
opportunities to practice, apply and
demonstrate their own learning.
Teacher is highly fluent with his/her
discipline-specific content and skills;
incorporates clear opportunities for
students to pursue individual
interests in content field. Students
naturally include academic
vocabulary in class interactions, and
promote and participate in critical
discussions with high level of
independence.

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)

participate in discussions without

significant intervention.
3. Utilize effective and efficient
instructional strategies to
accomplish identified
objective(s).
Possible Evidence: observation
of teacher instruction

Teacher routinely uses activities that

are not relevant to identified
objectives; Does not elicit evidence
of student understanding and/or
doesnt adjust teaching when
student misunderstanding occurs;
Does not use effective questioning
to promote higher-level thinking

Teacher is inconsistent in use of

relevant and/or effective activities,
checking for student understanding,
adjusting instruction based on
results, using of effective
questioning to promote higher
thinking; may not effectively use
scaffolding techniques to promote
gradual release of responsibility for
learning to students.

Teacher provides student more than

one way to engage with content, and
all ways are matched to lesson
objectives; teacher checks for
understanding at almost all key
moments and makes adjustments in
instruction based on results; teacher
responds to most student
misunderstandings with effective
scaffolding; teacher uses scaffolding
techniques that enable students to
construct their own understanding
and/or apply skills with increasing
levels of independence; teacher
frequently develops higher-level
understanding through effective
questioning; nearly all of the
questions used are effective in
developing higher-level
understanding; the teacher uses a
variety of questions.

The ways students are provided to

engage with content all significantly
promote student mastery of the
objective; students respond
positively and are actively involved in
the work; teacher checks for
understanding at all key moments;
uses a variety of methods to check
for understanding; seamlessly
integrates information gained from
the checks by making adjustment to
the content or delivery of the lesson,
as appropriate; teacher responds to
almost all student misunderstanding
with effective scaffolding;; teacher
anticipates student
misunderstandings and preemptively
addresses them, either directly or
through the design of the lesson;
teacher is able to address student
misunderstanding without taking
away from the flow of the lesson or
losing the engagement of students
who do not understand; teacher
asks higher-level questions at
multiple levels of Blooms Taxonomy;
students are able to answer higherlevel questions with meaningful
responses, showing that they are

Target Behavior and

Sources of Evidence for
Evaluation

4. Maximize Instructional Time

Possible Evidence: observation
of teacher instruction

6. Maximize use of space,

furniture and materials for
optimal learning
Possible Evidence: review of
learning studio layout, visual
displays; observation of teacher

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

There is no evidence of routines or

procedures for managing time;
Routines and procedures do not run
smoothly, even with extensive
prompting by teacher; transitions
are lengthy and messy; students are
idle for significant portions of time;
inappropriate or off-task student
behavior routinely delays instruction
or students individual work; teacherdirected instruction greatly
outweighs student-directed learning
and work time.

Routines and procedures and

transitions are inconsistently
implemented, poorly designed, and
often require multiple prompts by
teacher; inappropriate or off-task
behavior interrupts instruction
regularly; students have regular
periods of inactivity while waiting for
teacher direction; transitions are
require strong teacher direction.

Routines and procedures f run

smoothly with some prompting from
teacher; students generally know
their responsibilities; transitions are
generally smooth with some teacher
direction; students are only idle for
very brief periods of time; teacher
spends an appropriate amount of
time on each part of the lesson; the
lesson progresses at a quick pace,
such that student are almost never
disengaged or left with nothing
meaningful to do; inappropriate or
off-task student behavior rarely
interrupts or delays the lesson.

Furniture is not safely arranged

and/or not suited to lesson
activities; furniture is never
rearranged to meet learning needs
or goals; learning resources are
poorly used and/or not used for
learning purposes;

Room and furniture are safely

organized; furniture arrangements
change with lesson activities and/or
goals, but the arrangement may not
be effective; learning resources are
adequately used and at least
essential learning is accessible to all

Teacher organizes the room and

furniture so that it is a resource for
learning activities; alters
arrangement of room to support
different activities; organizes
materials so they are accessible to
students without disrupting the

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
accustomed to answering these
types of questions; students pose
higher level questions to the teacher
and each other.
Routines and procedures run
smoothly with minimal prompting
from the teacher; students know
their responsibilities and do not
have to ask questions about what to
do; transitions are orderly, efficient,
and systematic, and require little
teacher direction; students are
never idle while waiting for the
teacher; students share
responsibility for the operations and
routines in the learning studio; the
lesson progresses at a rapid pace
such that students are never
disengaged, and students who finish
assigned work early have something
else meaningful to do; the flow of
the lesson is never impeded by
inappropriate or off-task student
behavior, either because no such
behavior occurs or because the
teacher efficiently addresses it.
Students adjust furniture to meet
goals and own learning needs;
students navigate the learning
environment with high level of
independence, gathering supplies as
needed; students are highly involved
in creating public displays that

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

instruction and student behavior.

materials are inaccessible to

students or access disrupts
instructional flow significantly;
learning is not accessible to some
students because of the
arrangement of resources and or
students; no student work displayed;
there is little to no evidence of using
bulletin boards or other public
displays to support student learning.

students;
materials are accessible, but access
creates some distraction to the
instructional flow;
student work is displayed, but does
not serve as a tool for improved
student learning; bulletin boards
and public displays provide some
evidence of promoting student
learning.

instructional flow; bulletin boards,

posters and displays support
student engagement and learning,
provide examples of key
instructional strategies and samples
of student work; teacher uses
resources skillfully; all learning and
resources are accessible to all
students.

INCREASE STUDENT ACHIEVEMENT

1. Assess student progress
Teacher does not routinely use
assessments to measure student
Possible Evidence: review of
mastery of content standards,
varied assessment tools, lesson
assessments do not provide for
and unit plans, student work.
more than one way to demonstrate
mastery and/or assessments do not
accurately measure or align with
lesson objectives or learning goals.

Teacher routinely uses assessments

to measure student mastery of
content standards; assessments
align with lesson objectives and/or
learning goals. Assessments may
not provide for more than one way
to demonstrate mastery.

Teacher routinely uses assessments

to measure student mastery of
content standards and provides
students multiple ways of
demonstrating mastery (for
example, selected response,
constructed response, performance
task and personal communication);
Teacher purposefully uses daily,
weekly and interim assessments to
track student progress and inform
instruction; Assessment methods
and items used accurately measure
lesson objectives or unit goals;
teacher provide multiple
opportunities for students to
demonstrate mastery over the
course of the year.

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
support learning;
Teacher mentors colleagues in
effective use of space; learning
studio serves as exemplary use of
space for others, tours, site visits,
etc.

Teacher routinely uses assessments

to measure student mastery of
content standards; provides
students with multiple ways of
demonstrating mastery; provides
students with multiple opportunities
during a unit to demonstrate
mastery.
Teacher serves as a mentor to
colleagues in construction of student
assessments; provides assessment
exemplars to colleagues; provides
leadership to team in developing
grade level/course assessments.

Target Behavior and

Sources of Evidence for
Evaluation
2. Track student data
Possible Evidence: review of
PowerSchool Inform folders,
individual database and records.

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

(Includes all elements of effective

teacher practice rating)
Teacher does not routinely gather
and/or record student progress
data.

Teacher routinely records the

student progress data gathered, but
data is not monitored and used to
form conclusions.

Teacher routinely records student

progress data gathered and uses
the PowerSchool Inform system to
analyze student progress towards
mastery.
Teacher regularly records and
monitors a variety of other student
performance data such as IEP goals,
504 plans, attendance data,
observational data, behavioral data.

3. Analyze data and use

conclusions to inform instruction
to meet established student
goals

Teacher Practice
Advanced

There is little or no evidence that

teacher changes instructional plans
based on conclusions of data
analysis.

Possible Evidence: review of

annual student achievement
goals, match to student
performance data, revisions to
unit/lesson plans, grade-level
team meeting notes, referrals to
child study teams or other
student support services.

Teacher makes changes to shortterm instructional plans, activities

and current strategies based on
conclusions of data analysis.

Teacher makes changes to both

short and long-term plans, activities
and current strategies as needed,
based on conclusions of data
analysis.

Teacher routinely records the

student progress data gathered and
uses the PowerSchool Inform system
to analyze student progress towards
mastery; at least 50% of students
know their progress toward mastery.
Teacher serves as a mentor to
colleagues in analysis student
assessment and other performance
data; provides exemplars to
colleagues; provides leadership to
team in developing strategies to
track and use data effectively.
Teacher makes changes to both
short and long-term plans as
needed, based on conclusions of
data analysis; modifies practice as
appropriate.
Teacher mentors colleagues in use
of data analysis to inform
instructional planning; leads grade
level/departmental team in using
data analysis to inform instructional
planning and/or program
development.

OBSERVATION OF TEACHER PRACTICE (Teacher #2)

Target Behavior and
Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

PLANNING FOR EFFECTIVE TEACHING

1. Develop specific, measurable
Teacher does not develop annual
and ambitious annual student
student achievement goal(s) for
achievement goals for class
his/her class or develops annual
goal(s) that is not specific, not
Possible Evidence: review of goal measurable or neither specific nor
statement(s) and teachers
measurable.
rationale for selection; review of
data; student interview.
Less than half the students can
explain the goal(s) in
developmentally appropriate manner
and how it will be assessed.
2. Implement, adapt and/or
create, standards-based unit
plans and assessments
Possible Evidence: review of unit
plans and assessments.

Teacher does not create or adapt

standards-based unit plans or fails
to implement units that have been
created; does not articulate welldefined essential questions or use
those questions when implementing
the plan; Unit plans fail to align with
assessments; Assessments fail to
measure adopted grade level
objectives and/or scoring of
assessments does not align with
grade level expectations.

Teacher Practice Novice

Teacher Practice
Proficient

Teacher develops annual student

achievement goal(s) that is specific
and measurable but lacks grounding
in prior data or is not ambitious
for students to achieve up to but no
more than predicted growth based
on prior achievement

Teacher develops annual student

achievement goal(s) that is specific,
measurable, and grounded in prior
student performance data; goal is
for students to achieve at level
better than what is predicted by past
academic accomplishment

Half the students are able to explain

the goal(s) in developmentally
appropriate manner and how it will
be assessed.

Most students are able to explain

the goal(s) in developmentally
appropriate manner how it will be
assessed.

Teacher creates and/or adapts

standards-based units that identify
learning objectives from the
adopted scope and sequence and
articulate relevant essential
questions.
Teacher may struggle with creating
rigorous, assessments that yield
information relevant to grade level
objectives; designs sequences of
objectives that build on prerequisite
skills; correctly anticipates amount
of time needed for students to
master each objective most of the
time; implements units as designed.

Teacher creates and/or adapts

standards-based units that identify
learning objectives from the adopted
scope and sequence; articulates
relevant essential questions;
develops rigorous assessments to
evaluate students mastery of
content and skills standards and to
allow students to demonstrate
understanding of essential
questions; designs sequences of
objectives that build on prerequisite
skills; correctly anticipates amount
of time needed for students to
master each objective. Implements
units as designed.

Teacher Practice
Advanced

(Includes all elements of effective

teacher practice rating)
Teacher develops annual student
achievement goal(s) that is
ambitious, measurable and well
grounded in prior student
performance data; goal is for
students to achieve at level well
beyond what is predicted by past
academic accomplishment
All or nearly all students can clearly
explain the goal(s), what they are
doing to reach the goal(s), and how
it will be assessed.
Teacher creates and/or adapts
standards-based units by identifying
learning objectives from the adopted
scope and sequence; articulates
well-designed essential questions;
creates well designed assessments
that yield valuable information
regarding mastery of grade level
objectives; mentors/supports
colleagues in the development of
standards-based unit plans and
assessments; provides leadership to
a team in developing standardsbased units and assessments.
For any given unit, all or nearly all

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

For any given unit, less than half the

students can communicate the
essential questions of the unit in a
developmentally appropriate
manner.

For any given unit, half of the

students can articulate the essential
questions of the unit in a
developmentally appropriate
manner.

There is little or no evidence of daily

lesson planning based on unit plans.

Teacher develops written daily

lesson plans that identify objectives
that are based on unit plans.
Identified strategies, resources
and/or activities may not align with
intended learning outcomes.

There is little or no evidence of

teacher analyzing data or using
conclusions to adjust instruction.

Teacher gathers and reviews data,

but data is insufficient or unused.
Teachers conclusions are not
supported by available data; and/or
teacher does not use conclusions to
adjust instruction.

ELEM SCHOOL

ELEM SCHOOL

ELEM SCHOOL

Teacher effectively uses data from

daily assessments, quizzes, unit
tests, and interim assessments to
adjust future goals and plans.
Teacher takes active role in
analyzing grade-level outcomes,
using results to plan for effective
Academic Coaching sessions,
tutoring, InterSession and Summer
School interventions.
ELEM SCHOOL

5. Develop strategies to
implement the adopted school-

Teacher is unable to explain how

he/she will implement adopted

Teacher is able to explain how

he/she will implement adopted

Teacher is able to explain how

he/she will implement adopted

3. Create objective driven lesson

plans
Possible Evidence: review of
random sample of lesson plans.

4. Use student performance data

in all planning activities
Possible Evidence: teacher
explanation using data to inform
instructional adjustments for
individual students and entire
class.

For any given unit, most of the

students can communicate the
essential questions of the unit in a
developmentally appropriate
manner.
Teacher develops thorough, written
daily lesson plans that identify
objectives for lessons based on unit
plans; selects relevant strategies,
resources and activities for lessons
that will help students achieve the
intended learning outcomes; uses
end-of-lesson assessments to
measure student learning and
identify need for re-teaching or
additional instruction.

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
students can communicate the
essential questions of the unit in a
developmentally appropriate
manner.
Teacher develops thorough, written
daily lesson plans that identify
lesson objectives based on unit
plans and connected to prior
learning; matches instructional
strategies to the lesson objectives;
designs daily assessments that
measure progress towards mastery;
serves as a mentor to colleagues in
the development of daily lesson
plans; provides daily lesson plan
exemplars for colleagues
use/learning.
Teacher mentors others in using
data to make instructional
adjustments; provides exemplars for
others to use; provides leadership in
data analysis and use of results
during grade-level and staff
meetings.

ELEM SCHOOL
Teacher mentors others in
developing effective practices and

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

wide behavior management

system and/or program for social
development.
Possible Evidence: review of
learning studio set up, lesson
plans, parent communication;
teacher explanation of behavior
management system and
implementation strategies.

school-wide behavior management

system; fails to provide visual cues
for students; shows little to no
evidence of plans to teach and
provide students practice in
structures and procedures; does not
provide parents with explanatory
materials; fails to use planning
resources provided; fails to ask for
help in planning; fails to take an
active role in team/school planning
to implement school-wide behavior
system; does not provide written
directions to guest teachers.

SECONDARY SCHOOL
5. Develop behavior
management strategies that align
with school adopted philosophy,
protocols and procedures.
Possible Evidence: review of
learning studio set up, lesson
plans, parent communication;
teacher explanation of behavior
management system and

Teacher Practice Novice

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing grade-level-wide or
school-wide policies and
procedures.

school-wide behavior management

system; provides clear and easily
accessible cues to students;
provides clear and cohesive
explanations to parents; all learning
studio policies and procedures fully
align with school adopted approach
and philosophy; provides sufficient
time for students to learn and
practice expected behaviors;
immediate responses to student
behavior are selected from aligned,
identified strategies; is able to set
up plans for implementation with
little or no coaching; written
explanation for guest teacher
provides clear direction on
maintaining school-side behavior
management system.

SECONDARY SCHOOL

school-wide behavior system;

provides visual cues for students
but they may be unclear or difficult
to see; learning studio procedures
and policies do not fully align with
school adopted approach and
philosophy; insufficient time
allocated to teach and provide
practice; does not demonstrate
clear and complete knowledge of
system with policies and procedures
set up; resorts to non-aligned
responses when under stress; does
not request help when difficulties
arise in planning or understanding;
explanations to parents and
students may be unclear,
incomplete, incorrect or nonexistent. Written explanation for
guest teacher is insufficient, unclear
and/or not fully aligned.
SECONDARY SCHOOL

SECONDARY SCHOOL

SECONDARY SCHOOL

Teacher is unable to explain how

he/she will implement strategies that
align; fails to provide visual cues for
students; shows little to no evidence
of plans to teach and provide
students practice in structures and
procedures; does not provide
parents with explanatory materials;
fails to use planning resources
provided; fails to ask for help in

Teacher is able to explain how

he/she will implement strategies
that align; provides visual cues for
students but they may be unclear or
difficult to see; learning studio
procedures and policies do not fully
align with school adopted approach
and philosophy; insufficient time
allocated to teach and provide
practice; does not demonstrate

Teacher is able to explain how

he/she will implement strategies that
align; provides clear and easily
accessible cues to students;
provides clear and cohesive
explanations to parents; all learning
studio policies and procedures fully
align with school adopted approach
and philosophy; provides sufficient
time for students to learn and

Teacher mentors others in

developing effective practices and
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing grade-level-wide or
school-wide policies and
procedures.

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)

implementation strategies.

planning; fails to take an active role

in team/school planning to
implement school-wide behavior
system; does not provide written
directions to guest teachers.

6. Develop effective learning

studio procedures and routines

There is little to no evidence of clear

expectations, that routines are set
and reinforced so that students are
safe; teacher fails to provide clear
directions as shared with students;
lesson pacing does not demonstrate
effort to ensure students will be
engaged for all instructional time
available; lacks plan to ensure that
students are meaningfully engaged
throughout lesson; does not have
additional meaningful work if
planned work completed early;
Lacks plans or ineffective plans for
completing non-instructional duties
or transitions which minimize loss of
instructional time; lacks clear plan of
how to teach or practice; no clear
plan to reward or hold kids
accountable.

Possible Evidence: review of

learning studio set up, lesson
plans, parent and guest teacher
communication; teacher
explanation of behavior
management system and
implementation strategies; notes
or observed participation in staff,
grade-level or mentor meetings.

Teacher Practice Novice

clear and complete knowledge of

system with policies and procedures
set up; resorts to non-aligned
responses when under stress; does
not request help when difficulties
arise in planning or understanding;
explanations to parents and
students may be unclear,
incomplete, incorrect or nonexistent. Written explanation for
guest teachers is insufficient,
unclear and/or not fully aligned.
Teacher cannot explain plan for
class-specific and/or school
behavior expectations; plans may
not align with school-adopted
behavior management philosophy;
does not provide clear tools for
guest teachers regarding
expectations; plan to implement is
weak, insufficient due to gaps in
describing how to handle critical
routines; does not include sufficient
time to teach kids how to meet the
expectations; unclear or incomplete
description of the expectations;
inconsistent plans for students to
engage in meaningful activity if they
finish assigned tasks early.

practice expected behaviors;

immediate responses to student
behavior are selected from aligned,
identified strategies; is able to set
up plans for implementation with
little or no coaching; written
explanation for guest teachers
provides clear direction on
maintaining school-side behavior
management system.
Teacher plans set and reinforce
clear expectations and routines so
that all students are safe, on task,
responsive and respectful; provide
step-by-step directions for
attendance, passing out and storing
materials, bringing the class to
attention, working with peers
collaboratively, lining up, using
restroom, transitioning to a different
space or activity, turning in papers
or homework; plans address
responses for off-task behavior;
lesson plans are paced to progress
such that students should almost
never be disengaged or left with
nothing meaningful to do; plan
establishes efficient systems for
performing non-instructional
routines (e.g. attendance, returning
work).

Teacher plans develop students to

assume responsibility for reinforcing
and implementing routines and
procedures that address both
individual behaviors, teamwork and
non-instructional responsibilities.
Teacher mentors others in
developing effective practices and
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing common policies,
protocols and procedures that
contribute to a school-wide system.

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

7. Utilize environment beyond

school walls to promote learning

There is little to no evidence of

plans to use resources beyond
school walls to enrich learning (e.g.
guest experts, field studies,
partnerships, technology).

Possible Evidence: review of

lesson plans, communication
notes, partner contact database
entries, completed trip
paperwork.

TEACHING FOR STUDENT SUCCESS

1. Implement well organized,
Teacher implements lesson
objective driven lessons.
objectives that lack specificity, are
not measurable and/or do not align
Possible Evidence: observation
to content standards or there may
of delivered lesson, comparison
be no clear objective; stated or
to lesson plans provided,
posted objective may not connect to
observation conference and
the lesson taught; objective of the
student interviews.
lesson may not be posted or stated;
importance of the objective may not
be explained; no effort or ineffective
effort to connect lesson to prior
learning; lesson may be generally
disorganized.

Teacher Practice Novice

Teacher Practice
Proficient

Teacher plans to use guest experts,

field studies partnerships and
technology to enrich learning, but
plans are weak, superficial or
incomplete; develops strong plans
but fails to allow sufficient lead time
to implement effectively;
fails to communicate or coordinate
with others necessary for effective
implementation of plans.

Teacher invites guest experts into

learning studio to enrich learning;
teacher effectively uses field studies
to promote learning; teacher makes
good use of partnerships and
community resources; uses
technology to access environment
beyond school walls; planning
occurs with sufficient time for
effective implementation; and,
planning includes communicating
and coordinating with key
stakeholders to secure appropriate
approvals.

Teacher implements lesson

objectives, but they may lack
specificity, not be measurable
and/or not align to content
standards; teacher might state or
post the objective but do so in way
that is not understood by students;
teacher may explain importance of
objective but in way that is not
understood by students; teacher
may state how lesson connects to
previous learning but lesson does
not build on students prior
knowledge in significant way; some
parts of the lesson may not be

Teacher implements lesson

objectives that are specific,
measurable and aligned to
standards; the majority of students
can identify and explain the lesson
objectives; students can describe
why the lesson objective is valuable;
the lesson builds on students prior
knowledge in a significant and
meaningful way; the lesson is well
organized; all parts of the lesson are
connected to each other and to the
lesson objectives.

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
Teacher seeks out and develops
new field studies and partnerships
to enhance learning; supports
individual field study opportunities
for students.
Teacher mentors others in
developing effective practices and
procedures; serves as a model for
others to observe to support their
planning; provides leadership in
developing common policies,
protocols and procedures that
contribute to wide and effective use
of resources beyond the school
walls.
Students can authentically explain
what they are learning beyond
simply repeating the stated lesson
objective; students can authentically
explain why they are learning what
they are learning beyond parroting
teachers explanation; students
understand how the objective fits
into the broader unit or course
goals; the teacher actively and
effectively engages students in
connecting the lesson to their prior
knowledge.

Target Behavior and

Sources of Evidence for
Evaluation

2. Engage all students at all

levels in rigorous work.
Possible Evidence: observation
of teacher instruction, review of
student materials.

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)

The lesson/task is not accessible to

most students too hard in one
way or another. Lesson/task does
not engage students by being too
easy or below skill level.
There is little to no evidence that
teacher knows different levels of
students and/or uses specific
strategies to ensure lesson meets
students where they are; majority of
lessons are dominated by teacherdirected instruction so that students
have few opportunities to apply.
There are clear gaps,
misconceptions and/or incorrect
understandings in the teachers
discipline-specific content
knowledge and skills. Student work
(written or verbal) demonstrates
similar inaccuracies and limitations.

closely connected to each other or

aligned to the objective, or some
parts may not move students
towards mastery of the objective.
Teacher may reference academic
vocabulary and/or discourse, but
less than half of students are able
to use
The lesson is accessible to less than
half of the students either too
hard or too easy for majority of
students during particular
task/lesson.
There is evidence that teacher
knows the different levels of the
students and makes an attempt to
differentiate, but the attempts are
not effective. Teacher uses some
student-directed learning, but relies
predominantly on teacher-directed
instruction. Students have some
opportunities to practice, apply
and/or demonstrate their own
learning.
There is evidence the teacher knows
his/her discipline-specific content
and skills; works to have students
use academic vocabulary and
participate in formal academic
and/or civic discourse. Students do
not incorporate vocabulary or

Teacher makes the lesson/task

accessible to almost all students.
There is evidence that teacher
knows the students levels and uses
specific strategies to ensure lesson
meets almost all students where
they are (differentiated content,
questioning process or work
product); There is an appropriate
balance between teacher-directed
instruction and student-centered
learning such that students have
adequate opportunities to practice,
apply and demonstrate their
learning.
The teacher is fluent with his/her
discipline-specific content and skills.
Students use academic vocabulary
correctly with limited teacher
support; participate in formal
academic and/or civic discourse in a
structured setting and with some
teacher facilitation.

Teacher makes the lesson/task

accessible to all students at different
levels.
The teacher makes the lesson
challenging to all students at
different learning levels. Students
regularly direct and have significant
opportunities to practice, apply and
demonstrate their own learning.
Teacher is highly fluent with his/her
discipline-specific content and skills;
incorporates clear opportunities for
students to pursue individual
interests in content field. Students
naturally include academic
vocabulary in class interactions, and
promote and participate in critical
discussions with high level of
independence.

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)

participate in discussions without

significant intervention.
3. Utilize effective and efficient
instructional strategies to
accomplish identified
objective(s).
Possible Evidence: observation
of teacher instruction

Teacher routinely uses activities that

are not relevant to identified
objectives; Does not elicit evidence
of student understanding and/or
doesnt adjust teaching when
student misunderstanding occurs;
Does not use effective questioning
to promote higher-level thinking

Teacher is inconsistent in use of

relevant and/or effective activities,
checking for student understanding,
adjusting instruction based on
results, using of effective
questioning to promote higher
thinking; may not effectively use
scaffolding techniques to promote
gradual release of responsibility for
learning to students.

Teacher provides student more than

one way to engage with content, and
all ways are matched to lesson
objectives; teacher checks for
understanding at almost all key
moments and makes adjustments in
instruction based on results; teacher
responds to most student
misunderstandings with effective
scaffolding; teacher uses scaffolding
techniques that enable students to
construct their own understanding
and/or apply skills with increasing
levels of independence; teacher
frequently develops higher-level
understanding through effective
questioning; nearly all of the
questions used are effective in
developing higher-level
understanding; the teacher uses a
variety of questions.

The ways students are provided to

engage with content all significantly
promote student mastery of the
objective; students respond
positively and are actively involved in
the work; teacher checks for
understanding at all key moments;
uses a variety of methods to check
for understanding; seamlessly
integrates information gained from
the checks by making adjustment to
the content or delivery of the lesson,
as appropriate; teacher responds to
almost all student misunderstanding
with effective scaffolding;; teacher
anticipates student
misunderstandings and preemptively
addresses them, either directly or
through the design of the lesson;
teacher is able to address student
misunderstanding without taking
away from the flow of the lesson or
losing the engagement of students
who do not understand; teacher
asks higher-level questions at
multiple levels of Blooms Taxonomy;
students are able to answer higherlevel questions with meaningful
responses, showing that they are

Target Behavior and

Sources of Evidence for
Evaluation

4. Maximize Instructional Time

Possible Evidence: observation
of teacher instruction

6. Maximize use of space,

furniture and materials for
optimal learning
Possible Evidence: review of
learning studio layout, visual
displays; observation of teacher

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

There is no evidence of routines or

procedures for managing time;
Routines and procedures do not run
smoothly, even with extensive
prompting by teacher; transitions
are lengthy and messy; students are
idle for significant portions of time;
inappropriate or off-task student
behavior routinely delays instruction
or students individual work; teacherdirected instruction greatly
outweighs student-directed learning
and work time.

Routines and procedures and

transitions are inconsistently
implemented, poorly designed, and
often require multiple prompts by
teacher; inappropriate or off-task
behavior interrupts instruction
regularly; students have regular
periods of inactivity while waiting for
teacher direction; transitions are
require strong teacher direction.

Routines and procedures f run

smoothly with some prompting from
teacher; students generally know
their responsibilities; transitions are
generally smooth with some teacher
direction; students are only idle for
very brief periods of time; teacher
spends an appropriate amount of
time on each part of the lesson; the
lesson progresses at a quick pace,
such that student are almost never
disengaged or left with nothing
meaningful to do; inappropriate or
off-task student behavior rarely
interrupts or delays the lesson.

Furniture is not safely arranged

and/or not suited to lesson
activities; furniture is never
rearranged to meet learning needs
or goals; learning resources are
poorly used and/or not used for
learning purposes;

Room and furniture are safely

organized; furniture arrangements
change with lesson activities and/or
goals, but the arrangement may not
be effective; learning resources are
adequately used and at least
essential learning is accessible to all

Teacher organizes the room and

furniture so that it is a resource for
learning activities; alters
arrangement of room to support
different activities; organizes
materials so they are accessible to
students without disrupting the

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
accustomed to answering these
types of questions; students pose
higher level questions to the teacher
and each other.
Routines and procedures run
smoothly with minimal prompting
from the teacher; students know
their responsibilities and do not
have to ask questions about what to
do; transitions are orderly, efficient,
and systematic, and require little
teacher direction; students are
never idle while waiting for the
teacher; students share
responsibility for the operations and
routines in the learning studio; the
lesson progresses at a rapid pace
such that students are never
disengaged, and students who finish
assigned work early have something
else meaningful to do; the flow of
the lesson is never impeded by
inappropriate or off-task student
behavior, either because no such
behavior occurs or because the
teacher efficiently addresses it.
Students adjust furniture to meet
goals and own learning needs;
students navigate the learning
environment with high level of
independence, gathering supplies as
needed; students are highly involved
in creating public displays that

Target Behavior and

Sources of Evidence for
Evaluation

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

instruction and student behavior.

materials are inaccessible to

students or access disrupts
instructional flow significantly;
learning is not accessible to some
students because of the
arrangement of resources and or
students; no student work displayed;
there is little to no evidence of using
bulletin boards or other public
displays to support student learning.

students;
materials are accessible, but access
creates some distraction to the
instructional flow;
student work is displayed, but does
not serve as a tool for improved
student learning; bulletin boards
and public displays provide some
evidence of promoting student
learning.

instructional flow; bulletin boards,

posters and displays support
student engagement and learning,
provide examples of key
instructional strategies and samples
of student work; teacher uses
resources skillfully; all learning and
resources are accessible to all
students.

INCREASE STUDENT ACHIEVEMENT

1. Assess student progress
Teacher does not routinely use
assessments to measure student
Possible Evidence: review of
mastery of content standards,
varied assessment tools, lesson
assessments do not provide for
and unit plans, student work.
more than one way to demonstrate
mastery and/or assessments do not
accurately measure or align with
lesson objectives or learning goals.

Teacher routinely uses assessments

to measure student mastery of
content standards; assessments
align with lesson objectives and/or
learning goals. Assessments may
not provide for more than one way
to demonstrate mastery.

Teacher routinely uses assessments

to measure student mastery of
content standards and provides
students multiple ways of
demonstrating mastery (for
example, selected response,
constructed response, performance
task and personal communication);
Teacher purposefully uses daily,
weekly and interim assessments to
track student progress and inform
instruction; Assessment methods
and items used accurately measure
lesson objectives or unit goals;
teacher provide multiple
opportunities for students to
demonstrate mastery over the
course of the year.

Teacher Practice
Advanced
(Includes all elements of effective
teacher practice rating)
support learning;
Teacher mentors colleagues in
effective use of space; learning
studio serves as exemplary use of
space for others, tours, site visits,
etc.

Teacher routinely uses assessments

to measure student mastery of
content standards; provides
students with multiple ways of
demonstrating mastery; provides
students with multiple opportunities
during a unit to demonstrate
mastery.
Teacher serves as a mentor to
colleagues in construction of student
assessments; provides assessment
exemplars to colleagues; provides
leadership to team in developing
grade level/course assessments.

Target Behavior and

Sources of Evidence for
Evaluation
2. Track student data
Possible Evidence: review of
PowerSchool Inform folders,
individual database and records.

Teacher Practice
Unacceptable

Teacher Practice Novice

Teacher Practice
Proficient

(Includes all elements of effective

teacher practice rating)
Teacher does not routinely gather
and/or record student progress
data.

Teacher routinely records the

student progress data gathered, but
data is not monitored and used to
form conclusions.

Teacher routinely records student

progress data gathered and uses
the PowerSchool Inform system to
analyze student progress towards
mastery.
Teacher regularly records and
monitors a variety of other student
performance data such as IEP goals,
504 plans, attendance data,
observational data, behavioral data.

3. Analyze data and use

conclusions to inform instruction
to meet established student
goals

Teacher Practice
Advanced

There is little or no evidence that

teacher changes instructional plans
based on conclusions of data
analysis.

Possible Evidence: review of

annual student achievement
goals, match to student
performance data, revisions to
unit/lesson plans, grade-level
team meeting notes, referrals to
child study teams or other
student support services.

Teacher makes changes to shortterm instructional plans, activities

and current strategies based on
conclusions of data analysis.

Teacher makes changes to both

short and long-term plans, activities
and current strategies as needed,
based on conclusions of data
analysis.

Teacher routinely records the

student progress data gathered and
uses the PowerSchool Inform system
to analyze student progress towards
mastery; at least 50% of students
know their progress toward mastery.
Teacher serves as a mentor to
colleagues in analysis student
assessment and other performance
data; provides exemplars to
colleagues; provides leadership to
team in developing strategies to
track and use data effectively.
Teacher makes changes to both
short and long-term plans as
needed, based on conclusions of
data analysis; modifies practice as
appropriate.
Teacher mentors colleagues in use
of data analysis to inform
instructional planning; leads grade
level/departmental team in using
data analysis to inform instructional
planning and/or program
development.