SPS 13 14 Portfolio Final Entire Document

7/27/2019 SPS 13 14 Portfolio Final Entire Document

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(Probationary Year 1, 2, 3, 4, 5, or Tenure)

Based on: The work of Charlotte Danielson

Includes items from: The Handbook for Enhancing Professional Practice Using the Framework for Teaching in Your

School. Charlotte Danielson (ASCD) 2008.

If you would like any additional information all administrators at SPS have a copy of this book for your review.

Recommendation: Read Building an Improved-Focused System of Educator Evaluation in Michigan:

Final Recommendations (Summary pages 1-34)

http://www.mcede.org/reports

FORMAL CLASSROOM OBSERVATIONS ARE ONLY A SMALL PIECE OF THE TOTAL

TEACHER EVALUATION SYSTEM

The final evaluation is a combination of formal observations, informal

observations, student achievement documentation and other factors.

Distinguished is a place you visit
http://www.mcede.org/reportshttp://www.mcede.org/reportshttp://www.mcede.org/reports


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Blank page

SPS


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Shepherd Public Schools

TEACHER EVALUATION PORTFOLIO

TABLE OF CONTENTS

Section I: Reference Section

Section II: GoalsDevelop 3 goals focused on improving your performance as an educator or aiding in the improvement of the school,

based on the School Improvement Goals Complete Goals/ insert

Section III: Observation Checklist (Domain 2 a,b,c,d,e Domain 3 a,b,e)Teachers will create a short bulleted list of examples from their classroom

Complete the Teacher Classroom Observation checklist. A sheet of possible examples are included.

Teacher Classroom Observation Checklist

Teacher Classroom Observation Checklist TemplateComplete checklist as it pertains to your classroom - insert

Section IV: Pre and Post Observation Meetings Teaching Self Interview - Complete questions - insert

Pre-Observation Meeting - Complete questions for Pre-Observation Meeting - insert

Post-Observation Reflective MeetingComplete questions after observed lesson, take to Post-Observation Reflective meeting and insert

Section V: PlanningUnit Plan:

Include the unit plan covering the subject, unit/chapter/concept which will be covered during the time of the scheduled

formal classroom observation. (Template is an example of a format you may use another form for your unit/lesson plans)

It must be a unit and lesson you use in our classroom

Unit Plan Template - May be used in creating your unit plan or as a guideline for what to include in your unit plan.

Unit Plan - Complete Unit Plan bring to Pre-Observation Meeting - insert

Unit Plan Feedback GuideUsed for discussion

Lesson Plan:

Include a formal lesson plan linked with unit plan. (This lesson plan should be detailed enough for a substitute to follow)

Lesson Plan Template - May be used in creating your lesson plan or as a guideline for what to include in your lesson plan.

Lesson Plan - Complete Lesson Plan bring to Pre-Observation Meeting - insert

Feedback Guide for the Activity or Assignment (Observed Lesson)Used for discussion

Section VI: Artifacts of Professional ResponsibilitiesInclude 3-4 Artifacts for each of the following: (insert)

o Maintaining accurate records 4b

o Communication with families 4C

o Participating in professional community 4d Professional Development Log - Complete Professional Development Log - insert

Highly Qualified Documentation (keep a copy and give one to your administrator)

o Separate HQ sheet for each subject taught (elementary teachers generally only need one form)

Section VII: Evidence of Student Learning

Section VIII: Final Evaluation Documentation 2013-2014 Observation/Reflection/Summary Form(s) - feedback provided by administration following each observation

Danielson Rubrics with comments/rating - Completed by administration insert

Final Calculation Determining Teacher Effectiveness Rating- Completed by administration insert

Key:

Green: Directions

Yellow: Teacher Completes

Blue: Administrator Completes


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Teacher Evaluation Checklist

2013-2014

To be completed prior to Pre-Observation meeting with building administrator:

_____ Goals (Tab 2)

Include 1 Building Goal

Include 1 Grade Level Goal

Include 1-2 Individual Professional Goals

_____ Teaching Self-Interview (Tab 4)

_____ Self-Evaluation (Tab 1) *SHARING OPTIONAL*

_____ Unit Plan (samples in Tab 5)

_____ Lesson Plan (samples in Tab 5)

_____ Interview Protocol for Pre-Observation Meeting (Tab 4)

_____ Begin portfolio (include items listed above)

To be completed after formal observation and before meeting with Building Administrator:

_____ Collect samples of student work completed during formal observation (if appropriate)

_____ Self-Evaluation Using Danielson Rubrics

_____ Reflection of Lesson (Tab 4)

Final portfolio due to the Building Administrator by May 15th. A final evaluation meeting will be

scheduled before the end of the school year.

Tenured Teachers A minimum of one 30-

60 minute observation prior to March 1,2014

Probationary Teachers A minimum of

one 30 60 minute observation prior to

December 1, 2013 and one prior to May 1,

2014


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Section 1

Reference Section

Includes:Teacher Evaluation FlowchartFrameworks for Teaching Domain Outline2013-2014 Observation/Reflection/Summary FormFinal Calculation Sheet Determining Teacher Effectiveness Rating

Sources of Evidence ChartSampleClassroom Observation Tools

SPS

A teacher affects eternity; he can never

tell where his influence stops. ~HenryBrooks Adams


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Teacher Evaluation Flowchart

The final evaluation is a combination of formal observations, informal observations, documentation

and other factors.


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Phase I & II & IIIOnce for tenured staff twice for non-tenured staff

Phase IPlanning and Pre-Observation

1. Schedule:Item Time Notification Scheduled by: Other Date

Pre Observation Planning

Conference

30 min One week Administrator Meeting will take place

one week to 3 days prior

to observation

Observation 30-60

min

Date set at

Pre

Observation

Conference

Administrator Tenure by 3/1

Non-Tenure

First by 12/1 Second by

5/1

Post Observation Reflection

Conference

30 min One day

one week

Administrator Face-to-face within one

week of observation

2. Complete:

Item Deadline Who Other DateCompleted

Goals (Student Growth & Assessment) 9/30/13 Teacher In Portfolio

Teaching Self-Interview

(review/update)

9/24/13 Teacher In Portfolio (Electronic)

Self-Evaluation using Danielson

Rubrics

10/1/13 Teacher Sharing optional

Unit PlanOne you use with full

assessments/rubrics included

Prior to Pre-

Observation

Meeting

Teacher In Portfolio

Lesson PlanOne you use Teacher In Portfolio

Interview Protocol for Pre-Observation

Meeting (Questions)

Teacher In Portfolio

3. Pre-Observation Planning Meeting:Check Bring with you for discussion(Teacher)

Unit Plan Example One you use with full assessments/rubrics included

Lesson Plan Example- One you use

Interview Protocol for Pre-Observation Meeting (Questions)


Goals (Student Growth & Assessment)

Start of Portfolio

Ph

ase

II

Observation

A commitment to professional learning is important, not because teaching is of poor quality and

must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter

how good a lesson is, we can always make it better. Just as in other professions, every teacher has

the responsibility to be involved in a career-long quest to improve practice.

- Charlotte Danielson, Ed Leadership Magazine (December/January, 2011, p. 37)


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1. Timeline:

Item Time Scheduled by: Other Date

Tenure 30-60 min Administrator On or before March 1st

Non-Tenure 30-60 min Administrator On or before December 1st

Non-Tenure 30-60 min Administrator On or before May 1st

2. Complete:

Check Item Who TimelineEvaluate observation using - Observation Reflection Summary Form Principal Within 1-2

days 30-60

minutes

observation

Self-Evaluate observation usingDanielson Rubrics Teacher

Collect samples of student work from observation (if appropriate), representing

a range of abilities in class.

Teacher

Reflection of Lesson (Questions) Teacher

Phase IIIPost-Observation Reflective MeetingFace-to-Face meeting within one week of 30-60 observationScheduled by Principal

1. Post-Observation Reflective Meeting/Topics to be discussed:

Check Completed/Provided

by:

Administrator-

initialUnit Plan Example Teacher

Feedback Guide for the Unit Plan (provided as a guideline) Discussion

Lesson Plan Example (Generic Lesson & Observed Lesson) Teacher

Feedback Guide for the Activity or Assignment (Observed Lesson) Discussion

Sample Student Work (If Appropriate) Teacher

Self -Observation Reflection Summary Form (Summary of

observation)

Teacher

Observation Reflection Summary Form (Summary of observation) Administrator

Reflection of Lesson (Questions) Teacher

Goals Teacher

Start of Portfolio Teacher

Phase IVFinal Evaluation1. Schedule:

Item Time When Who: Date

Group Portfolio Conference

Bring Finished Portfolio (or nearly finished)

20-30 minutes After Spring Break Administrator Staff

Meeting

Portfolio turned into administrator for review

and final evaluation

May 15th

Teacher

Final Teacher Evaluation Meeting 15 min End of School Year Administrator

2. Final Teacher Evaluation Meeting:

Item Completed by: Date

Danielson Rubrics with final Comments/Ratingsyear end final evaluation Principal

Final Calculation Determining Teacher Effectiveness Rating Principal


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Framework for Teaching Components Outline

Domain 4: Professional Responsibilities4a: Reflecting on Teaching

Accuracy

Use in future teaching

4b: Maintaining accurate records Student completion of assignments

Student progress in learning

Non-instructional records

4c: Communicating with families Information about the instructional program

Information about individual students

Engagement of families in the instructional program

4d: Participation in a professional community Relationships with colleagues

Involvement in a culture of professional inquiry

Service to school

Participation in school and district projects

4e: Growing and developing professionally Enhancement of content knowledge and pedagogical skill

Receptivity to feedback from colleagues

Service to profession

4f: Demonstrating professionalism Integrity and ethical conduct

Service to students

Advocacy

Decision making

Compliance with school and district regulations

Domain 1: Planning & Preparation1a: Demonstrating knowledge of content and pedagogy

Knowledge of content and the structure of the discipline

Knowledge of prerequisite relationships

Knowledge of content-related pedagogy

1b: Demonstrate knowledge of students Knowledge of child and adolescent development

Knowledge of the learning process

Knowledge of students skills, knowledge and language

proficiency

Knowledge of students interests and cultural heritage

Knowledge of students special needs

1c: Setting instructional outcomes Value, sequence and alignment

Clarity

Balance

Suitable for diverse learners

1d: Demonstrating knowledge of resources Resources for classroom use

Resources to extend content knowledge and pedagogy Resources for students

1e: Designing coherent instruction Learning activities

Instructional materials and resources

Instructional groups

Lessons and unit structure

1f: Designing student assessment Congruence with instructional outcomes

Criteria and standards

Design of formative assessment

Use of planning

Domain 2: Classroom Environment2a: Creating an environment of respect and rapport

Teacher interaction with students

Student interaction with one another

2b: Establishing a culture for learning Importance of the content

Expectations for learning and achievement

Student pride in work

2c: Managing classroom procedures Management of instructional groups

Management of transitions

Management of materials and supplies

Performance of non-instructional duties

Supervision of volunteers and paraprofessionals

2d: Managing student behavior Expectations

Monitoring of student behavior

Response to student misbehavior

2e: Organizing physical space Safety and accessibility

Arrangement of furniture and use of physical space

Domain 3: Instruction3a: Communicating with students

Expectations for students

Directions and procedures

Explanations of content

Use of oral and written language

3b: Using questioning and discussion techniques Quality of questioning

Discussion techniques

Student participation

3c: Engaging students in learning Activities and assignments

Grouping of students

Instructional materials and resources

Structure and pacing

3d: Using assessment in instruction Assessment criteria

Monitoring of student learning

Feedback to students

Student self-assessment and monitoring of progress

3e: Demonstrating flexibility and responsiveness Lesson adjustment

Response to students

persistence


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2013-2014 Observation/Reflection/Summary Form

(This form is completed by the Administrator after a formal evaluation)

Teacher:

Administrator:

Building: Class Observed: Date:

Summary:


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Final Calculation Determining Teacher Effectiveness Rating

2013-2014 - Shepherd Public Schools

Teacher Name: Building(s):

Part 1:Determining the Teacher Effectiveness RatingDomains 1-4

Each of the twenty-two scored components will receive a point score:

(Unsatisfactory = 1, Basic = 2, Proficient = 3, Distinguished = 4).

The average score of all components will determine the rating for Domains 1-4

(1 to 1.49 = Unsatisfactory, 1.50 to 2.49 =Basic, 2.50 to 3.49 Proficient, 3.50 to 4 = Distinguished).

Domain Components Score1a: Demonstrating knowledge of content and pedagogy1b: Demonstrate knowledge of students1c: Setting instructional outcomes

1d: Demonstrating knowledge of resources1e: Designing coherent instruction; use of appropriate data1f: Designing student assessment2a: Creating an environment of respect and rapport2b: Establishing a culture for learning2c: Managing classroom procedures2d: Managing student behavior2e: Organizing physical space3a: Communicating with students3b: Using questioning and discussion techniques3c: Engaging students in learning

3d: Using assessment in instruction3e: Demonstrating flexibility and responsiveness4a: Reflecting on teaching4b: Maintaining accurate records4c: Communicating with families4d: Participation in a professional community4e: Growing and developing professionally4f: Demonstrating professionalismAverage of 22 components: (Score for Part 1) 0.00Rating for Domains 1-4

(1 to 1.49 = Unsatisfactory, 1.50 to 2.49 =Basic, 2.50 to 3.49 Proficient, 3.50 to 4 = Distinguished)


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Page 2

Part 2:

Part 2A GOALS

Student Growth and Assessment Data - GOALS

GOALS (70% of Student Growth and Assessment Data piece for 2013-2014 School Year)

Student Growth ONLY INCLUDE "OTHER" HERE IF GOAL IS RELATED TO STUDENT GROWTH OR ASSESSMENT

Goals Ineffective Minimally Effective Effective Highly Effective

No Progress on Goal Marginal Progress on Goal Progress on Goal Goal Completed orsignificant progress if

multi-year goal

Points 1.0 2.0 3.0 4.0Student Growth GoalBuilding Goal

Other (1)Other (2)Number of Goals

Average Goals 0

Part 2B: STANDARIZED TESTING

Student Growth and Assessment Data - Standardized Testing

(MEAP/MME/MI Access - 30% of Student Growth and Assessment Data piece for 2013-

2014)

Goals Ineffective Minimally Effective Effective Highly Effective

Points 1.0 2.0 3.0 4.0

Standardized Testing

Attendance/Discipline:

Included in Domain 4: Professional Responsibilities Domain 4 has six components accounting

for approximately 20% of the overall evaluation for the 2013-2014 school year.

Teacher Evaluation and Merit Pay:

Merit pay will be awarded based on state Performance Based Funding and a teacher evaluation

rating of effective or highly effective.

According to the SEA Contact teachers will be awarded 75% of the district Performance Based

Funding.


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Page 3

Final Calculation Teacher Effectiveness

2013-2014

Teacher Name: Building:

Part Percent Score Points (score x percent)

1. Teacher Effectiveness

RatingDomains 1-4

75% 0.00 0.00

2. Student Growth and

Assessment Data

25% 0 0.00

Total Points 100% 0.00

Overall Teacher Evaluation Rating 2013-2014

Ineffective

1.0-1.49

Minimally

Effective

1.50-2.49

Effective

2.50-3.49

Highly Effective

3.50-4.0

Administrator Signature Date

Teacher Signature Date

Teacher Comments:

2013 2014 Student Growth and Assessment Data = 25% Due to Central Office on or

2014 2015 Student Growth and Assessment Data = 40% before

2015 2016 Student Growth and Assessment Data = 50% 6/13/2014


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Sources of Evidence Chart (Examples not all inclusive)

Domain & Component Sources of EvidenceDomain 1

Planning &

Preparation

Pre & Post

Observation Conf.

Observation of

Teaching

Other Observation

of Practices

Artifacts

1a: DemonstratingKnowledge of Contentand Pedagogy

Teacher InterviewQuestion 1 Expertise in Content Unit PlanLesson Plan

1b: DemonstratingKnowledge of Students

Teacher InterviewQuestions 3,4Planning Conf.

Questions 1-8

Interaction withStudents

Knowledge and Inputat Student StudyTeam meeting

Unit PlanLesson PlanCommunication

with Parents

1c: Setting Instructional

Outcomes

Planning Conf.

Questions 1,2,4

Unit Plan

Lesson Plan

1d: Demonstrating

Knowledge of Resources

Teaching Interview

Questions 8,9

Unit Plan

1e: Designing Coherent

Instruction

Planning Conf.

Question 5

Unit Plan

Lesson Plan1f: Designing StudentAssessments

Planning Conf.Question 7

Unit Plan

Domain 2

Classroom

Environment

Pre & Post

Observation

Conf.

Observation of Teaching OtherObservations

of Practices

Artifacts

2a: Creating anEnvironment ofRespect and Rapport

Teaching InterviewQuestion 7

Interaction between teacher and student andamong students

2b: Establishing aCulture for Learning

Student pride in workEnergy and commitment displayed by teacher

2c: ManagingClassroom Procedures


Smooth functioning of the classroom

2d: Managing StudentBehavior

Student ConductTeacher response to misbehavior

2e: Organizing PhysicalSpace


Physical space conducive to the lesson

Domain 3

Instruction

Observation of Teaching Artifacts

3a: Communicating with

Students

Clarity of teacher directions and explanations

3b: Using Questioning andDiscussion Techniques Quality of teacher and student questions and of the discussion

3c: Engaging Students in

Learning

Quality of student lessons/activity

Structure and pacing of the lesson

Lesson Plan

Sample Student Work

3d: Using Assessment in

Instruction

Students receiving feedback

Students engaged in self- and peer assessmentTeacher monitoring of student learning

Lesson Plan

3e: DemonstratingFlexibility andResponsiveness

Teacher adjustment when neededTeacher response to student interests


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Domain 4

Professional

Responsibilities

Pre & Post

Observation

Conf.

Other Observations of

Practice

Artifacts

4a: Reflecting on

Teaching

Reflection Conf.

Questions 1-6

4b: MaintainingAccurate Records

Instructional & Non-instructional records,for example:Records for field trip permissionAttendance book

Grade book

4c:Communicatingwith Families

Teacher interaction withparents at school events

Communication with families, for example:Phone/email logSamples of weekly newsletter

Handout for School Open-House

Description of Science Program

4d: Participating

in a ProfessionalCommunity

Teaching Interview

Question 13

Teacher participation in

school eventsTeacher collaboration withcolleagues

Participation in a professional community,

for example:Agendas for meetings of the curriculumcommitteeLog of contributions to the profession

4e: Growing andDevelopingProfessionally


Professional Development, for example:Log of workshops and courses takenLog of professional reading

4f: ShowingProfessionalism

Teacher conduct in team andfaculty meetings

Teacher conduct withstudents and staff

Common Themes & Other

Student Assumption of Responsibility Teaching Interview Question 11

Appropriate Use of Technology Teaching Interview Question 12

Attention to Individual Students, Including

those with Special Needs

Planning Conference Question 6

Other possible sources of evidence

Products: evidence of student learning Description of course materials: syllabi, assignments and handoutsLesson plans and designs Photos, pictures, tapes Teaching journal for self-reflection

Teacher accomplishments Student accomplishments Sample of teacher-generated test/assessments

Anecdotal observations or comments Parent feedback Notes from team/data meetings


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Observation Walk-Through Checklist (Example)

Teacher Name: _________________________________________ Date: ____________

Domain 2: Classroom Environment Observations:2a. Creating an environment of respect & rapport:

_______ Teacher Interaction with Students

_______ Students Interactions with one another

2b. Establishing a culture for learning:

_______ Importance of the content

_______ Expectations for learning & achievement

_______ Student pride in work

2c. Managing classroom procedures:

_______ Management of instructional groups

_______ Management of transitions

_______ Management of materials & supplies

_______ Performance of non-instructional duties

_______ Supervision of volunteers and parapros

2d. Managing student behavior:

_______ Expectations

_______ Monitoring of student behavior

_______ Responses to student misbehavior

2e. Organizing physical space:

_______ Safety & accessibility

_______ Arrangement of furniture & use of space

Domain 3: Instruction3a. Communicating with students:

_______ Expectations for learning

_______ Directions and procedures_______ Explanations of content

_______ Use of oral and written language

3b. Using questioning & discussion techniques:

_______ Quality of questions

_______ Discussion techniques

_______ Student participation

3c. Engaging students in learning:

_______ Activities and assessments

_______ Grouping of students

_______ Instructional materials & resources

_______ Structure & pacing

3d. Using assessment in instruction:

_______ Assessment criteria

_______ Monitoring of student learning

_______ Feedback to students

_______ Student self-assessment and monitoring of progress

3e. Demonstrating flexibility & responsiveness:

_______ Lesson adjustment

_______ Response to students

_______ Persistence


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Example Walk-Through FormTeacher Subject Date

Observer Start Time End Time

The students were:

____On task in challenging/engaging work (80% or more)

____Writing or creating original work

____Taking a test or quiz

____ Completing projects

____Completing worksheets

____Using technology

____ Listening and/or responding

____ Answering rote or knowledge-level questions

____Answering higher order questions

____Initiating higher order questions

____ Working in groups

____ Self-directed, self-initiated

____Completing or correcting homework assignments

____At the overhead projector

____ Reading

____Speaking in front of, or presenting to the class

____In class, downtime

____Transitioning between classes or activities

____Taking notes

____Lab activities

The teacher was:

____Specifying expectations & desired behavior

____Lecturing or assigning to the whole group

____Helping individual students

____Facilitating small groups

____Demonstrating or modeling a task

____Reading to or with the students

____Using multiple questioning strategies

____Asking higher order questions

____Asking knowledge-level or procedural questions

____Using wait time effectively

____Using or modeling technology

____In front of class

____Circulating among students

____Sitting or standing behind desk or podium

____Giving Direct instruction

____At the overhead projector

____In class, downtime

____Transitioning between classes or activities


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Evidence of School-Wide Expectations:

____Objectives clearly stated or cited

____Standards and curriculum objectives evident

____Student grades posted

____Critical thinking /questioning skills used

____Reading: comprehension strategies

____Emphasis on non-fiction writing

____Writing process (e.g. prompts, conferencing)

____Differentiation of instruction

____Cooperative/collaborative classroom

____Personalization

____Curriculum integration

____Rubrics in use

____Academic vocabulary

____Writing rubric in use

Evidence of Positive Climate & Teacher Efficacy:

____High expectations for all

____Appropriate student praise

____Instruction appropriate to students

____Student work displayed

____Specific constructive feedback

____Equitable, consistent application of rules

____Respectful behavior/positive regard

____Relearning or reevaluation of material

____Room was without clutter

____Effective time management

____Real-world connections/student interests

____Assessments (rubrics, student-generated)

____Cooperative/collaborative classroom

____Positive personal interactions with students

____Procedures in place and being used

____RTI Strategies used

Notes:


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SPS

Section II


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TEACHER GROWTHGOALS

TEACHERS WILL DEVELOP 3-4 GOALS

Teachers who inspire realize there will

always be rocks in the road ahead of

us. They will be stumbling blocks orstepping stones; it all depends on how

we use them. ~Author Unknown


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Shepherd Public Schools

Goals 2013-20141) Student Growth Goal - (evidence of student growth will be a factor in teacher evaluation) Student growth

measurement must be determined by: department/grade level/building and approved by administrator

2) Building Goal(s) Each building will set a building goal(s) and determine an appropriate measure for their

goal.

Each teacher will have: One Student Growth Goal One Building Level Goal One/Two other goals

Teacher: Date:

School Building: Grade Level/Content Area:

Teacher Status:

Probation

Year l

Probation

Year 2

Probation

Year 3

Probation

Year 4

Probation

Year 5

Tenure

Goal: Student Growth Goal Building Level Goal Other

Standard(s) Related to the Goal (include all that apply):Domain 1: Planning and Preparation Domain 2: Classroom Environment

Domain 3: Instruction Domain 4: Professional Responsibility

Domain 5: Student Growth and Assessment

Based on your self-assessment, your administrators input, and any school or district initiatives, what goal have you

identified? What is an area of knowledge or skill you would like to strengthen?

Domain #

Goals Statement:(Reference Specific Elements and

Components if helpful.)

What is your plan to accomplish this goal? Describe the activities you will do to work toward your goal and their

time lines.

Activity Time Line

What would success on this goal look like? How will you know when you have achieved it? What would count as

evidence of success or indicators or progress?


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What resources will you need to better achieve your goal? What administrative support would be helpful?

Mid-Year Review No Progress on Goal Progress on Goal Goal Complete

Notes:

Teacher Signature: Date:

Administrator Signature: Date:

End-Year Review No Progress on Goal Progress on Goal Goal Complete

Notes:

Teacher Signature: Date:

Administrator Signature: Date:


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SPS

Section III


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OBSERVATION CHECKLIST

TEACHERS ARE REQUIRED TO COMPLETE

Observation Checklist for Components

Domains 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3e

Classroom Observation ChecklistExamples for completing Teacher Classroom Observation Checklist

Domain 2: Classroom Environment

Domain 2a: Creating an environment of respect and Rapport

What a teacher writes on the blackboard

of life can never be erased. ~Author

Unknown


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Posted rule/expectations

Students work displayed

Personal spaces labeled with names

Job assignments

Greet students by name/students greet each other by name

Share time

Students working out problems

Teacher tone

Classroom atmosphere

Teacher directed pro-social skills

Courtesy/manners are demonstrated

See respectful behavior between students/teacher

Appropriate wait time

Raising hands

Inside voices

Address students by name

Teacher instructing from all around the classroom

Teachers calling on students equally Collaborative rules posted

Respectful handling of behavioral issues

Showing respect to students with calm voice, care, body language, knowing the students, respectfulhumor

Hear appropriate dialogue

Domain 2b: Establishing a culture for learning

High expectations

Go beyond text/teachers edition

Build conversations

Display student work

Word wall

Daily schedule

Classroom books

I Can statements displayed

Acknowledgement of student success

Students enthusiastic for learning

Incentive programs

Peer evaluation

Recognition for success

Timely feedback Successfully completed work (redo if necessary)Domain 2c: Managing classroom procedures

Posted schedule

Signals for transitions

Attention grabbers

Common place for shared materials

Established routines (observable by student behavior)

Transition cues


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Teach methods of material handout

Consistent transitions

Modeling of procedures

Job chart

Establishing rules for procedures

Clear expectations

Time management

Management of learning materials, classroom helpers and other resources

Domain 2d: Managing student behavior

Consistent & effective use of behavior plan with follow through

Redirecting misbehavior

Rules are posted and taught

Physical proximity to manage behavior

Leading by example

Behavior monitoring tools (i.e.: sticker chart, student contracts, etc.)

Classroom set-up/arrangement

Use of voice-tone & volume/use of non-verbal prompting-to manage behavior Visual cues

Stoplight or visual behavior management system

Explicit instruction of behavioral expectations

Domain 2e: Organizing physical space

Thoughtful placement of students based on individual needs

Thoughtful placement of materials & desks, tables, work areas-to best enhance teaching and learning

Use of technology

Desk/room arrangement

Visually stimulating

uncluttered

Gathering space

Domain 3: Instruction

Domain 3a: Communicating with students

Use of I Can statements/checklists/rubrics

Providing visual and auditory directions

ModelingAdjusting activities for appropriate ability groups or individuals


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Clarify directions

Writing Workshop posters

Reading Caf posters

Teacher examples/student examples

Having students repeat directions

Check for understanding

Posting daily schedule

Posting what to do when you are done

Give directions in various ways

Respecting student needs with private conversations as needed

Recognizing cultural/socio-economic differences

Domain 3b: Using questioning and discussion techniques

Active participation by ALL students

Wait time

Invested discussion

Incorporation of Blooms Higher Order Thinking Skills

Popsicle sticks White board response

Learning buddies/pair share/writing partners

Discussion groups

Cooperative learning groups

Domain 3e: Demonstrating flexibility and responsiveness

Flexibility grouping - ability grouping

Differentiated instruction

Addressing learning styles

Following IEPs

Using materials of high interest

Student choice & input in learning

Heterogeneous grouping when appropriate

Monitor and adjust

Re-teaching

Small groups

Title

Progress Monitoring

Intervention documentation

Teacher Classroom Observation Checklist(Use Classroom Observation Checklist Example Sheet)

Teacher can use this section to give some examples of what they routinely do in their classroom.

Teachers can also include artifacts for evidence. (Picture of your daily schedule, student work display,

copy of classroom rules)

Often, when I am reading a good book, I

stop and thank my teacher. That is, I

used to, until she got an unlisted

number. ~Author Unknown

Insert 4-5 bullets under each domain


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Domain 2Classroom EnvironmentDomain 2a: Creating an Environment of Respect and Rapport

Domain 2b: Establishing a Culture for Learning

Domain 2c: Managing Classroom Procedures

Domain 2d: Managing Student Behavior

Domain 2e: Organizing Physical Space

Domain 3InstructionDomain 3a: Communicating with Students

Domain 3b: Using Questioning and Discussion Techniques

Domain 3e: Demonstrating Flexibility and Responsiveness


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Section IV

Pre and Post Observation

MeetingsTEACHERS ARE REQUIRED TO COMPLETE:


Pre-Observation Meeting

Teacher Self-Evaluation(Using Danielson Rubrics)

Post-Conference Reflection

Please complete electronically

"Teachers, I believe, are the most responsible and important members of

society because their professional efforts affect the fate of the earth."

--Helen Caldicott, author and peace activist

Thus, high-level learning by

students requires high-level

instruction by their teachers.

- Charlotte Danielson


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Teaching Self-Interview(Reflect on overall teaching)

Teacher: __________________________________________ Date: ____________________

Grade Level(s): _______ Subject: ____________________ Observer: ____________________

Questions to Discuss

1. How did you become knowledgeable about the subjects you teach and about how best to teach those tostudents? This question is looking for the level of your preparation in both content and pedagogy.(Component 1a)(Ex: college major or minor, various workshops or training sessions)

2. How do you stay abreast of the subjects you teach and of the current research on how best to teachthem? This question is looking for your commitment to ongoing learning within the subject/grade level

you teach, including research on how to teach those disciplines to students.(Component 4e)(Ex:attending course and workshops, reading professional literature)

3. How do you become familiar with your students skills and knowledge? This question is intended tofind out yourtechniques used in learning about your students levels of proficiency in the

curriculum.(Component 1b)(Ex: diagnostic assessments, information from the previous years teachers)

4. How do you become familiar with your students individual interests and backgrounds? This question isintended to find out how you learn about your students out-of-school interests, talents, hobbies, families.

(Component 1b)(Ex: interest inventories, dialogue with parents, attendance at students athletic, fine

arts events)

5. Describe how you establish and implement important classroom routines and procedures. This questionis looking to see if you have well thought out specific routines/procedures in place and how they help

your classroom run efficiently.(Component 2c)(Ex: distribution and collection of materials, transitions

between activities)

6. Describe how you establish and maintain standards of student conduct. This question is looking to see if

you have clear, easy to follow classroom expectations followed throughout the school year.(Component 2d)(Ex: determining and posting classroom expectations, conducting classroom meetings)

7. Describe how you establish and maintain an atmosphere of trust, openness, and mutual respect. Thisquestion is intended to find out how you develop and maintain a classroom culture that is safe andinviting to students to share and ask questions.(Component 2a)(Ex: model respectful language,

recognize students who demonstrate respect)

8. What resources (people, materials, community resources) are available to you in planning instruction orclassroom use? This question is looking for your awareness of resources that allow you to go beyondthe textbook and other classroom materials.(Component 1d)(Ex: museums, local experts, videos, print

materials, Web sites)

9. What resources (people, materials, programs) are available to your students if they need assistance?This question is looking to see that you not only recognize the needs of students, but also where to locatesuch resources.(Component 1d)(Ex: big brother/sister programs, clothing donations, counseling

resources)

10.Describe how you use your physical setting to maximize student learning. This question is looking foryour approach to the use of your limited physical space. Of course, some teachers, such as those who


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share a room, have little control over their teaching space.(Component 2e)(Ex: chairs in circle for

discussion; desks pushed into tables for activities, visually impaired students at the front)

11.How do you encourage your students to assume responsibility for their learning? This question islooking to see if you understand the importance of the active involvement of students in the classroom

environments, this is a characteristic of the distinguished level of performance in many components ofthe framework. (Many Components) (Ex: Inviting students to share their thinking, asking students for

their ideas regarding a proposed approach to learning a concept)

12.How do you incorporate the use of electronic technology into your teaching? This question is looking tosee if you understand the importance of electronic technology in the classroom and how you are trying

to infuse it into your teaching whenever appropriate.(Many Components)(Ex: finding materials for

students, maintaining records of student progress, putting student assignments on the schools Web site)

13.How do you coordinate learning activities with other colleagues? This question is looking for yourparticipation in professional learning communities.(Component 4d)(Ex: same grade level, same

content, special education)


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Interview Protocol for Pre-Observation MeetingTo be completed by teacher prior to Pre-Observation Meeting

Teacher: ______________________________________ Date: _______________________

Grade Level(s): _______ Subject: ________________ Observer: ________________________

1. To which part of your curriculum does this lesson relate?(Component 1b, 1c)

2. How does the learning fit in the sequence of learning for this class?(Component 1b, 1c)

3. Briefly describe the students in this class, including those with special needs.(Component 1b)

4. What are the learning outcomes for this lesson? What do you want the students to understand?(Component 1b, 1c)

5. How will you engage the students in the learning? What will you do? What will the students do? Willthe students work in groups or individually, or as a large group? Provide any handouts/ worksheets orother materials the students will be using.(Component 1b, 1e)

6. How will you differentiate instruction for different individuals or groups of students in the class?(Component 1b)

7. How and when will you know whether the students have learned what you intend?(Component 1b, 1f)

8. Is there anything that you would like me to specifically observe during the lesson?(Component 1b)


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Reflection of LessonTo be filled out by teacher prior to post-observation meeting

Teacher: __________________________________________ Date: ____________________

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn?

How do you know?(Component 4a)

2. Ifyou were able to bring samples of student work, what do those samples reveal about those studentslevels of engagement and/or understanding?(Component 4a)

3. Comment on your classroom procedures, student conduct, and your use of physical space. To whatextent did these contribute to student learning?(Component 4a)

4. Did you depart from your plan? If so, how and why?(Component 4a)

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students,materials, and resources). To what extent were they effective?(Component 4a)

6. If you had an opportunity to teach this lesson again to the same group of students, what would you dodifferently?(Component 4a)


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Section V

PLANNING

TEACHERS ARE REQUIRED TO COMPLETE:

Unit Plan

Lesson Plan

Another important assumption

underlying the framework for

teaching is that instructionaldecisions are purposeful.Charlotte DanielsoninEnhancing

Professional Practice: A Framework for

Teaching 2nd edition

I like a teacher who gives you something

to take home to think about besides

homework. ~Lily Tomlin as "Edith Ann"
http://commonquote.com/author/18570/charlotte-danielsonhttp://commonquote.com/author/18570/charlotte-danielsonhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/source/23726/charlotte-danielson/enhancing-professional-practice-a-framework-for-teaching-2nd-editionhttp://commonquote.com/author/18570/charlotte-danielson


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SPS


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Unit Planning Template EXAMPLE ONLY Date:Grade Level: Subject: Prepared by:

(Include a unit you currently use)

Title:

Choose a name that reflects the focus of student learning in this unit.

Unit Summary:

What is the main concept, theme or big idea of this unit? How would you describe the unit to another teacher?

Critical Questions:

What are the essential questions that will be answered through study in this unit? Post the questions for studentreference throughout the unit.

Connections: (Common Core/GLCE/HSCE or ACT Standards)

Identify the standards or content expectations that will serve as the learning goals for this unit. Note that unitstypically integrate multiple standards or content expectations and that these may be within or across

disciplines.

Standard(s):

Content Expectation(s):

Pre-Assessment:Identify strategies to pre-assess student knowledge of the selected standard(s) or content expectations. Data

from pre-assessment helps educators select specific instructional strategies and determine appropriatecomplexity and pacing for the unit. Pre-assessment may be as informal as a reflection on the students prior

learning, a conversation about concepts or warm-up problems at the beginning of class that are not scored.

They may be more formal structured, such as a quiz or an assigned writing topic.

Scoring Guide:Define scoring criteria for the pre-assessment, which may take the form of teacher judgment, a checklist or

another scoring format. Scoring criteria should reveal whether or not student has met the standards or contentexpectations so that instruction can be modified and targeted to learners accordingly.

Ongoing Assessment:

Teachers will conduct ongoing teacher assessment and student self-assessment throughout a unit. These can beplanned as part of the instructional plan or conducted as opportunities for observation or reflection arise. If

planning, describe here.

Post-Assessment/Summative Assessment:

Identify strategies to assess student learning as a result of the unit. When planning, keep in mind the data thatresults from the assessment should be the kind of information that will help to plan subsequent instruction.

Scoring Guidelines/Rubric:Define scoring criteria for the post-assessment, which may take the form of a rubric or another scoring format,

and make sure students know the criteria for scoring prior to participating in any of the post-assessmentactivities. The scoring/rubric criteria should reveal whether or not student has met the standards or content

expectations so that instruction can be targeted accordingly. If possible, assessment and scoring/rubric criteria

should be developed to reflect student process as well as product.


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Instructional Procedures:

Describe the large activities that will be included in the unit.

Unit Daily Planner:

Describe the sequence of activities that comprise this unit.

Day and Time Instructional Activities Assessment

Differentiated Instructional Support for All Learners:Describe how instruction can be differentiated according to learner needs, to help all learners either meet the

intent of the specified standards or content expectations, or if the standards or content expectations are already

met, to advance beyond the specified standards or content expectations.

Materials and Resources Needed:

List the materials needed for the teacher and students.

Homework Options and Home Connections:

Describe Homework that will be assigned to students outside of the classroom.

Interdisciplinary Connections:

Tell how the unit can be integrated with other contents to strengthen student learning.

Technology Connections:Suggest ideas for integrating technology into the unit.

Key Vocabulary:List key terms that need to be defined prior to or as part of instruction.

General Tips:Record observations and suggested modifications to facilitate instruction and student learning in the unit.


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Feedback Guide for the Unit Plan

Discussion questions for review at pre and/or post conferenceCharacteristics

The teachers unit of study demonstrates the following (as appropriate):

Knowledge of content, including Important concepts to be learned

The structure of the discipline

Prerequisite relationships among the various concepts

Links to other disciplines

Relationship with the States Standards

Knowledge of students, including their

Knowledge and skills

Interest and cultural backgrounds

Approaches to learning

Learning goals that reflect

Learning needs of students in the class

Important learning in the discipline

Goals rather than activities

A range of types of objectives (e.g., knowledge, reasoning, group skills,communication)

Learning activities that

Are intended to achieve the learning goals

Are likely to engage students in thinking and reasoning Represent a variety of approaches

Criteria and procedures for assessing student

learning that are

Suitable to the learning goals

Appropriate to students levels of development

The unit as a whole

Has a coherent structure, with the development of more complex ideas buildingon simpler ones

Incorporates the use of technology, as appropriate Is suitable for diverse learners


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Lesson Plan Template: EXAMPLE ONLY Date:(Include copy of a lesson plan you are currently using)

Grade Level/Subject: Prepared by:

Strands: Standards/Content Expectations:

Learning Objectives: Lesson Outline:

(Order of Lesson Activities)Evidence of Learning:

(Assessment)

Materials/Resources:

Wrap-Up/Reflection:


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Feedback Guide for the Activity or Assignment

Possible discussion questions for review at pre and/or post conferenceCharacteristics

The teachers activity or assignment and student work (with teacher feedback) demonstrates the following

(as appropriate):

Quality of assignment, including

Importance of the concepts being learned

Alignment with instructional goals

Cognitive challenge asked of students

Clarity of directions

Suitability for diverse learners

Engagement of students in the task, including

Quality of student thinking

Successful completion of the task

Evidence of the learning from the assignment

Teacher Feedback to the students reflects

Knowledge of learning needs of student in the class

High quality, with specificity and focus on learning

Reflection on the activity indicates

Accurate assessment of the success of the activity

Planning for further learning for students


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SPS

Section VI


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ARTIFACTS OFPROFESSIONAL

RESPONSIBILITIES

TEACHERS ARE REQUIRED TO COMPLETE: Communication with Families

Professional Development Log

In a completely rational society, the best ofus would be teachers and the rest of uswould have to settle for something less.

Lee Iacocca


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SPS


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Domain 4: Professional ResponsibilitiesExamples of Possible Artifacts

4c: Communicating with familiesNewslettersConferences

Phone calls

IEPsBefore/After school contact

Websites

Referral/pre-referral process

HomeworkP/T Conferences

Emails

On-line classroom sitesUse of translator

Family Connection

Student plannersNotes to parents

Welcome letters

Post cards

Birthday cardsSeparate homemultiple copies,

etc.

Science FairOpen House

Informational notes

Progress reportsUnit tests with written explanation

Behavioral Progress Reports

Wiki pages

4b: Maintaining accurate records

Instructional Records:Star reading

GradebookAR records

Hold IEP on time and following procedure

Quarterly progress reportsDIBLES (Progress Monitoring)

Notes from home

Behavior logsLesson plans

Data Director

AttendanceSST forms

Non-Instructional Records:P/T Conferences

Open House AttendanceAttendance

Classroom supply orders

Behavior PlanData Director

Report Cards

Grade BooksStudent Led Portfolios

IEP/REED/MET deadlines

Lunch CountRunning Records

4d: Participating in Professional Community

Attending training workshops

Student Study Team (SST)

Staff meetings

IEPsTeam MeetingsFormal and Informal

PD

Building - SITDistrictSIT

RTI

Collaborative Time

MEA Magazine

Workshops

Teacher Walk-ThroughsConference Time with

Classroom teachers

Title I meetingsContinuing Education/ Classes

(University, on-line, etc.)

RESD opportunities

Common pacing guides

Team discussions

Unit workBook study

Professional Lunch discussions

Building extra-curricular activities(fairs, concerts, Caf Night, etc.)

Include 3-4 Artifacts


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KEEP A COPY FOR YOUR RECORDS

New teachers (first three years) turn this form into your building administrator by June 7, 2013

Building Administrators sign form and turn into Central Office by June 10, 2013


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KEEP A COPY FOR YOUR RECORDS

This form subject to change


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ALL teachers turn this form into your building administrators May 16, 2014

Building Administrators sign this form and turn it into Central Office by May 23, 2014

Highly Qualified Documentation


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PLACE COPY OF HQ DOCUMENTATION HERE - Central Office must also have a copy of each form.

Must do one for each course you teach

Middle school social studies: separate form for 7th grade and 8th grade social studies

High school math: separate form for Algebra 1, geometry and Algebra II)

Elementary generally need only one form.

There are five HQ forms provided by the MDE:http://www.michigan.gov/mde/0,4615,7-140-6530_5683-165860--,00.html

Highly Qualified Secondary Teacher Report

Highly Qualified Secondary Special Education Teacher Report

Highly Qualified Middle School Teacher Report

Highly Qualified Elementary Teacher Report

Highly Qualified Elementary Special Education Teacher Report

Middle School Special Education Teachers generally use the Secondary Special Education Teacher Report

IMPORTANT: Check one option you have completed that demonstrates you are a Highly Qualified teacher in the core academic

content area identified at the top of this page. (Ex: if you passed the appropriate MTTC subject content area exam and you have

earned an academic major you would only check one box or the other but not both)

_____ Passed the appropriate MTTC subject content area examination.

_____ Have an earned academic major in the content area.

_____ Have an earned masters degree in the content area or a masters degree focused on improving the knowledge and skills

needed to teach the content.

_____ Have coursework equivalent (at least 30 semester hours) of a major in the content area.

_____ Have National Board Certification in the content area.

Completed one of the following HOUSSE options:

_____ Have at least three years of teaching experience and have completed, after issuance of the initial teaching certificate,

a minimum of 18 semester hours in a core academic subject program of study or towards a masters or higher degree

that supports the teaching of the core academic subject. (HOUSSE Option 1)

\

Example your form may be slightly different please use the correct form for your grade and/or assignment

Official Michigan Highly Qualified Secondary Teacher Report
http://www.michigan.gov/mde/0,4615,7-140-6530_5683-165860--,00.htmlhttp://www.michigan.gov/mde/0,4615,7-140-6530_5683-165860--,00.htmlhttp://www.michigan.gov/documents/mde/highly_qualified_secondary_teacher_report_210407_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_secondary_special_ed_teacher_report_210405_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_middle_school_teacher_report_210404_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_elementary_teacher_report_3rd_draft_210403_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_elementary_special_ed_teacher_report_210402_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_elementary_special_ed_teacher_report_210402_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_elementary_teacher_report_3rd_draft_210403_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_middle_school_teacher_report_210404_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_secondary_special_ed_teacher_report_210405_7.dochttp://www.michigan.gov/documents/mde/highly_qualified_secondary_teacher_report_210407_7.dochttp://www.michigan.gov/mde/0,4615,7-140-6530_5683-165860--,00.html


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Revised September 14, 2007

_____________________________________________ ________________________________________Full Name (as it appears on Michigan teaching certificate) Core Academic Subject Area (one form for each subject area)

____________________________________________________________ ________________________ _____________________Place of Employment (District) Building Telephone Number

Note:All teachers must hold at least a bachelors degree and full state certification (and be assigned within the subject and gradelevel validity of the Michigan certificate).

Check one option you have completed that demonstrates you are a Highly Qualified teacher in the core academic content area

identified at the top of this page.

_____ Passed the appropriate MTTC subject content area examination.

_____ Have an earned academic major in the content area.

_____ Have an earned masters degree in the content area ora masters degree focused on improving the knowledge and skills

needed to teach the content.

_____ Have coursework equivalent (at least 30 semester hours) of a major in the content area.

_____ Have National Board Certification in the content area.

Completed one of the following HOUSSE options:

_____ Have at least three years of teaching experience and have completed, after issuance of the initial teaching certificate,

a minimum of 18 semester hours in a core academic subject program of study or towards a masters or higher degree

that supports the teaching of the core academic subject. (HOUSSE Option 1)

_____ Have at least three years of teaching and completed (in the last five years) an individual professional development

plan of 90 clock hours of professional development or 6 semester hours of coursework in the content area.

(HOUSSE Option 2)

_____ Demonstrated competence, as outlined in a local performance assessment of employing district (approved portfolio

or classroom observation model). (HOUSSE Option 3).

I hereby certify that I have successfully met the option, as noted above, of the Michigan definition of Highly Qualified teacher

for the content area stated above and thereby deemed to be a Highly Qualified teacher as defined in the federal law, ESEA/No

Child Left Behind, Section 1119 and Section 9101.

_________________________________________________________________ _________________________________________Signature of Teacher Date

MISREPRESENTATION OR FALSIFICATION OF INFORMATION MAY RESULT IN SUSPENSION OR REVOCATION OFTHE TEACHING CERTIFICATE.Please submit this form to your local district, ISD, or PSA superintendent or chief administrator before September 1, 2007, orupon demonstrating competence before being assigned to a new core academic area.Mandated by Federal No Child Left Behind ActDistricts are responsible for placing a copy of this form in the teachers personnel file and providing the teacher with a copyof the completed form for the individuals records.

Section VII


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EVIDENCE OFSTUDENT LEARNING

Include items to document Student Growth

2013

2014 Student Growth and Assessment Data = 25%

2014 2015 Student Growth and Assessment Data = 40%

2015 2016 Student Growth and Assessment Data = 50%


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SPSSPS

SP

SPS


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Section VIII

FINAL EVALUATION

DOCUMENTATION

ADMINISTRATORS ARE REQUIRED TO COMPLETE:

Observation/Reflection/Summary Forms feedback provided by administrationfollowing each observation

Danielson Rubrics with comments/rating (year-end) Final Calculation Determining Teacher Effectiveness Rating

Merit Pay

Merit pay will be awarded based on state Performance Based Funding and a teacher

evaluation rating of effective or highly effective.

According to the SEA Contact teachers will be awarded 75% of the district Performance Based

Funding.

SPS

"Whoever first coined the phrase 'you're

the wind beneath my wings' most

assuredly was reflecting on the sublimeinfluence of a very special teacher."

--Frank Trujillo


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Danielson Rubrics A Framework for Teaching


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Domain 1: Planning and Preparation

Component 1a Unsatisfactory Basic Proficient Distinguished

Demonstrating

knowledge of

content and

pedagogy

Teachers plans and

practices display little

knowledge of the content,

prerequisite relationships

between different aspects

of the content, or of the

instructional practices

specific to that discipline.

Teachers plans and

practices reflect some

awareness of the important

concepts in the discipline,

prerequisite relations

between them and of the



Teachers plans and

practices reflect solid

knowledge of the content,

prerequisite relations

between important

concepts and of the



Teachers plans and practices

reflect extensive knowledge

of the content and of the

structure of the discipline.

Teacher actively builds on

knowledge of prerequisites

and misconceptions when

describing instruction or

seeking causes for student

misunderstanding.

Comments/Rating:

Component 1b Unsatisfactory Basic Proficient Distinguished

Demonstrating

knowledge of

students

Teacher demonstrates

little or no knowledge of or

respect for students

backgrounds, cultures,

skills, language proficiency,interests, and special

needs, and does not seek

such understanding.

Teacher indicates the

importance of

understanding and

respecting students

backgrounds, cultures, skills,

language proficiency,

interests, and special needs,

and attains this knowledge

for the class as a whole.

Teacher actively shows

respect for and seeks

knowledge of students

backgrounds, cultures,

skills, language proficiency,interests, and special

needs, and attains this

knowledge for groups of

students.

Teacher actively shows

respect for and seeks

knowledge of students

backgrounds, cultures, skills,

language proficiency,interests, and special needs

from a variety of sources, and

attains this knowledge for

individual students.

Comments/Rating:

Component 1c Unsatisfactory Basic Proficient Distinguished

Setting instructional

outcomes

Instructional outcomes are

unsuitable for students,

represent trivial or low-

level learning, or are statedonly as activities. They do

not permit viable methods

of assessment.


of moderate rigor and are

suitable for some students,

but consist of a combinationof activities and goals, some

of which permit viable

methods of assessment.

They reflect more than one

type of learning, but teacher

makes no attempt at

coordination or integration.


stated as goals reflecting

high-level learning and

curriculum standards. Theyare suitable for most

students in the class,

represent different types

of learning, and are

capable of assessment. The

outcomes reflect

opportunities for

coordination.


stated as goals that can be

assessed, reflecting rigorous

learning and curriculumstandards. They represent

different types of content,

offer opportunities for both

coordination and integration,

and take account of the needs

of individual students.

Comments/Rating:

Component 1d Unsatisfactory Basic Proficient Distinguished

Demonstrating

knowledge of

resources


little or no familiarity with

resources, including

appropriate technology to

enhance own knowledge,

to use in teaching, or for

students who need them.

Teacher does not seek such

knowledge.

Teacher demonstrates some

familiarity with resources,

including appropriate

technology available

through the school or

district to enhance own

knowledge, to use in

teaching, or for students

who need them. Teacher

does not seek to extend

such knowledge.

Teacher is aware of and

uses resources, including

appropriate technology

available through the

school or district to

enhance own knowledge,

to use in teaching, or for

students who need them.

Teacher seeks out resources,

including appropriate

technology in and beyond the

school or district in

professional organizations, on

the Internet, and in the

community to enhance own

knowledge, to use in teaching

and for students who need

them.


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Comments/Rating:

Component 1e Unsatisfactory Basic Proficient Distinguished

Designing coherent

Instruction Use of

appropriate of data

The series of learning

experiences is poorly

aligned with the

instructional outcomes and

does not represent a

coherent structure. It is

suitable for only some

students.

The series of learning

experiences demonstrates

partial alignment with

instructional outcomes,

some of which are likely to

engage students in

significant learning. The

lesson or unit has a

recognizable structure and

reflects partial knowledge of

students and resources.

Teacher coordinates

knowledge of content, of

students, and of resources

to design a series of

learning experiences

aligned to instructional

outcomes and suitable to

groups of students. The

lesson or unit has a clear

structure and is likely to

engage students in

significant learning.

Teacher coordinates

knowledge of content, of

students, and of resources to

design a series of learning

experiences aligned to

instructional outcomes,

differentiated where

appropriate to make them

suitable to all students and

likely to engage them in

significant learning. The

lesson or units structure is

clear and allows for different

pathways according to

student needs.

Comments/Rating:

Component 1f Unsatisfactory Basic Proficient Distinguished

Designing student

assessment

Teachers approach to

assessing student learning

contains no clear criteria or

standards, lacks

congruence with the

instructional goals, or is

inappropriate to many

students. Teacher has no

plans to use assessment

results in designing future

instruction.

Teachers plan for student

assessment is partially

aligned with the

instructional goals, without

clear criteria, and is

inappropriate for at least

some students. Teacher

plans to use assessment

results to plan for future

instruction for the class as a

whole.


assessment is aligned with

the instructional goals,

using clear criteria, and is

appropriate to the needs

of students. Teacher uses

assessment results to plan

for future instruction for

groups of students.


assessment is fully aligned

with the instructional goals,

with clear criteria and

standards that show evidence

of student participation in

their development.

Assessment methodologies

may have been adapted for

individuals, and the teacher

uses assessment results to

plan future instruction for

individual students.

Comments/Rating:


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Domain 2: The Classroom Environment


Creating an

environment of

respect and

rapport

Classroom interactions, both

between the teacher and

students and among

students, are negative,

inappropriate, or insensitive

to students cultural

backgrounds, andcharacterized by sarcasm,

put-downs, or conflict.

Classroom interactions, both

between the teacher and

students and among

students, are generally

appropriate and free from

conflict but may be

characterized by occasionaldisplays of insensitivity or lack

of responsiveness to cultural

or developmental differences

among students.

Classroom interactions

between teacher and

students and among

students are polite and

respectful, reflecting

general warmth and caring,

and are appropriate to thecultural and developmental

differences among groups

of students.

Classroom interactions among

the teacher and individual

students are highly respectful,

reflecting genuine warmth and

caring and sensitivity to students

cultures and levels of

development. Studentsthemselves ensure high levels of

civility among members of the

class.

Comments/Ratings:


Establishing a

culture for

learning

The classroom environment

conveys a negative culture

for learning, characterized

by low teacher commitment

to the subject, low

expectations for student

achievement, little respect

for or knowledge ofstudents diverse cultures

and little or no student pride

in work.

Teachers attempt to create a

culture for learning are

partially successful, with little

teacher commitment to the

subject, modest expectations

for student achievement,

some respect for or

knowledge of studentsdiverse cultures and little

student pride in work.

The classroom culture is

characterized by high

expectations for most

students, genuine

commitment to the subject

by both teacher and

students, and respect for

and knowledge of studentsdiverse cultures, with

students demonstrating

pride in their work.

High levels of student

engagement and teacher passio

for the subject create a culture

for learning in which everyone

shares a belief in the importance

of the subject, and all students

hold themselves to high

standards of performance, forexample by initiating

improvements to their work.

Teacher and students

demonstrate high levels of

respect for and knowledge of

diverse student cultures.

Comments/Ratings:


Managing

classroom

procedures

Much instructional time is

lost due to inefficient

classroom routines and

procedures, for transitions,

handling of supplies, and

performance of

noninstructional duties

Some instructional time is lost

due to only partially effective

classroom routines and

procedures, for transitions,

handling of supplies, and

performance of

noninstructional duties.

Little instructional time is

lost due to classroom

routines and procedures,

for transitions, handling of

supplies, and performance

of non-instructional duties,

which occur smoothly.

Students contribute to the

seamless operation of classroom

routines and procedures, for

transitions, handling of supplies,

and performance of non-

instructional duties.

Comments/Ratings:


Managing

student behavior

There is no evidence that

standards of conduct have

been established, and little

or no teacher monitoring of

student behavior. Response

to student misbehavior is

repressive, or disrespectful

of student dignity.

The teacher has made an

effort to establish standards

of conduct for students.

Teacher tries, with uneven

results, to monitor student

behavior and respond to

student misbehavior.

Standards of conduct are

clear to students, and the

teacher monitors student

behavior against those

standards. Teacher

response to student

misbehavior is appropriate

and respects the students

dignity.

Standards of conduct are clear,

with evidence of student

participation in setting them.

Teachers monitoring of student

behavior is subtle and preventiv

and teachers response to

student misbehavior is sensitive

to individual student needs.

Students take an active role in

monitoring the standards ofbehavior.

Comments/Ratings:


Organizing

physical space

Teacher makes poor use of

the physical environment,

resulting in unsafe or

inaccessible conditions for

some students or a

significant mismatch

between the physical

arrangement and the lesson

Teachers classroom is safe,

and essential learning is

accessible to most students,

but the physical arrangement

only partially supports the

learning activities. Teachers

use of physical resources,

including computer

Teachers classroom is safe,

and learning is accessible

to all students; teacher

ensures that the physical

arrangement supports the

learning activities. Teacher

makes effective use of

physical resources,

The classroom is safe, and the

physical environment ensures th

learning of all students, including

those with special needs.

Students contribute to the use o

adaptation of the physical

environment to advance learnin

Technology is used skillfully, as


57/61

activities. technology, is moderately

effective.

including computer

technology (when

applicable).

appropriate to the lesson.

Comments/Ratings:


58/61

Domain 3: Instruction


Communicating

with students

Expectations for learning,

directions and

procedures, and

explanations of content

are unclear or confusing

to students. Teachers use

of language contains

errors or is inappropriate

to students diverse

cultures or levels of

development.


directions and procedures,

and explanations of content

are clarified after initial

confusion; teachers use of

language is correct but may

not be completely

appropriate to students

diverse cultures or levels of

development.


directions and procedures,

and explanations of content

are clear to students.

Communications are

appropriate to students

diverse cultures and levels of

development.


directions and procedures, and

explanations of content are clea

to students. Teachers oral and

written communications are cle

and expressive, appropriate to

students diverse cultures and

levels of development, and

anticipate possible student

misconceptions.

Comments/Ratings:


Using questioning

and discussion

techniques

Teachers questions are

low-level or

inappropriate, eliciting

limited student

participation and

recitation rather than

discussion.

Some of the teachers

questions elicit a thoughtful

response, but most are low

level, posed in rapid

succession. Teacher attempts

to engage all students in the

discussion are only partially

successful.

Most of the teachers

questions elicit a thoughtful

response, and the teacher

allows sufficient time for

students to answer. All

students participate in the

discussion, with the teacherstepping aside when

appropriate.

Questions reflect high

expectations and are culturally

and developmentally

appropriate. Students formulate

many of the high-level question

and ensure that all voices are

heard.

Comments/Ratings:


Engaging

students in

learning

Activities and

assignments, materials,

and groupings of students

are inappropriate to the

instructional outcomes or

levels of understanding,

resulting in littleintellectual engagement.

The lesson has no

structure or is poorly

paced. Activities,

assignments, and

materials are not

appropriate for diverse

cultures.

Activities and assignments,

materials, and groupings of

students are partially

appropriate to the

instructional outcomes or

levels of understanding,

resulting in moderateintellectual engagement. The

lesson has a recognizable

structure but is not fully

maintained. Activities,

assignments, and materials

are partially appropriate for

diverse cultures.

Activities and assignments,

materials, and groupings of

students are fully appropriate

to the instructional outcomes

and students cultures and

levels of understanding. All

students are engaged in workof a high level of rigor. The

lessons structure is coherent,

with appropriate pace.

Activities, assignments, and

materials are fully

appropriate for diverse

cultures.

Students are highly intellectuall

engaged throughout the lesson

higher order learning and make

material contributions to the

activities, student groupings, an

materials. The lesson is adapted

as needed to the needs ofindividuals, and the structure an

pacing allow for student

reflection and closure. Students

assist in ensuring that activities,

assignments and materials are

fully appropriate for diverse

cultures.

Comments/Ratings:


Using assessment

in instruction

Assessment is not used in

instruction, either through

students awareness of

the assessment criteria,

monitoring of progress by

teacher or students, or

through feedback to

students.

Assessment is occasionally

used in instruction, through

some monitoring of progress

of learning by teacher and/or

students. Feedback to

students is uneven, and

students are aware of only

some of the assessment

criteria used to evaluate their

work.

Assessment is regularly used

in instruction, through self-

assessment by students,

monitoring of progress of

learning by teacher and/or

students, and through high

quality feedback to students.

Students are fully aware of

the assessment criteria used

to evaluate their work.

Multiple assessments are used i

instruction, through student

involvement in establishing the

assessment criteria, self-

assessment by students and

monitoring of progress by both

students and teachers, and high

quality feedback to students fro

a variety of sources.

Comments/Ratings:


59/61


Demonstrating

flexibility and

responsiveness

Teacher adheres to the

instruction plan in spite of

evidence of poor student

understanding or of

students lack of interest,

and fails to respond to

student questions;

teacher assumes no

responsibility for

students failure to

understand.


moderate flexibility and

responsiveness to student

questions, needs and

interests during a lesson, and

seeks to ensure the success of

all students.

Teacher ensures the

successful learning of all

students, making adjustments

as needed to instruction plans

and responding to student

questions, needs and

interests.

Teacher is highly responsive to

individual students needs,

interests and questions, making

even major lesson adjustments

necessary to meet instructional

goals, and persists in ensuring th

success of all students.

Comments/Ratings:


60/61

Domain 4: Professional Responsibilities


Reflecting on

teaching

Teachers reflection on the

lesson does not provide an

accurate or objective

description of the event of the

lesson.

Teachers reflection provides a

partially accurate and

objective description of the

lesson, but does not cite

specific positive and negative

characteristics. Teacher makes

global suggestions as to how

the lesson might be improved.

Teachers refl

Documents

SPS 13 14 Portfolio Final Entire Document