Robbinsdale Area Schools Evaluation Rubric
Teacher First
Name Teacher
Teacher Last
Name
Domain 1: Planning Development Needed
Level of Performance
1a. In planning and practice, the teacher
Demonstrating makes content errors or does not correct
Knowledge of errors made by students. Displays little
Content and understanding of prerequisite knowledge
important to student learning of the
Pedagogy
content. Displays little or no understanding
of the range of pedagogical approaches
suitable to student learning of the content.
1b. Displays minimal understanding of how
Demonstrating students learnand little knowledge of
Knowledge of their varied approaches to learning,
Students knowledge and skills, special needs, and
interests and cultural heritagesand does
not indicate that such knowledge is
valuable.
1c. Outcomes represent low expectations for
Setting students and lack of rigor, and not all of
Instructional these outcomes reflect important learning
Outcomes in the discipline. They are stated as
student activities, rather than as outcomes
for learning. Outcomes reflect only one
type of learning and only one discipline or
strand and are suitable for only some
students.
1d. Unaware of resources to assist student
Demonstrating learning beyond materials provided by the
Knowledge of school or district, nor is the teacher aware
Resources of resources for expanding ones own
professional skill.
1e. Learning activities are poorly aligned with
Designing the instructional outcomes, do not follow
Coherent an organized progression, are not
Instruction designed to engage students in active
intellectual activity, and have unrealistic
time allocations. Instructional groups are
not suitable to the activities and offer no
variety.
Evaluator
Developing Proficiency
Is familiar with the important concepts in
the discipline but displays a lack of
awareness of how these concepts relate to
one another. Indicates some awareness of
prerequisite learning, although such
knowledge may be inaccurate or
incomplete. Plans and practice reflect a
limited range of pedagogical approaches
to the discipline or to the students.
Displays generally accurate knowledge of
how students learn and of their varied
approaches to learning, knowledge and
skills, special needs, and interests and
cultural heritages, yet may apply this
knowledge not to individual students but to
the class as a whole.
Outcomes represent moderately high
expectations and rigor. Some reflect
important learning in the discipline
and consist of a combination of outcomes
and activities. Outcomes reflect several
types of learning, but teacher has made no
effort at coordination or integration.
Outcomes, based on global assessments
of student learning, are suitable for most of
the students in the class.
Displays some awareness of resources
beyond those provided by the school or
district for classroom use and for extending
one’s professional skill but does not
seek to expand this knowledge.
Some of the learning activities and
materials are aligned with the instructional
outcomes and represent moderate
cognitive challenge, but with no
differentiation for different students.
Instructional groups partially support the
activities, with some variety. Lesson or unit
has a recognizable structure; but the
progression of activities is uneven, with
only some reasonable time allocations.
1e. Learning activities are poorly aligned with
Designing the instructional outcomes, do not follow
Coherent an organized progression, are not
Instruction designed to engage students in active
intellectual activity, and have unrealistic
time allocations. Instructional groups are
not suitable to the activities and offer no
variety.
1f. Assessment procedures are not congruent
Designing with instructional outcomes and lack
Student criteria by which student performance will
Assessments be assessed. No plan to incorporate
formative assessment in the lesson or unit.
Exit
Domain 2: Environment
Level of Performance Development Needed
2a. Patterns of classroom interactions, both
Creating an between teacher and students and among
Environment of students, are mostly
Respect and negative, inappropriate, or insensitive to
students ages, cultural backgrounds, and
Rapport
developmental levels. Student interactions
are characterized by sarcasm, put-downs,
or conflict. Does not deal with disrespectful
behavior.
2b. Classroom culture is characterized by a
Establishing a lack of teacher or student commitment to
Culture for learning, and/or little or no investment of
Learning student energy in the task at hand. Hard
work and the precise use of language are
not expected or valued. Medium to low
expectations for student achievement are
the norm, with high expectations for
learning reserved for only one or two
students.
Some of the learning activities and
materials are aligned with the instructional
outcomes and represent moderate
cognitive challenge, but with no
differentiation for different students.
Instructional groups partially support the
activities, with some variety. Lesson or unit
has a recognizable structure; but the
progression of activities is uneven, with
only some reasonable time allocations.
Assessment procedures are partially
congruent with instructional outcomes.
Assessment criteria and standards have
been developed, but they are not clear.
Approach to using formative assessment is
rudimentary, including only some of the
instructional outcomes.
Developing Proficiency
Patterns of classroom interactions, both
between teacher and students and among
students, are generally
appropriate but may reflect occasional
inconsistencies, favoritism, and disregard
for students ages, cultures, and
developmental levels. Students rarely
demonstrate disrespect for one another.
Attempts to respond to disrespectful
behavior, with uneven results. The net
result of the interactions is neutral,
conveying neither warmth nor conflict.
Classroom culture is characterized by little
commitment to learning by the teacher or
students. Appears to be only going through
the motions and students indicate that they
are interested in the completion of a task
rather than the quality of the work.
Conveys that student success is the result
of natural ability rather than hard work, and
refers only in passing to the precise use of
language. High expectations for learning
are reserved for those students thought to
have a natural aptitude for the subject.
2c. Much instructional time is lost due to
Managing inefficient classroom routines and
Classroom procedures. There is little or no evidence
Procedures of the teachers managing instructional
groups and transitions and/or handling of
materials and supplies effectively. There is
little evidence that students know or follow
established routines, or that volunteers or
paraprofessionals have clearly defined
tasks.
Some instructional time is lost due to
partially effective classroom routines and
procedures. Management of instructional
groups and transitions, or handling of
materials and supplies, or both, are
inconsistent, leading to some disruption of
learning. With regular guidance and
prompting, students follow established
routines and volunteers and
paraprofessionals perform their duties.

2d. There appear to be no established Standards of conduct appear to have been

Managing standards of conduct, or students
Student challenge them. There is little or no
Behavior teacher monitoring of student behavior,
and response to students misbehavior is
repressive or disrespectful of student
dignity.
established, but their implementation is
inconsistent. The teacher tries, with
uneven results, to monitor student
behavior and respond to student
misbehavior.

2e. The classroom environment is unsafe, or The classroom is safe, and essential
Organizing learning is not accessible to many. There is learning is accessible to most students.
Physical Space poor alignment between the arrangement The teacher makes modest use of physical
of furniture and resources, including resources, including computer technology.
computer technology, and the lesson The teacher attempts to adjust the
activities. classroom furniture for a lesson or, if
necessary, to adjust the lesson to the
furniture, but with limited effectiveness.

Domain 3: Delivery of Service

Level of Performance Development Needed Developing Proficiency
3a. The instructional purpose of the lesson is Attempt to explain the instructional
Communicating unclear to students, and the directions and purpose has only limited success, and/or
with Students procedures are confusing. Explanation of directions and procedures must be clarified
the content contains major errors and does after initial student confusion. Explanation
not include any explanation of strategies of the content may contain minor errors;
students might use. Spoken or written some portions are clear, others difficult to
language contains errors of grammar or follow. Explanation does not invite
syntax. The teacher’s academic students to engage intellectually or to
vocabulary is inappropriate, vague, or understand strategies they might use
used incorrectly, leaving students when working independently. Spoken
confused. language is correct but uses vocabulary
that is either limited or not fully appropriate
to the students’ ages or
backgrounds. The teacher rarely takes
opportunities to explain academic
vocabulary.
3b. Questions are of low cognitive challenge,
Using with single correct responses, and are
Questioning asked in rapid succession. Interaction
and Discussion between the teacher and students is
predominantly recitation style, with the
Techniques
teacher mediating all questions and
answers; the teacher accepts all
contributions without asking students to
explain their reasoning. Only a few
students participate in the discussion.
3c. Learning tasks/ activities, materials and,
Engaging resources are poorly aligned with the
Students instructional outcomes, or require only rote
in Learning responses, with only one approach
possible. The groupings of students are
unsuitable to the activities. The lesson has
no clearly defined structure, or the pace of
the lesson is too slow or rushed.
3d. Students do not appear to be aware of the
Using assessment criteria, and there is little or no
Assessment monitoring of student learning; feedback is
in Instruction absent or of poor quality. Students do not
engage in self- or peer assessment.
3e. Ignores students questions when students
Demonstrating have difficulty learning, the teacher blames
Flexibility and them or their home environment for their
Responsiveness lack of success. Makes no attempt to
adjust the lesson even when students
don't understand the content.
Questions lead students through a single
path of inquiry, with answers seemingly
determined in advance. Alternatively, the
teacher attempts to ask some questions
designed to engage students in thinking,
but only a few students are involved. The
teacher attempts to engage all students in
the discussion, to encourage them to
respond to one another, and to explain
their thinking, with uneven results.
Learning tasks and activities are partially
aligned with the instructional outcomes but
require only minimal thinking by students
and little opportunity for them to explain
their thinking, allowing most students to be
passive or merely compliant. Groupings of
students are moderately suitable to the
activities. Lesson has a recognizable
structure; however, the pacing of the
lesson may not provide students the time
needed to be intellectually engaged or
may be so slow that many students have a
considerable amount of down time.
Students appear to be only partially aware
of the assessment criteria, and the teacher
monitors student learning for the class as a
whole. Questions and assessments are
rarely used to diagnose evidence of
learning. Feedback to students is general,
and few students assess their own work.
Accepts responsibility for the success of all
students but has only a limited repertoire
of strategies to use. Adjustment of the
lesson in response to assessment is
minimal or ineffective.
Domain 4: ProfessionalDevelopment
Level of Performance Responsibilities
Needed Developing Proficiency
4a. Does not know whether a lesson was Has a generally accurate impression of a
Reflecting on effective or achieved its instructional lessons effectiveness and the extent to
Teaching outcomes, or the teacher profoundly which instructional outcomes were met.
misjudges the success of a lesson. Has no Makes general suggestions about how a
suggestions for how a lesson could lesson could be improved.
be improved.

4b. System for maintaining information on System for maintaining information on

Maintaining student completion of assignments and
Accurate student progress in learning is nonexistent
Records or in disarray. Records for noninstructional
activities are in disarray, the result being
errors and confusion.
student completion of assignments and
student progress in learning is rudimentary
and only partially effective. Records for
noninstructional activities are adequate but
inefficient and, unless given frequent
oversight by the teacher, prone to errors.

4c. Provides little information about the Makes sporadic attempts to communicate
Communicating instructional program to families; with families about the instructional
with Families Communication about students progress is program and about the progress of
minimal. Does not respond, or responds individual students but does not attempt to
insensitively, to parental concerns. engage families in the instructional
program. Moreover, the communication
that does take place may not be culturally
sensitive to those families.

4d. Relationships with colleagues are negative
Participating in or self-serving. Avoids participation in a
the Professional professional culture of inquiry, resisting
Community opportunities to become involved. Avoids
becoming involved in school events or
school and district projects.
Maintains cordial relationships with
colleagues to fulfill duties that the school
or district requires. Participates in the
school’s culture of professional
inquiry when invited to do so. Participates
in school events and school and district
projects when specifically asked.

4e. Engages in no professional development Participates to a limited extent in

Growing and activities to enhance knowledge or skill. professional activities when they are
Developing Resists feedback on teaching performance convenient. Engages in a limited way with
Professionally from either supervisors or more colleagues and supervisors in professional
experienced colleagues. Makes no effort to conversation about practice, including
share knowledge with others or to assume some feedback on teaching performance.
professional responsibilities. Finds limited ways to assist other teachers
and contribute to the profession.

4f. Displays dishonesty in interactions with Is honest in interactions with colleagues,

Showing colleagues, students, and the public. Is not students, and the public. Attempts to serve
Professionalism alert to students’ needs and students are inconsistent, and
contributes to school practices that result unknowingly contributes to some students
in some students’ being ill served being ill served by the school. Decisions
by the school. Makes decisions and and recommendations are based on
recommendations that are based on self- limited though genuinely professional
serving interests. Does not comply with considerations. Must be reminded by
school and district regulations. supervisors about complying with school
Jeffrey Goodwine
Proficient
Displays solid knowledge of the important
concepts in the discipline and how these
relate to one another. Demonstrates
accurate understanding of prerequisite
relationships among topics. Plans and
practice reflect familiarity with a wide range
of effective pedagogical approaches in the
subject.
Understands the active nature of student Understands the active nature of student
learning and attains information about
levels of development for groups of
students. Purposefully acquires knowledge Systematically acquires knowledge from
from several sources about groups of
students’ varied approaches to
learning, knowledge and skills, special
needs, and interests and cultural heritages. interests and cultural heritages.
Most outcomes represent rigorous and
important learning in the discipline and are
clear, are written in the form of student
learning, and suggest viable methods of
assessment. Outcomes reflect several
different types of learning and
opportunities for coordination, and they are
differentiated, in whatever way is needed,
for different groups of students.
Displays awareness of resources beyond
those provided by the school or district,
including those on the Internet, for
classroom use and for extending
one’s professional skill, and seeks
out such resources.
Most of the learning activities are aligned
with the instructional outcomes and follow
an organized
progression suitable to groups of students.
The learning activities have reasonable
time allocations; they represent significant
cognitive challenge, with some
differentiation for different groups of
students and varied use of instructional
groups.
Date 11/9/2017
Distinguished
Displays extensive knowledge of the important 1a. Performance
concepts in the discipline and how these relate Level
both to one another and to other disciplines. Standards Base Learning Targ
Demonstrates understanding of prerequisite
relationships among topics and concepts and
Planners, Curricular Resources
understands the link to necessary cognitive Standard Alignment, Unit, Wee
structures that ensure student understanding. Curricular Resource, IB Unit Pl
Plans and practice reflect familiarity with a wide
range of effective pedagogical approaches in
the discipline and the ability to anticipate
student misconceptions.
1b. Performance
learning and acquires information about levels Level
of development for individual students. 5th Grade Team Collaboration,
several sources about individual
Chart,
students’ varied approaches to learning,
knowledge and skills, special needs, and
All outcomes represent high-level learning in 1c. Performance
the discipline. They are clear, are written in the Level
form of student learning, and permit viable Smartboard, Whiteboard, Unit
methods of assessment. Outcomes reflect Plans, Vertical Learning, IEP G
several different types of learning and, where
appropriate, represent both coordination and
integration. Outcomes are differentiated, in
whatever way is needed, for individual students.
Knowledge of resources for classroom use and 1d. Performance
for extending ones professional skill is Level
extensive, including those available through the Smartboard, Google drive, Sch
school or district, in the community, through Colleagues
professional organizations and universities, and
on the Internet.
The sequence of learning activities follows a 1e. Performance
coherent sequence, is aligned to instructional Level
goals, and is designed to engage students in
high-level cognitive activity. These are
appropriately differentiated for individual
learners. Instructional groups are varied
appropriately, with some opportunity for student
choice.
Most of the learning activities are aligned
with the instructional outcomes and follow
an organized
progression suitable to groups of students.
The learning activities have reasonable
time allocations; they represent significant
cognitive challenge, with some
differentiation for different groups of
students and varied use of instructional
groups.
All instructional outcomes may be
assessed by the proposed assessment
plan; assessment methodologies may
have been adapted for groups of students.
Assessment criteria and standards are
clear. Has a well-developed strategy for
using formative assessment and has
designed particular approaches to be
used.
Proficient
Teacher-student interactions are friendly
and demonstrate general caring and
respect. Such interactions are appropriate
to the ages, cultures, and developmental
levels of the students. Interactions among
students are generally polite and
respectful, and students exhibit respect for
the teacher. Responds successfully to
disrespectful behavior among students.
The net result of the interactions is polite,
respectful, and businesslike, though
students may be somewhat cautious about
taking intellectual risks.
Classroom culture is a place where
learning is valued by all; high expectations
for both learning and hard work are the
norm for most students. Students
understand their role as learners and
consistently expend effort to learn.
Classroom interactions support learning,
hard work, and the precise use of
language.
The sequence of learning activities follows a
coherent sequence, is aligned to instructional
goals, and is designed to engage students in Hands on Activities, Intentional
high-level cognitive activity. These are
appropriately differentiated for individual
learners. Instructional groups are varied
appropriately, with some opportunity for student
choice.
All instructional outcomes may be assessed by 1f. Performance
the proposed assessment plan, with clear Level
criteria for assessing student work. Plan Formative Assessments, Pre-a
contains evidence of student contribution to its
Gradebook, MAP, FAST, PLC,R
development. Assessment methodologies have
been adapted for individual students as the samples, Small group instructio
need has arisen. Approach to using formative
assessment is well designed and includes
student as well as teacher use of the
assessment information.
Distinguished
Classroom interactions between teacher and 2a. Performance
students and among students are highly Level
respectful, reflecting genuine warmth, caring, Teacher interacting with studen
and sensitivity to students as individuals.
Students exhibit respect for the teacher and
Chrome Book. 95% of student
contribute to high levels of civility among all encourag students by respond
members of the class. The net result is an
environment where all students feel valued and
are comfortable taking intellectual risks
Classroom culture is a cognitively busy place, 2b. Performance
characterized by a shared belief in the Level
importance of learning. Conveys high
expectations for learning for all students and Learning Target was posted an
insists on hard work; students assume Smartboard and assign studen
responsibility for high quality by initiating 98% students engage in group
improvements, making revisions, adding detail,
and/or assisting peers in their precise use of
language.
There is little loss of instructional time due
to effective classroom routines and
procedures. Management of instructional
groups and transitions, or handling of
materials and supplies, or both, are
consistently successful. With minimal
guidance and prompting, students follow
established classroom routines and
volunteers and paraprofessionals
contribute to the class.
Student behavior is generally appropriate.
The teacher monitors student behavior
against established standards of conduct.
Response to student misbehavior is
consistent, proportionate, and respectful to
students and is effective.
The classroom is safe, and students have
equal access to learning activities; the
teacher ensures that the furniture
arrangement is appropriate to the learning
activities and uses physical resources,
including computer technology, effectively.
Proficient
The instructional purpose of the lesson is
clearly communicated to students,
including where it is situated within broader
learning; directions and procedures are
explained clearly and may be modeled.
Explanation of content is scaffolded, clear,
and accurate and connects with
students’ knowledge and
experience. During the explanation of
content, the teacher focuses, as
appropriate, on strategies students can
use when working independently and
invites student intellectual engagement.
Spoken and written language is clear and
correct and is suitable to students’
ages and interests. Use of academic
vocabulary is precise and serves to extend
student understanding.
Instructional time is maximized due to efficient 2c. Performance
and seamless classroom routines and Level
procedures. Students take initiative in the
management of instructional groups and Teacher used verbal cues and
transitions, and/or the handling of materials and Team Tango bring question wit
supplies. Routines are well understood and to each station.
may be initiated by students. Volunteers and
paraprofessionals make an independent
contribution to the class.
Student behavior is entirely appropriate. 2d. Performance
Students take an active role in monitoring their Level
own behavior and/or that of other students 95% of students are very respe
against standards of conduct. Monitoring of Teacher redirect student who is
student behavior is subtle and preventive.
want you in your seat."
Response to student misbehavior is sensitive to
individual student needs and respects student's
dignity.
The classroom environment is safe, and 2e. Performance
learning is accessible to all students, including Level
those with special needs. Makes effective use Students are sitting at seats in
of physical resources, including computer expectations. Stations are spr
technology. Ensures that the physical place.
arrangement is appropriate to the learning
activities. Students contribute to the use or
adaptation of the physical environment to
advance learning.
Distinguished
Links the instructional purpose of the lesson to 3a. Performance
the larger curriculum; the directions and Level
procedures are clear and anticipate possible Teacher calls on 2 students to
student misunderstanding. The teachers
explanation of content is thorough and clear,
respond, they dont feel good a
developing conceptual understanding through Teacher explains the importanc
clear scaffolding and connecting with students
interests. Students contribute to extending the
content by explaining concepts to their
classmates and suggesting strategies that
might be used. The teacher’s spoken
and written language is expressive, and the
teacher finds opportunities to extend students
vocabularies, both within the discipline and for
more general use. Students contribute to the
correct use of academic vocabulary.
While some low-level questions are used,
questions posed are designed to promote
student thinking and understanding.
Creates a genuine discussion among
students, providing adequate time for
students to respond and stepping aside
when doing so is appropriate. Challenges
students to justify their thinking and
successfully engages most students in the
discussion, employing a range of
strategies to ensure that most students are
heard.
Uses a variety or series of questions or prompts 3b.Performance
to challenge students cognitively, advanced Level
high-level thinking and discourse, and promote Teacher asked students to prov
metacognition. Students formulate many
how does this connect with bul
questions, initiate topics, challenge one
another’s thinking, and make unsolicited
contributions. Students themselves ensure that
all voices are heard in the discussion.

Learning tasks and activities are fully Virtually all students are intellectually engaged 3c. Performance
aligned with the instructional outcomes and in challenging content through well-designed Level
are designed to challenge student thinking, learning tasks and activities that require Teacher asked students what d
inviting students to make their thinking complex thinking by students. Teacher provides Student response, she will go
visible. This technique results in active suitable scaffolding and challenges students to
intellectual engagement by most students explain their thinking. There is evidence of
with important and challenging content and some student initiation of inquiry and student
with teacher scaffolding to support that contributions to the exploration of important
engagement. Groupings of students are content; students may serve as resources for
suitable to the activities. Lesson has a one another. Lesson has a clearly defined
clearly defined structure, and pacing is structure, and the pacing of the lesson provides
appropriate, providing most students the students the time needed not only to
time needed to be intellectually engaged. intellectually engage with and reflect upon their
learning but also to consolidate their
understanding.

Students appear to be aware of the Assessment is fully integrated into instruction, 3d. Performance
assessment criteria, and the teacher through extensive use of formative assessment. Level
monitors student learning for groups of Students appear to be aware of, and there is Teacher moves throughtout cla
students. Questions and assessments are some evidence that they have contributed to, Teacher ask Cortess: What is t
regularly used to diagnose evidence of the assessment criteria. Questions and detail. Teacher encorgages stu
learning. Feedback to groups of students is assessments are used regularly to diagnose
accurate and specific; some students evidence of learning by individual students. A
engage in self-assessment variety of forms of feedback, from both teacher
and peers, is accurate and specific and
advances learning. Students self-assess and
monitor their own progress. Successfully
differentiates instruction to address individual
student's misunderstandings.

Successfully accommodates students Seizes an opportunity to enhance learning, 3e Performance

questions and interests. Drawing on a
broad repertoire of strategies, the teacher
persists in seeking approaches for
students who have difficulty learning. If
impromptu measures are needed, the
teacher makes a minor adjustment to the
lesson and does so smoothly.
building on a spontaneous event or students Level
interests, or successfully adjusts and
differentiates instruction to address individual Teacher allowa groups to sit, s
student misunderstandings. Using an extensive refers back to transition expect
repertoire of instructional strategies and their groups. " Bart I need you
soliciting additional resources from the school
or community, the teacher persists in seeking
effective approaches for students who need
help.
 Proficient
Makes an accurate assessment of a
lessons effectiveness and the extent to
which it achieved its instructional outcomes which it achieved its instructional outcomes,
and can cite general references to support citing many specific examples from the lesson
the judgment. Makes a few specific
suggestions of what could be tried another Drawing on an extensive repertoire of skills,
time the lesson is taught.
System for maintaining information on
student completion of assignments,
student progress in learning, and
noninstructional records is fully effective.
Provides frequent and appropriate
information to families about the
instructional program and conveys
information about individual student
progress in a culturally sensitive manner.
Makes some attempts to engage families
in the instructional program.
Relationships with colleagues are
characterized by mutual support and
cooperation; the teacher actively
participates in a culture of professional
inquiry. Volunteers to participate in school
events and in school and district projects,
making a substantial contribution.
Seeks out opportunities for professional
development to enhance content
knowledge and pedagogical skill. Actively
engages with colleagues and supervisors
in professional conversation about
practice, including feedback about
practice. Participates actively in assisting
other educators and looks for ways to
contribute to the profession.
Displays high standards of honesty,
integrity, and confidentiality in interactions
with colleagues, students, and the public.
Is active in serving students, working to
ensure that all students receive a fair
opportunity to succeed. Maintains an open
mind in team or departmental decision
making. Complies fully with school and
district regulations.
Distinguished
Makes a thoughtful and accurate assessment 4a. Performance
of a lessons effectiveness and the extent to Level
Peer Observation, PGP Goal, P
and weighing the relative strengths of each.
offers specific alternative actions, complete with
the probable success of different courses of
action.
System for maintaining information on student 4b. Performance
completion of assignments, student progress in Level
learning, and noninstructional records is fully Grade Book, Infinite Campus, P
effective. Students contribute information and
Smartboard, Team/Curricular D
participate in maintaining the records.
Communicates frequently with families in a 4c. Performance
culturally sensitive manner, with students Level
contributing to the communication. Responds to IEP Checklist, Contact Log, Sc
family concerns with professional and cultural Conference, Weekly Newslette
sensitivity. Efforts to engage families in the
instructional program are frequent and
successful.
Relationships with colleagues are characterized 4d. Performance
by mutual support and cooperation, with the Level
teacher taking initiative in assuming leadership Open House, Turkey Bingo, Inq
among the faculty. Takes a leadership role in Planning, PLC/data team cycle
promoting a culture of professional inquiry. cycle form
Volunteers to participate in school events and
district projects, making a substantial
contribution and assuming a leadership role in
at least one aspect of school or district life.
Seeks out opportunities for professional 4e. Performance
development and makes a systematic effort to Level
conduct action research. Solicits feedback on
practice from both supervisors and colleagues. TIES Keep Certified Clock Hou
Initiates important activities to contribute to the Transcripts, Planning Documen
profession.
Can be counted on to hold the highest 4f. Performance
standards of honesty, integrity, and Level
confidentiality and takes a leadership role with
colleagues. Is highly proactive in serving
students, seeking out resources when needed.
Makes a concerted effort to challenge negative
attitudes or practices to ensure that all
students, particularly those traditionally
underserved, are honored in the school. Takes
Displays high standards of honesty,
integrity, and confidentiality in interactions
with colleagues, students, and the public.
Is active in serving students, working to
ensure that all students receive a fair
opportunity to succeed. Maintains an open
mind in team or departmental decision
making. Complies fully with school and
district regulations.
Can be counted on to hold the highest
standards of honesty, integrity, and
confidentiality and takes a leadership role with
colleagues. Is highly proactive in serving Adheres to standards of ethica
students, seeking out resources when needed. meeting attendance/preparedn
Makes a concerted effort to challenge negative
attitudes or practices to ensure that all
students, particularly those traditionally
underserved, are honored in the school. Takes
a leadership role in team or departmental
decision making and helps ensure that such
decisions are based on the highest professional
standards. Complies fully with school and
district regulations, taking a leadership role with
colleagues.
 Proficient Evidence/Artifacts

rds Base Learning Targets, District Scope and Sequence, IB Unit

rs, Curricular Resources, Weekly and Daily Lesson Plans, Minnesota
rd Alignment, Unit, Weekly, Daily Lesson Plans, Schoology Course,
lar Resource, IB Unit Planners

Proficient

de Team Collaboration, IEP's, Curricular Materials, Seating Chart, Seating

Proficient
oard, Whiteboard, Unit Planner, Daily Lesson Plans, Weekly Lesson
Vertical Learning, IEP Goals, Standard Base Learning Target

Proficient
oard, Google drive, Schoology, Curricular Resources, Collaboration with
ues

Proficient
on Activities, Intentional Student Groups, Teaching Multiple Prespectives

Developing Proficiency

ve Assessments, Pre-assessment/formative assessment/data, Exit ticket,

ook, MAP, FAST, PLC,RTI, Rubric and Grading Criteria, Student data/work
s, Small group instruction, Summative assessment

Evidence/Artifacts
Proficient

r interacting with student. Put your hands on your head if you have your
e Book. 95% of students place their hands on their heads. Teacher
ag students by responding "Great answer!" To correct respones.

Proficient

g Target was posted and defined: Teacher reads instructions from

oard and assign students to their groups. Tango, Foxtrout, Writing, Sierra.
udents engage in group assignments.
 Distinguished

r used verbal cues and timer to transition groups from station to station.
ango bring question with you to me. " Lets Roll!" Materials are transported
station.

Distinguished
students are very respectful, students giving responses when callled on.
r redirect student who is walking around classroom not engaged. "Bart I
ou in your seat."

Proficient
ts are sitting at seats in front of smartboard reviewing learning target and
ations. Stations are spread out throughout classroom with materials in

Proficient Evidence/Artifacts

r calls on 2 students to discuss why people bully others? Students

d, they dont feel good about themselves, want to fit in. Great answers.
r explains the importance of not joining in on bullying.
 Proficient

r asked students to provide turn and talk about why did she get stripes and
es this connect with bullying.

Developing Proficiency
r asked students what do you think will happen if she eats the Lima Bean?
nt response, she will go back to normal.

Proficient
r moves throughtout classroom observing students working in groups.
r ask Cortess: What is the main idea? Cortess explains the main idea in
Teacher encorgages student by saying "We tried today dude!"

Proficient

r allowa groups to sit, stand and move freely in their group area. Teacher
ack to transition expectation for those students who wonder away from
oups. " Bart I need you in your seat!"
 Proficient Evidence/Artifacts

bservation, PGP Goal, Pre/Post Observation,

Proficient

Book, Infinite Campus, Planners, Student Samples, Google Drive,

oard, Team/Curricular Data, MAP/MCA Test Data

Proficient
ecklist, Contact Log, Schoology Communication, Parent Teacher
ence, Weekly Newsletter,

Proficient
House, Turkey Bingo, Inquiry Night, Common Formative Assessments, Co-
g, PLC/data team cycle (shared strategies/success, PLC notes/data team
rm

Proficient

eep Certified Clock Hours, Professional Development, Diplomas, Masters,

ipts, Planning Documents

Proficient
s to standards of ethical conduct, Keep Certified/TIES, Resume, Timely
g attendance/preparedness
 Evaluation Summary
Teacher Name Teacher
Evaluator Jeffrey Goodwine

Domain 1: Planning
1a.Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
Domain Rating
Summary
Evaluator can list evidence and reasoning here.

Domain 2: Environment
2a. Creating an Environment of Respect and Rapport
2b. Establishing a Culture for Learning
2c. Managing Classroom Procedures
2d. Managing Student Behavior
2e. Organizing Physical Space
Domain Rating
Summary
Evaluator can list evidence and reasoning here.

Domain 3: Delivery of Service

3a. Communicating with Students
3b. Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
3d. Using Assessment in Instruction
3e. Demonstrating Flexibility and Responsiveness
Domain Rating
Summary
Evaluator can list evidence and reasoning here.

Domain 4: Professional Responsibilities

4a. Reflecting on Teaching
4b. Maintaining Accurate Records
4c. Communicating with Families
4d. Participating in the Professional Community
4e. Growing and Developing Professionally
4f. Showing Professionalism
Domain Rating
Summary
Evaluator can list evidence and reasoning here.

Teacher Name Teacher

Evaluator Jeffrey Goodwine

Areas of Strength
Planning,Organization
Communicating, Modeling

Support Needed/Requested:
Transition, Question and Discussion
Techniques
 Observation Date 11/9/2017

Proficient
Proficient
Proficient
Proficient
Proficient
Developing Proficiency 5 /6
2.8 Requirement Met

Proficient
Proficient
Distinguished
Distinguished
Proficient 5 /5
3.4 Requirement Met

Proficient
Proficient
Developing Proficiency
Proficient
Proficient 4 /5
2.8 Requirement Met

Proficient
Proficient
Proficient
Proficient
Proficient
Proficient 6 /6
3.0 Requirement Met

Date 11/9/2017
Overall Rating 3.01

Areas for Growth

Transiting, Extending Recources, Question
and Discussion Techniques

Next Steps:
Mr. Goodwine and Mrs. Rutledge will continue
to provide support.
This area is open for evaluators to record a script or notes of the evaluation. It is optional.
S- 95% engaged
T- Mia can I help you (2a, 3a)
T- Mia-you should be on same story as before (2a, 3a)
S- Cortess returns from bathroom
S- Reading out loud
S -100% engaged
T- Mark what are you working (2a, 2d, 3a)
T- That not writing (3a)
S- Ok
S- Can we use new videos
T- No new video today (2a, 3a)
T- Moves through out classroom helping students (2a, 3a, 3b, 3c)

T-Bart I want you in your seat (2a, 2d, 3a)

S-Heads back to seat
S- 100% engaged
T- Working with Cortess one on one (2a, 3a, 3b, 3c)
T- Discussing main idea (2a, 3a)
T- Mr. Martin what is your job right now (2a, 3a)
T- Not to roam around (2a, 2d, 3a)
S- I dont know what to do
T- Check your planner it will tell you what to do (2a, 2d, 3a)
S- I know
S- Gets planner and sit down
T- Continues to work with Cortess (2a, 3a, 33c)
T- Explain the next rotation (2a, 2b, 3a)
T- Remember, students questions are due today (2a, 3a)
T- Signal to rotate (2a, 3a)
T-Team tango bring question with you to me (2a, 3a)
T Lets Roll!
S-Transition to next station
T- Works with student at front table
S- 100% engaged
Timer sounds
T- Assign students to next station (2a, 3a)
S- Rotate to next station
T- Good job (2a, 3a)
S- 100% engaged
on. It is optional.