TEACHER PERFORMANCE EVALUATION SYSTEMlearningconcepts.wikispaces.com/file/view/B Teacher... · Web viewplans differentiated instructional opportunities ... clear, written in the

DOMAIN 1: PLANNING AND PREPARATIONComponent 1a: Demonstrating Knowledge of Content and Pedagogy

LEVEL OF PERFORMANCE

ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE

Enhancing Student Literacy

The teacher does not recognize the need to provide literacy enhancing activities in their content area.

The teacher asks students to do reading and writing tasks that are at an inappropriate content level or without strategies or feedback that would improve literacy.

The teacher enhances student literacy by providing a range of relevant reading and writing experiences related to their content area.

The teacher enhances student literacy by teaching effective strategies which enable students to comprehend texts and express their understanding in writing.

Knowledge of Content

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

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

Teacher displays solid content knowledge and makes connections that enhance relevance for students.

Teacher displays extensive content knowledge and makes connections that enhance relevance for students, with evidence of continuing pursuit of such knowledge.

Knowledge of Task Analysis: Prerequisite Relationships

Teacher displays little understanding of task analysis: prerequisite knowledge important for student learning of the content.

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

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

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

PAGE UNIFIED SCHOOL DISTRICT

TEACHER PERFORMANCE EVALUATION SYSTEMRevised July 2014

TEACHER PERFORMANCE STANDARDS AND CRITERIADefinitions of Level of Performance

PUSD Standard 3: The teacher enhances student literacy by providing a range of reading and vocabulary experiences related to the Arizona Standards.PUSD Standard 4: The teacher enhances student writing skills by providing relevant assignments and assessments related to the Arizona Standards for of the grade level or discipline taught.

Evidence/examples/sources of information: Unit plans, lesson plans, classroom observations, interview log, samples of assessments

Form B

DOMAIN 1: PLANNING AND PREPARATIONComponent 1b: Demonstrating Knowledge of Students


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEKnowledge of Characteristics of Age Group

Teacher displays minimal knowledge of developmental characteristics of age group.

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

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

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

Knowledge of Students’ Varied Approaches to Learning

PUSD Standard 5

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

Teacher displays general understanding of the different approaches to learning that students exhibit, and includes a limited variety in lesson planning.

Teacher displays solid understanding of the different approaches to learning that different students exhibit and differentiates for groups of students.

Teacher consistently uses knowledge of students’ varied approaches to learning to differentiate instruction.

PUSD Standard 5: The teacher demonstrates a knowledge of and sensitivity to the various learning styles and (Gardner’s) “intelligences” of his /her students.

Form B

DOMAIN 1: PLANNING AND PREPARATIONComponent 1c: Selecting Instructional Objectives



Arizona Standards

The teacher has made little or no effort to learn the skills needed to effectively address the standards or has shown no desire to incorporate them into student learning

The teacher demonstrates some knowledge of the standards, but is inaccurate, inconsistent or ineffective in the use of standards for lesson design.

The teacher consistently designs lessons that incorporate the Arizona Standards and effectively communicates the Standards in the plans.

The teacher exhibits proficient level and plans differentiated instructional opportunities for students of different levels of mastery.

Clarity Objectives are either not clear or are stated as student activities. Objectives are not measurable.

Objectives are only moderately clear or include a combination of objectives and activities. Some are not measurable.

Objectives are clear, measurable and written in terms of student learning.

The majority of objectives are measurable, clear, written in the form of student learning.

Sequence of Objectives/Standards

The teacher sequences objectives without regard for the district curriculum map.

The teacher sequences the objectives/standards based on the curriculum, but does not keep pace with the timeline.

The teacher selects standards and objectives in keeping with the district curriculum sequence for the grade level and content area.

The teacher adheres to the curriculum sequence and considers student data in the selection of objectives.

PUSD Standard 1: The teacher demonstrates knowledge of and the ability to incorporate objectives related to the Arizona Standards into lesson design

Evidence/examples/sources of information: Component 1b: Unit plans, lesson plans, planning reviews, student surveys, pre-tests, interest inventories, classroom observations, professional development log, alternative lesson plans that meet individual needs, teaching artifactsComponent 1c: Unit plans, lesson plans, plans for alternative approaches, classroom observation, teaching artifacts

Form B

DOMAIN 1: PLANNING AND PREPARATIONComponent 1d: Designing Coherent Instruction


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVELearning Activities Learning activities,

questions/responses, and information are not aligned to the objective or not suitable for students. Activities do not reflect recent professional research.

Some of the learning activities, questions/responses and information are aligned to the objective and/or suitable to students. Only some activities reflect recent professional research.

Most of the learning activities, questions/responses and information are aligned to instructional objectives. Activities address one objective at a time and most reflect recent professional research.

Learning activities, questions/responses and information are highly relevant to students and instructional objectives. They reflect recent professional research.

Instructional Materials and Resources

Materials and resources do not support the instructional objectives.

Some of the materials and resources support the instructional objectives.

Materials and resources support the instructional objectives.

An extensive variety of materials and resources support the instructional objectives.

Resources and Technology for Teaching

Teacher is unaware of resources available through the school or district or does not use available resources.

Instructional resources (such as calculators, projectors, computers, lab equipment, etc)are used appropriately, but infrequently.

Teacher appropriately integrates instructional resources and technology (such as calculators, projectors, computers, lab equipment) into lessons on a regular basis.

Teacher consistently encourages and facilitates student use of instructional resources and a variety of technology tools to meet lesson objectives.

Instructional Settings

PUSD Standard 5

Instructional settings do not support the instructional objectives and offer no variety to address learners’ needs.

Instructional settings are inconsistent in suitability to the instructional objectives and offer minimal variety to address learners’ needs.

Instructional settings are varied as appropriate to the learners’ needs and learning objective: whole group, small group, partners, and individual settings.

Instructional settings are varied, as appropriate to the different learners and instructional objectives. Students may have choices in selecting different patterns of instructional groups.

Lesson and Unit Structure

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

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

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

The written lesson’s or unit’s structure is clear and allows for differentiated options according to student needs.

PUSD Standard 5: The teacher demonstrates a knowledge of and sensitivity to the various learning styles and (Gardner’s) “intelligences” of his /her students.PUSD Standard 6: The teacher demonstrates effective use of available technology for student instruction, as well as professional and personal productivity.Evidence/examples/sources of information:

Form B

DOMAIN 1: PLANNING AND PREPARATIONComponent 1e: Assessing Student Learning



Congruence with Instructional Objectives

Content and method of assessment does not match the instructional objectives.

Assessment methods inconsistently match the objectives. Little or no variety in the assessments exists.

The assessment matches the instructional objective. Some variety in assessments is evident.

Assessments match the objectives and consistently reflect a wide range of approaches (such as performance-based, authentic, visual/verbal, traditional, portfolio, observation)

Criteria and Standards

PUSD Standard 2

Assessment criteria and standards are not evident.

Assessment criteria and standards have been developed, but they are not clear.

Assessment criteria and standards are clear.

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

Use for Planning

PUSD Standard 2

The assessment results are not considered in the planning of instruction.

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

Teacher uses assessment results to make sound instructional decisions for individuals and groups of students.

Students are aware of how they are meeting the established standards and participate in setting goals for self-improvement.

PUSD Standard 2: The teacher incorporates a wide range of relevant and effective assessments as a means to measure student growth and motivate students to WANT TO LEARN.

Sample lesson plans, assessments, grades and feedback, evaluation rubrics, student portfolio, interview

Evidence/examples/sources of information:Classroom observations, class rules and procedures, interview, daily schedules

Form B

DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2a: Establishing a Culture for Learning


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVETeacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students frequently engage in negative interactions with one another.

Teacher-student interactions are generally appropriate but may reflect inconsistencies, favoritism, or disregard for students’ cultures.Students occasionally use put-downs or interact negatively.

Teacher-student interactions are friendly and demonstrate warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Teacher promotes student interactions that are polite and respectful.

Teacher demonstrates caring and respect for individual students. Students exhibit respect for the teacher and peers.

Student Motivation

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

Teacher communicates importance of the work but with little conviction and only minimal interest by the students is demonstrated.

Teacher conveys enthusiasm for the subject and students demonstrate interest through active participation and curiosity.

Teacher generates interest and enthusiasm for the content by building on student interests and keeping students actively involved in learning.

Expectations for Learning and Achievement

Instructional objectives, activities, and interactions convey only modest expectations for student achievement.

Instructional objectives, activities and interactions convey inconsistent expectations for student achievement.

Instructional objectives, activities and interactions are rigorous and convey high expectations for student achievement.

Both students and teacher maintain an atmosphere of high expectations in the classroom.

Evidence/examples/sources of information: Classroom observations, lesson plans, samples of student work, student surveys, parent and student feedback

DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2b: Managing Classroom Procedures


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEManagement of Instructional Groups

Most of the students are off task most of the time. There is not a clear sense of students’ engagement in learning activities in the classroom.

Some of the students are on task most of the class time. The classroom environment is generally conducive to learning. Teacher occasionally uses some strategies (proximity, eye contact, interaction with student, documentation of behavior, conference) for maintaining students’ positive behavior.

Most of the students are on task most of the time. The classroom environment is consistently conducive to learning. Teacher regularly uses some strategies (proximity, eye contact, interaction with student, documentation of behavior, conference) for maintaining students’ productive behavior.

Students monitor and take responsibility for their own behavior. The classroom environment is exceptionally focused on learning and orderly with students acting responsibly.

Management of Transitions, Materials and Supplies

Much time is lost during transitions and handling of materials.

Transitions and routines for handling materials are sporadically efficient, resulting in some loss of instructional time.

Transitions and routines for handling materials and supplies occur smoothly, with little loss of instructional time.

Transitions and routines for handling materials and supplies are seamless, with students assuming some responsibility for efficient operation.

Performance of Non-instructional Duties

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

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

Efficient systems for performing non-instructional duties (attendance, lunch count, grading, homework, etc) are in place, resulting in minimal loss of instructional time.

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

Supervision of Volunteers and Paraprofessionals*

Volunteers and paraprofessionals have no clearly defined duties or do nothing most of the time.

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

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

Volunteers and paraprofessionals make a substantive contribution to the classroom environment.

*This element does not apply to teachers who do not have volunteers and/or paraprofessionals.

DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2c: Managing Student Behavior


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEExpectations Explicit rules and procedures

for classroom safety and order are non-existent or not enforced.

Explicit rules and procedures for classroom safety and order are developed and enforced some of the time.

Explicit rules and procedures for classroom safety and order are developed and enforced consistently with all students.

Explicit rules and procedures for classroom safety and order are developed, displayed and enforced consistently. Teacher provides students the opportunity to participate in the development and monitoring of the rules and procedures

Monitoring of Student Behavior

Student behavior is not monitored, and the teacher is unaware of what students are doing.

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

Teacher is alert to student behavior and employs strategies that maintain student attention or momentum.

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

Response to Student Misbehavior

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

Teacher attempts to respond to student misbehavior but with uneven results, or no serious disruptive behavior occurs.

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.

Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.

Evidence/examples/sources of information:Classroom procedures and routines, office referral records, classroom observations, parent and student feedback, student surveys

Form B

DOMAIN 3: INSTRUCTIONComponent 3a: Communicating Clearly and Accurately


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEDirections and Procedures

Teacher directions and procedures are confusing to students. The teacher does not check for understanding

Teacher directions and procedures are clarified after initial student confusion or are excessively detailed. The teacher checks for understanding inconsistently or ineffectively.

Teacher directions and procedures are clear to most students. The teacher checks for understanding of directions.

Based on a check for understanding, directions and procedures are clear to students and anticipate possible student misunderstanding.

Oral and Written Language

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

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

Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate to students’ age and the content being taught.

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

Evidence/examples/sources of information:Classroom observation

DOMAIN 3: INSTRUCTIONComponent 3b: Engaging Students in Learning



Modeling

Teacher does not model the skills, concepts, attributes, or thinking processes appropriate to the lesson.

Teacher inconsistently models the skills, concepts, attributes or thinking processes appropriate to the lesson.

Teacher frequently models the skills, concepts, attributes or thinking processes appropriate to the lesson.

Teacher consistently models for students the skills, concepts, attributes and thinking processes appropriate to the lesson.

Relevant Learning Experiences

Teacher makes no effort to connect learning to prior knowledge and/or previous learning. No relationship between lesson and real life experiences is established.

Teacher makes some effort to connect learning to prior knowledge and/or previous learning. Little relationship between lesson and real life experiences or student interests is established.

Teacher often connects learning to prior knowledge and/or previous learning. Teacher displays awareness of the relationship between learning and real life experiences and student interests.

Teacher consistently relates learning to prior knowledge and/or learning experiences and interests of the students; teacher facilitates student discovery of the relationship between learning and real life experiences.

Quality of Questions

Instruction is focused on lower level thinking skills. Teacher’s questions are limited to responses requiring recall.

The majority of the teacher’s questions require responses at the recall and comprehension levels and occasionally include higher level questions. Responses involve only a few students.

Teacher questions require responses that emphasize problem solving, and use of critical thinking skills such as evaluating, comparing, creating and analyzing. Adequate time is allowed for student response.Random selection is used effectively.

Questioning and activities consistently encourage all students to actively participate in problem solving, analysis, synthesis, evaluation and use of other critical thinking skills and students generate questions of equal quality.

Teaching to the Objective

The teacher does not teach to an objective.

The teacher teaches to an objective with some learning activities supporting students’ attaining the objective. Teacher states the standard/objective without student understanding.

The teacher teaches to an objective with most learning activities supporting the objective. Teacher clearly communicates the standard/objective to the students.

The teacher teaches to an objective with all learning activities supporting the objective. The lesson is highly coherent, allowing for reflection and closure with closure revealing understanding of the objective.

Form B

3B continues

PUSD Standard 2: The teacher incorporates a wide range of relevant and effective assessments as a means to measure student growth and motivate students to WANT TO LEARN. PUSD Standard 4: The teacher enhances student writing skills by providing relevant assignments and assessments related to the Arizona Standards for the grade level or discipline taught. Evidence/examples/sources of information:Classroom observation, teaching artifact, samples of student work

Form B

DOMAIN 3: INSTRUCTIONComponent 3b: Engaging Students in Learning



Student Involvement in Learning

Teacher does not focus students on learning activity and/or desired results. Teacher fails to actively engage students during a large portion of the class time.

Teacher conveys expectations for learning but may not establish desired results from learning activities. Teacher implements learning activities that engage many students during some of the class time.

Teacher focuses students on learning expectations including the desired results from learning activities. Activities involve most students actively throughout the class time.

Teacher focuses all students on learning tasks and assessment strategies, including student self-evaluation. Activities involve all students actively throughout the class time.

Monitoring Student Learning

Teacher rarely checks for student understanding of content/skills being taught or offers quality feedback. Teacher rarely provides opportunity for guided or independent practice of new learning.

Teacher’s check for student understanding of content/skills, opportunity for practice of new learning, and student feedback is of inconsistent quality.

Teacher checks for understanding, provides opportunity to practice new learning and provides quality feedback to students in a timely manner.

Teacher involves all students in monitoring their own progress, provides opportunities for practice of new learning, provides feedback in a timely manner, and uses strategies that encourage retention and transfer of learning to new settings.

Structure and Pacing

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

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

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

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

DOMAIN 3: INSTRUCTIONComponent 3c: Flexibility and Responsiveness



Knowledge of Students’ Learning

PUSD Standard 5

Teacher displays little knowledge of students’ skills

and knowledge or does not indicate that such knowledge is

valuable.

Teacher recognizes the value of monitoring students’ learning but only occasionally adjust

lessons as a result.

Teacher adjusts lessons based on monitoring of student

learning during the lesson

Teacher offers differentiated lessons based on pre-

assessment and monitoring of students’ learning including

those with special needs.

Knowledge of Students’

Interests and Cultural HeritagePUSD Standard 7

Teacher displays little knowledge of students’

interests or cultural heritage and does not indicate that such

knowledge is valuable.

Teacher recognizes the value of understanding students’

interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage

of groups of students and recognizes the value of this

knowledge.

Teacher displays knowledge of the interests or cultural

heritage of each student and incorporates it into lesson

activities.

Persistence

PUSD Standard 5

When a student has difficulty learning, the teacher either

gives up or blames the student or the environment

for the student’s lack of success.

Teacher accepts responsibility for the success of all students

but has only a limited repertoire of instructional

strategies to use.

Teacher persists in seeking approaches for students who

have difficulty learning, possessing a moderate

repertoire of strategies.

Teacher persists in seeking effective approaches for

students who need help, using an extensive repertoire of

strategies and soliciting additional resources from the

school.PUSD Standard 5: The teacher demonstrates a knowledge of and sensitivity to the various learning styles and (Gardner’s) “intelligences” of his /her students.PUSD Standard 7: The teacher demonstrates an understanding of Native American culture as it pertains to the learning of Native American studentsEvidence/examples/sources of information:Classroom observation, teaching artifact, samples of student work

Form B

Evidence/examples/sources of information:

Interview, reflection log, post-observation conference, lesson plan notes

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Form B

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4a: Reflecting on Teaching


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEAccuracy Teacher does not know if a

lesson was effective or achieved its objectives, or profoundly misjudges the success of a lesson.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional objectives were met, but has difficulty citing references to support the judgment.

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

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

Use in Future Teaching

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

Teacher makes vague or inaccurate suggestions about how a lesson may be improved.

Teacher makes specific and accurate suggestions about how a lesson may be improved.

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

Component 4b: Maintaining Accurate Records


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEStudent Completion of Assignments

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

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

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

Teacher’s system for maintaining information on student completion of assignments is fully effective. Students have access to the information regarding assignments.

Student Progress in Learning

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

Teacher’s system for maintaining information on student progress on the AZ Standards is rudimentary and partially effective.

Teacher’s system for maintaining information about student progress on the AZ Standards is effective, and can be accurately reported to students and parents in a timely manner.

Teacher’s system for maintaining information about student progress on the AZ Standards is effective. Students contribute information and interpretation of the records.

Record Keeping Teacher keeps records in disarray and does not meet deadlines, resulting in errors and confusion.

Teacher keeps records with adequate organization, but requires frequent monitoring to avoid error and sometimes misses deadlines.

Teacher keeps records in an accurate and organized manner and meets deadlines appropriately.

Teacher keeps records in an accurate and organized manner, meets deadlines appropriately and contributes to school by helping others improve record keeping systems.

Evidence/examples/sources of information:Grade book/records, student portfolios, attendance records, parent and student surveys

Evidence/examples/sources of information:

Form B

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4c: Communicating with Families


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEInformation about the Instructional Program

Teacher provides no information about the instructional program to families.

Teacher provides required information to parents but does not initiate communication beyond that which is required.

Teacher provides frequent information to parents, beyond the required tasks, about the instructional program.

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

Information about Individual Students

Teacher provides no information to parents and does not respond.

Teacher adheres to the school’s required procedures for communicating to parents. Responses to parent concerns are appropriate. Negative contacts are more frequent than positive ones.

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

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

Parent newsletters, phone logs, open house handouts, parent surveys, letters to parents, parent comments

Form B

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4d: Showing Professionalism


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVERelationships with Colleagues

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

Teacher maintains cordial relationship with colleagues.

Support and cooperation characterize relationships with colleagues.

Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming responsibilities that contribute to team goals.

Service to School and District

Teacher avoids becoming involved in school and district tasks.

Teacher participates in school and district tasks when assigned.

Teacher volunteers to participate in school and district tasks, making a contribution.

Teacher volunteers to organize/facilitate school and district tasks.

Decision-making Teacher makes decisions based on self-serving interests.

Teacher’s decisions are based on limited though genuinely professional consideration.

Teacher maintains an open mind and participates in team or departmental decision- making.

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

Fulfilling Professional Responsibilities

Teacher is not aware of or disregards the rules, policies and procedures established by the school, the district, and the law.

Teacher minimally adheres to the rules, policies and procedures established by the school, the district, and the law.

Teacher fulfills the rules, policies and procedures established by the school, the district, and the law.

Teacher takes the initiative to effectively create positive change in school rules, policy and procedures.

Evidence/examples/sources of information:Feedback from colleagues, interview, logs of professional activities, MDC/IEP meeting involvement

PUSD Standard 6: The teacher demonstrates effective use of available technology for student instruction, as well as professional and personal productivity.

Form B

DOMAIN 4: PROFESSIONAL RESPONSIBILITIESComponent 4e: Growing and Developing Professionally


ELEMENT INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVEContent Knowledge and Pedagogical Skill

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

Teacher participates in professional activities to a limited extent when they are convenient or application of new learning is not evident.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill and makes a systematic attempt to apply new skills in the classroom.

Teacher seeks out opportunities for professional development and makes a systematic attempt to develop and expand ideas and share with colleagues.

Technology Skills

PUSD Standard 6

Teacher demonstrates little effort to use or acquire the skills needed to make effective use of available technology.

Teacher demonstrates some skill in available technology, but is hesitant to use it or uses it ineffectively.

Teacher demonstrates effective use of available technology for purposes of professional productivity including, but not limited to word processing, grading, communication, accessing information, creating graphics, etc.

Teacher demonstrates effective use of available technology for professional productivity and initiates new applications or shares knowledge with colleagues frequently.

Evidence/examples/sources of information:Professional development activities logs or certificates, annual goals and targets for improvement, examples of use of technology for productivity, interview

Form B

Documents

TEACHER PERFORMANCE EVALUATION SYSTEMlearningconcepts.wikispaces.com/file/view/B Teacher... · Web viewplans differentiated instructional opportunities ... clear, written in the