phoenix-talent schools teacher performance rubric ... rubric 2016-17.pdf · phoenix-talent schools...

PHOENIX-TALENT SCHOOLS Teacher Performance Rubric Excellence for Everyone Appendix A

Domain 1: Planning and Preparation for Learning Standard 1: Lesson Planning Guiding Questions:

Is the content being taught connected to the previous or next lesson? Does the lesson support the standards and unit outcomes? Are unit outcomes broken down into measureable, daily student learning goals? Are materials current and aligned with common core, as well as representative of diverse cultural backgrounds?

Does Not Meet

1

Needs Improvement 2

Proficient 3

Exemplary

4

Plans lessons aimed primarily at entertaining students or covering textbook chapters. Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.

Plans lessons with some consideration of long-term goals. Plans lessons that involve a mixture of good and mediocre learning materials.

Designs lessons focused on measurable outcomes aligned with unit and long-term goals. Designs lessons that use an appropriate and culturally diverse materials. Collaborates with colleagues, when appropriate, in planning lessons. Actively plans re-teaching. Lessons include district adopted models of delivery (Sheltered Instruction Observation Protocol, Gradual Release of Responsibility Model).

Designs each lesson with clear, measurable goals closely aligned with standards, unit, and long-term outcomes. Designs lessons that use an effective mix of high-quality, multicultural learning materials, strategies and technology. Consistently collaborates with colleagues, when appropriate, in planning lessons. Actively plans re-teaching. Lessons include district adopted models of delivery (Sheltered Instruction Observation Protocol, Gradual Release of Responsibility Model). Plans activities that solidify learning in real- world contexts.

Possible Evidence to look for: Year-long, unit and weekly lesson plans have been developed that include learning goals and learning objectives. The lesson is connected to previous learning and to long-term learning goals. Lesson plans differentiated for individual student needs using accommodations, modifications and enrichments for diverse

learners. Standards, goals and learning objectives are posted and clearly communicated and understood by students. Uses pretesting to guide lesson plans. Brings in outside experts when appropriate. Outcomes are related to standards that guide the discipline Learning activities are matched to instructional outcomes. Lesson plans indicate possible adjustments based on formative assessment results.

PHOENIX-TALENT SCHOOLS

Excellence for Everyone

Domain 1: Planning and Preparation for Learning Standard 2: Standards and Units

Guiding Questions: Is the content being taught connected to common core state standards? Does the content vary in cognitive demand?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Plans lesson by lesson and has little familiarity with state standards and tests. Teaches on an ad hoc basis with little or no consideration for long-range curriculum goals.

Has done some planning about how to cover common core state standards and test requirements this year. Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.

Plans the year so students will meet common core state standards and be ready for summative and external assessments. Plans most units aligned to standards including essential questions and skills.

Has a detailed plan for the year that is tightly aligned with common core standards and ensures success on formative and summative assessments. Plans all units aligned to standards including essential questions and skills. Specific plan to differentiate and reteach as diagnosed by formative evaluations. Includes enrichment for students who exceed expectations.

Possible Evidence to look for: Teacher develops standards-based units with PLC team. District-approved curriculum (scope and sequence, curriculum maps, adopted texts, etc.) is used when planning units. Students demonstrate engage in a variety of activities based upon Bloom’s Taxonomy. Teacher plans for non-cognitive skills, such as critical thinking skills, problem solving skills, social skills, persistence,

creativity, and/or self-control. Teacher is familiar with state and district assessment format as it relates to multiple disciplines.



Domain 1: Planning and Preparation Standard 3: Knowledge of Content

Guiding Questions: Does the teacher have a sufficient and proficient knowledge of the subject matter being taught? Does the teacher stay current with recent advances in the discipline or pedagogy related to the subject matter?

Does Not Meet

1

Needs Improvement 2

Proficient 3

Exemplary

4

Has little familiarity with the subject matter.

Is familiar with the subject but limited in ability to extend content beyond textbook learning.

Knows the subject matter well. Effectively uses curriculum and relevant supplements to advance student learning.

Is an expert in the subject area and enthusiasm for topics is evident in daily lessons. Continuously updates knowledge and incorporates it into lessons. Effectively uses curriculum and a broad spectrum of engaging and rigorous supplemental materials to advance student learning.

Possible Evidence to look for: Teacher is able to supplement information provided by textbooks with supplemental materials and/or own learned knowledge

and research. Teacher is comfortable answering questions and providing in-depth learning opportunities. Teacher is learning new things about his/her content and incorporating this new knowledge into the classroom.



Domain 1: Planning and Preparation for Learning Standard 4: Assessment Guiding Questions:

Is the teacher familiar with the wide variety of assessment options that are available, and does the teacher use those assessments effectively?

Does the teacher connect classroom, district, and state assessments with learning goals? Does the teacher use assessments to inform planning, guide instruction, and provide meaningful feedback?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Writes final assessments shortly before they are given. Prior planning is not evident.

Little or no pre-assessment of skills. Does not analyze assessment outcomes to drive instruction. Limited re-teaching.

Uses pre-assessments to plan the units. Plans units with multiple formative and summative assessments to measure student learning. Uses information gathered to drive instruction (reteach, enrich, advance).

Uses pre-assessments to plan the units. Plans units with multiple formative and summative assessments to measure student learning. Uses information gathered to drive instruction (reteach, enrich, advance). Utilizes various techniques that allow students to demonstrate their knowledge in a variety of ways.

Possible Evidence to look for: A variety of assessment types are in use. The teacher has an organized assessment system that can be easily explained and understood. The teacher keeps records of assessments and uses those records to develop relevant and rigorous unit, weekly, and daily

lesson plans. The teacher knows the levels and needs of the students based on assessments and uses that information to provide

individualized support where needed. Teacher has recorded relevant pre-assessment data. Assessment criteria is clearly written and communicated to the students.

PHOENIX-TALENT SCHOOLS Excellence for Everyone

Domain 2: Classroom Management Standard 5: Expectations

Guiding Questions: Does the teacher clearly articulate and enforce classroom and school expectations? Do students take ownership of classroom and school expectations?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Comes up with ad hoc rules and consequences as events unfold during the year.

Announces and posts classroom rules and consequences. Limited reinforcements and re-teaching of expectations.

Clearly communicates and consistently enforces high standards for student behavior. Classroom and school routines taught and enforced. Posts visual reminders of rules and refers to them. Re-teaches and reinforces when necessary. Strives for 4/1 ratio of positive to negative interactions.

Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations. Classroom and school routines taught and enforced. Posts visual reminders of rules and refers to them. Re-teaches and reinforces when necessary. Strives for 4/1 ratio of positive to negative interactions. Develops classroom expectations with student input. Uses models to show behavior expectations.

Possible Evidence to look for: Classroom expectations are posted, taught, reinforced, and re-taught. Students are aware of classroom and school expectations. Teacher provides cues or signals when a rule or procedure should be used (e.g. sound or visual signal). Teacher demonstrates knowledge of behavior strategies (e.g. positive reinforcement, grouping). Teachers help students develop the skills to work purposefully and cooperatively in groups or independently. Students play an important role in carrying out the routines. Students can describe classroom routines, expectations, and procedures.



Domain 2: Classroom Management Standard 6: Relationships/Respect

Guiding Questions: Do students feel safe, respected and valued? Does the teacher respond appropriately to students’ treatment of each other in the classroom? Does the teacher use behavior management systems that promote a climate of respect and learning?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Is sometimes unfair and disrespectful to the class; plays favorites. Is not respected by students and the classroom is frequently chaotic and sometimes dangerous.

Is equitable and respectful toward most students and builds positive relationships with some. Fosters the respect of some students but there are regular disruptions in the classroom. Limited teaching of respect for others.

Is equitable, respectful, and nurturing toward students and builds positive relationships. Builds a climate of respect within the classroom. Teaches respect for others and self-advocacy. Implements appropriate strategies to handle disruptions.

Is equitable, respectful, and nurturing toward students and builds positive relationships. Teaches respect for others and self-advocacy to promote a community of acceptance. Earns most students’ respect and creates a climate in which disruption of learning is extremely rare and handled promptly and appropriately.

Possible Evidence to look for: Teacher successfully develops students’ self-discipline, self-confidence, and a sense of responsibility. Teacher promptly and successfully responds to classroom disruptions. Teacher proactively uses effective strategies to prevent disruptions to learning. Students are respectfully engaged in classroom learning and activities. Students participate without fear of put-downs or ridicule from either the teacher or other students. When necessary, students respectfully correct one another. Students are active participants in solving problems as they arise in the classroom. It is clear, either from what the teacher says or by inference from student actions, that expectations for student conduct and

respect have been established and are being implemented.



Domain 2: Classroom Management Standard 7: Socio-emotional

Guiding Questions: Does the teacher understand the critical elements of teaching positive reinforcement and logical consequences via the

school’s behavior support system? Does the teacher use staff support to implement positive behavior strategies? Is the teacher aware of strategies that reinforce positive behavior and can help prevent negative behavior? Is the teacher aware of the importance of prevention versus reaction in dealing with negative behavior?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Publicly berates students, blaming them for their poor behavior.

Often lectures students on the need for good behavior and makes an example of students with inappropriate behavior. Does not seek out support or follow behavior plans. Does not collect data on behavioral issues.

Fosters positive interactions among students and teaches useful social skills. Uses effective and appropriate behavior systems to promote positive changes. Proactively seeks out support before escalation occurs. Gathers behavior-related data for initial and ongoing analysis.

Proactively seeks out and works with colleagues regarding positive behavior plans and adjusts the plan to meet the needs of the students. Uses data to implement a program that successfully develops positive interactions and social-emotional skills. Uses task analysis when planning activities, and pre-plans for possible behavior concerns. Uses de-escalating techniques.

Possible Evidence to look for: The teacher is familiar with and uses effective behavior strategies to maintain positive behavior in the classroom. The teacher is involved with the behavior support system or culture team at the school (e.g. EBISS, Pirate Crew). Students are well-behaved, treat one another with respect, and follow directions. The teacher notices when specific students or groups of students are not engaged or when the energy level in the room is low

and re-engages them using a variety of strategies (e.g. movement and kinesthetic). The teacher has a data system to track behaviors of students and responds to the data.



Domain 2: Classroom Management Standard 8: Routines and Efficiency

Guiding Questions: Does the teacher have a coherent and comprehensive system for managing classroom procedures? Do students have ownership during transitions and know what is expected of them so that instructional time is not lost? Do students have access to the instructional materials they need to be successful? Is the room set-up and classroom environment safe, accessible and conducive to high levels of learning?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Does not teach routines and is constantly nagging, threatening, and punishing students. Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions.

Attempts to teach students class routines, but many of the routines are not maintained. Sometimes loses teaching time due to lack of clarity, interruptions and inefficient transitions.

Pre-teaches and consistently reviews routines. Has students maintain them all year. Rarely loses teaching time due to lack of clarity, interruptions and inefficient transitions. Analyzes and corrects inefficient routines. All materials are efficiently organized and managed for student use. Teacher models expectations.

Pre-teaches and consistently reviews routines and students maintain them all year. Maximizes academic learning time through coherence, lesson momentum, and smooth transitions. Analyzes and corrects inefficient routines. All materials are efficiently organized and managed for student use. Students have ownership in managing materials, routines, and problem solving.

Possible Evidence to look for: Classroom is organized, attractive, and welcoming. Transitions are smooth and maximize instruction. The teacher has a very clear and articulated system for managing all classroom procedures; teacher pre-teaches and reviews

routines throughout the year. Students know, understand, and can explain the classroom management system to others. Classroom and student displays are appropriate and relevant to teaching assignments while promoting a climate of teaching

and respect. Teacher maximizes instructional time with little loss for transitions and/or procedures.


Domain 3: Delivery of Instruction Standard 9: Knowledge of Child Development

Guiding Questions: Is the content appropriate for the age and development of students? Does the teacher stay current on research in the area of child development as appropriate to his/her grade level(s) of

students?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Has limited knowledge of how students learn and their developmental stages.

Understands some theory on child development, but is unable to apply it to daily lessons and other work with students.

Applies knowledge of child development and how students learn when planning and implementing units and lessons. Has a basic understanding of exceptional children’s developmental differences.

Has a strong understanding of child development theories, including those regarding exceptional children (SpEd, TAG, and ELL students). Is able to skillfully and consistently incorporate that knowledge into the planning and implementation of units and lessons.

Possible Evidence to look for: Goals and learning objectives include content material and are age-appropriate. Teacher utilizes age and developmentally appropriate activities and teaching strategies in lessons. Teacher uses vocabulary appropriate to students’ cognitive level. Teacher uses knowledge of child development and expanded learning experiences to enable all students to make

measurable progress toward meeting stated outcomes.



Domain 3: Delivery of instruction Standard 10: Mindset

Guiding Questions: Does the teacher foster a positive climate to encourage risk taking in the classroom? Does the teacher elicit student reflection and risk taking?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Communicates a fixed mindset about ability: some students have it, some don’t.

Attempts to counteract students’ misconceptions about innate ability. Tries to create an academic risk-taking climate with limited success.

Fosters a positive climate conducive to academic risk-taking. Tells students that effective effort, not innate ability, is the key. Holds high expectations for all students.

Actively fosters a growth mindset. Students encourage and support each other to take risks and learn from mistakes. The students believe that, through effort, everyone can and will achieve at high levels.

Possible Evidence to look for:

The teacher exudes high expectations and determination and encourages all students to believe they will master the material. Students are willing to take risks in the learning. Teacher provides meaningful feedback and encourages students to meet high expectations. Students are comfortable challenging each other’s learning as well as the teacher’s interpretations as appropriate.



Domain 3: Delivery of Instruction Standard 11: Engagement

Guiding Questions: Does the lesson elicit higher-level thinking and problem-solving for all students? Does the teacher create high levels of engagement? Does the teacher use a variety of strategies to engage students? Does the teacher shift the cognitive load to students during the course of the lesson? How often, and to

what degree?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Most students are passive or disengaged in the lesson. The teacher does not intervene or respond to students who are actively disengaged.

Attempts to get students involved but many students are not actively engaged. May lecture to passive students or have them work through textbooks and worksheets. Few students engaged in academic discussions on topic.

Teacher uses a variety of engagement strategies to involve students in the lesson. Most students are actively thinking about, discussing, and using the ideas and skills being taught.

Consistently implements a wide variety of highly effective and rigorous engagement strategies. Virtually all students are engaged in intellectually challenging work and discussions in which they are active learners and problem-solvers.

Possible Evidence to look for: The teacher orchestrates highly-effective strategies, materials, and groupings to involve and motivate students. Students are highly involved, asking questions in work and discussions. Teacher uses of active participation techniques. Examples include: think-pair-share, cold call, popcorn, jigsaw, SIOP

instruction. Students are regularly involved in cognitively demanding peer-to-peer interactions. Teacher uses the Gradual Release of Responsibility Model (GRRM) when, or if appropriate.



Domain 3: Delivery of Instruction Standard 12: Questioning and Discussion Techniques

Guiding Questions: Are cognitively challenging questions generated by both student and teacher? Do questions cause students to reflect and deepen their understanding? Does the teacher use a variety of question types and levels?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Questions of low cognitive challenge, with single correct responses, are asked in rapid succession. Interaction between the teacher and students is predominantly recitation style; teacher mediates all questions and answers; the teacher accepts all contributions without asking students to explain their reasoning. Few students participate in the discussion.

Questions lead students through a single path of inquiry with answers seemingly determined in advance. May attempt to ask some questions designed to engage students in thinking, but only a few students are involved. Attempts to engage all students in the discussion, to encourage them to respond to one another, and to explain their thinking, with uneven results.

Teacher may use some low-level questions as well as questions that promote student thinking and understanding. Teacher creates a genuine discussion among students with adequate time for students to respond. Teacher steps aside when doing so is appropriate. Teacher challenges students to justify their thinking and engages most students in the discussion, using a range of strategies to ensure that most students are heard.

Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, or promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion. There is a systematic procedure in place for supporting all students in participating in discussions.

Possible Evidence to look for: Teacher asks questions of high quality that encourages students to think, reflect, deepen their understanding, and test their

ideas against those of their classmates. Students initiate higher-order questions and teacher prompts students to justify their answers. Students invite comments from their classmates during a discussion and challenge one another’s thinking. The teacher poses a question, asking every student to write a brief response and then share it with a partner before inviting a

few to offer ideas to the entire class. The teacher asks, “Maria, can you comment on Ian’s idea?” and Maria responds directly to Ian. A student says to a classmate, “I don’t think I agree with this because…” A student asks of other students, “Does anyone have another idea how we might figure this out?” Teacher makes effective use of wait time. Teacher uses discussion protocols to involve every student. Teacher provides sentence frames and discussion cards to scaffold the discussion.



Domain 3: Delivery of Instruction Standard 13: Learning Goals

Guiding Questions: Does the teacher post and refer to the learning goals and/or objectives in the classroom? Do the students know the learning goals/objectives?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Begins lessons without giving the students a sense of where instruction is headed.

Tells students the main learning objectives of each lesson. Goals are not posted, are insufficient, or are not aligned to lesson content.

Gives students a clear sense of purpose by posting and referring to a lesson’s content goals Connects lesson goal to broader unit outcomes or essential questions. Students can articulate the learning goals of the lesson.

Shows students exactly what’s expected by posting content and language goals, success criteria, essential questions, and/or exemplars. Students can articulate (developmentally appropriately) what is expected in the lesson and how it fits into the larger unit or real-world application.

Possible Evidence to look for: The teacher explicitly communicates goals and objectives to students (may include what students are going to be learning

and why it is important, and/or the steps or procedures of the lesson). Essential questions, goals, rubrics and/or anchor papers (models) are posted in class. Goals are posted in student friendly language and are referenced during the lesson. Learning and language goals are content and/or skill specific. Students can identify and clearly communicate learning goals and the relevance or real world application of these goals. Students can state the lesson objective or learning target in their own words. Teacher can describe how assessments (e.g. formative and summative) are used prior to, during, and after instruction.



Domain 3: Delivery of Instruction Standard 14: Connections and Applications

Guiding Questions: Does the teacher activate prior knowledge and/or provide an introductory hook? Do students appropriately connect prior learning to new concepts and material? Are lessons and concepts being compared to real world situations and experiences?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Rarely hooks students’ interest or makes connections to their lives. Moves on at the end of each lesson without closure or application.

Is only sometimes successful in making the subject interesting and relating it to things students already know. Sometimes brings closure to lessons and asks students to think about applications.

Often activates students’ prior knowledge and hooks their interest in units and lessons. Often has students sum up what they have learned and occasionally has students apply it in a different context.

Grabs virtually all students’ interest and facilitates connections to prior knowledge, experiences, and reading. Consistently has students summarize what they learn and apply it to other contexts.

Possible Evidence to look for: Teacher and students close lessons or assignments routinely by connecting to prior and future learning. Real life objects/materials that connect to lesson concepts are used in the classroom. Teacher designs and/or ties in real world learning opportunities (e.g., science fairs, field trips, guest speakers, etc.) Teacher capitalizes on teachable moments. Students are empowered to make connections to deepen their understanding. Teacher uses front loading strategies (e.g. pre-teaching vocabulary, SIOP strategies, connecting prior knowledge). Teacher has students examine multiple perspectives and opinions.



Domain 3: Delivery of Instruction Standard 15: Clarity

Guiding Questions: Is the lesson delivery clear and easy to understand? Does the teacher use a variety of instructional techniques? Does the teacher recognize and correct misunderstandings?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Often presents material in a confusing way, using language that is inappropriate.

.Sometimes uses language and explanations that are vague, confusing, or inappropriate for student’s age and/or stage of development. May attempt to adjust instruction or correct misunderstandings, but with mixed results.

Uses clear explanations, academic language and culturally and developmentally appropriate examples to present material. Regularly monitors and adjusts instruction and corrects misunderstandings while teaching.

Always presents material clearly and explicitly, with well-chosen culturally and developmentally appropriate examples and academic language appropriate for student age and stages of development. Expertly monitors and adjusts instruction and clearly corrects misunderstandings.

Possible Evidence to look for: The teacher is effectively able to communicate learning goals and objectives in a student friendly manner, accounting for

individual communication needs. The teacher has an organized method of lesson delivery. Teacher can describe how assessments (e.g. formative and summative) are used prior to, during and after instruction. Instruction and directions are easy to follow. Teacher takes note of student cues of misunderstanding (e.g., blank faces) and adjusts accordingly.



Domain 3: Delivery of Instruction Standard 16: Repertoire (Variety of Instruction) Guiding Questions:

Does the lesson incorporate concrete and abstract levels of thinking? Does the teacher use a variety of questioning techniques to engage students? Does the teacher use a variety of scaffolding techniques? Does the teacher group students strategically for the planned lesson? Does the teacher use a variety of tools and strategies to engage and motivate students?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Uses only one or two strategies and types of materials. Fails to reach most students.

Uses a limited range of classroom strategies, questions, materials and groupings with mixed success.

Orchestrates an effective range of strategies, questions, materials, technology (as appropriate), and groupings to foster student learning. Elements of district initiatives are evident (SIOP, GRRM).

Consistently orchestrates an extensive and highly effective range of strategies, questions, materials, technology, and groupings to boost the learning of all. District initiatives are consistently implemented and integrated into the lesson format.


Teacher uses GRRM (Gradual Release of Responsibility Model.) The teacher uses multiple learning strategies to engage students (e.g., technology, music, art, hands-on-learning

opportunities, high-level questioning, integration of other subjects, student grouping, etc.) Teaching strategies lead to active student engagement in learning (e.g. SIOP strategies, discussion, learning through

reading.) Student learning is supplemented by a variety of scaffolding techniques (e.g. KWL, adapted test, cloze notes, pacing, Cornell

notes, sentence frames, etc.) Multiple learning strategies and student protocols are implemented. Use of variety of active participation is evident (e.g. think-pair-share, reflection, cold call, jigsaw, popcorn.)



Domain 3: Delivery of Instruction Standard 17: Differentiation (Adapting to Individual Learning Needs)

Guiding Questions: Does the teacher differentiate instruction to meet the needs of all learners? Does the teacher incorporate individual student learning/cultural needs into their lesson? Does the teacher use a variety of instructional strategies? Does the teacher collect and use data to differentiate instruction?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Fails to differentiate instruction for students’ learning needs. Does not adequately implement IEP’s or address ELL learners.

Attempts to differentiate and to accommodate students’ learning needs with mixed success. Inconsistently implements IEP accommodations and modifications. Inconsistently scaffolds language for ELL students. Does not effectively utilize adult helpers or consult with colleagues.

Differentiates and scaffolds instruction. Uses student and/or adult helpers to accommodate most students’ learning needs. Specifically addresses needs of IEP, ELL, and TAG students. Consults with colleagues to address specific student needs.

Successfully reaches virtually all students, including IEP, ELL, and TAG students, as well as non-identified students. Skillfully differentiates and scaffolds instruction and strategically utilizes student and/or adult helpers.

Possible Evidence to look for: Instructional delivery is differentiated to meet the learning needs of all learners (e.g., realia, artifacts, music, scaffolding, etc.) Lesson materials are tailored to student needs (e.g., leveled questions, pre-reading and pre-teaching, cloze notes, graphic

organizer, sentence frames, visual schedules etc.) The planned instruction is relevant to student learning styles and cultural needs. Students are intentionally grouped to support learning for all. Teacher differentiates assessment methods or delivery to meet the needs of students with learning deficits. Teacher uses content and language scaffolding to provide students with the skills to express their thinking. Teacher tiers goals and/or differentiate assignments based on student need. Teacher uses IEP, EBISS, and student data to differentiate in order to meet the needs of each individual student.



Domain 4: Monitoring, Assessment and Follow-up Standard 18: Criteria

Guiding Questions: Are students aware of criteria that will be used to assess their work? Can students explain these criteria to another student or teacher? Do students have access to rubrics or criteria before they are used? Are criteria used to review work with students to help guide future learning and effort?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Expects students to know (or figure out) what it takes to get good grades.

Explains either verbally or visually to students some of the qualities that their finished work should exhibit. Displays some criteria.

Teaches and displays clear criteria for proficiency, including appropriate and relevant exemplars of student work and rubrics when applicable.

Consistently exhibits and reviews the criteria for success with rubrics and exemplars of student work at each level of proficiency to help students internalize expectations for high-quality work.

Possible Evidence to look for: Student work is seen in the classroom and is used to motivate and guide student learning. Models, assessments, rubrics and guidelines are accessible, provided, or posted in the room. Criteria for work have been reviewed with students and are revisited before being used to assess assignments. Clear criteria are provided (e.g., verbal and written directions) for work on smaller assignments. Teacher feedback/commentary with respect to the criteria is provided to students on larger projects. Both teacher and students exchange feedback (e.g., +/delta) on larger projects. The teacher makes the standards of proficient and high-quality work clear to students. Teacher feedback is specific and focused on improvement. Students offer feedback to their classmates based on assignment criteria. Students take part in creating success criteria, such as rubric creation.



Domain 4: Monitoring, Assessment and Follow-up Standard 19: Recognition

Guiding Questions: Are students recognized for their efforts and accomplishments? Does the teacher use recognition of student work to motivate students?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Displays only a few samples of student work or none at all. Does not positively recognize student efforts or successes. Focuses on negative.

Displays some ‘A’ student work as an example to others. Rarely recognizes student efforts or successes.

Regularly displays students’ work (as appropriate) to make visible their progress and/or recognizes student efforts and successes either verbally or with appropriate reinforcement.

Frequently displays (as appropriate) students’ work with rubrics and commentary to celebrate progress and motivate and direct effort. Consistently uses multiple means to recognize student efforts and successes.

Possible Evidence to look for: Student work is seen in the classroom and is used to motivate and guide student learning. Teacher makes contact with parents to recognize student effort or accomplishment. Teacher displays exemplar student work in the room or hallway outside the room. Teacher has developed and implemented a system of student recognition for meeting learning and behavioral expectations. Teacher acknowledges and recognizes all students’ individual strengths.



Domain 4: Monitoring, Assessment and Follow-up Standard 20: Diagnostic Assessment

Guiding Questions: Is the teacher familiar with the distinction between assessment before learning (diagnostic), during learning (formative) and

assessment after learning (summative)? What kind of assessment data does the teacher use to inform instruction? Does the teacher use pre-assessment data to inform instruction?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Begins instruction without diagnosing students’ skills and knowledge.

Surveys academic skills and knowledge before beginning a unit but does not adjust instruction based on the results.

Evaluates students’ knowledge and skills prior to instruction and uses the data to make instructional adjustments for the group.

Gives students a well-constructed diagnostic assessment that is directly linked to lesson or unit outcomes; uses the information to strategize instruction for the needs of individual students.

Possible Evidence to look for: The teacher can describe how he/she uses assessment prior to, during and after instruction. The teacher has detailed assessment data and records on student performance with respect to the goals of the unit. Appropriate diagnostic assessments are developed based on the learning goals of the unit. Lesson plans incorporate data from pre-assessments (e.g., diagnostics) and are revised accordingly. The teacher knows and can communicate the level and needs of students based upon diagnostic data. The teacher uses a variety of assessment techniques. The teacher uses questions specifically created to elicit evidence of level of student understanding.



Domain 4: Monitoring, Assessment and Follow-up Standard 21: Formative Assessment

Guiding Questions: Does the teacher frequently check for any student misunderstandings or weak areas of learning? Does the teacher relate interim and on-the-spot (e.g., formative) assessments to diagnostic assessments? Does the teacher respond to checks for understanding and other formative assessments?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Gives assignments, quizzes, and other formative assessments and moves on without analyzing them and following up with students. Uses ineffective methods (“is everyone with me?”) to check for understanding.

Looks over students’ assignments, quizzes, and other formative assessments to see if there is anything that needs to be re-taught. Uses moderately effective methods (e.g., thumbs up, thumbs down) to check for understanding during instruction. Students are given few opportunities to show proficiency.

Uses data from interim assessments to adjust teaching, re-teach, and follow-up with failing students. Uses a variety of effective methods to frequently check for understanding and gives students helpful information if they seem confused. Students are often given multiple opportunities to show proficiency.

Works with colleagues when appropriate to use interim assessment data, fine-tune teaching, re-teach, help struggling students, and extend learning for students who have demonstrated proficiency. Uses a variety of effective methods to frequently check for understanding; immediately uses effective strategies to unscramble confusion or solidify learning. Consistently provides multiple opportunities to show proficiency.

Possible Evidence to look for: The teacher moves around the room engaging in short, probing conversations with students. The teacher convenes small groups to check for understanding. Flexible ability groups are seen in the classroom to meet varying needs of students. Portfolios of data are used to track struggling students and their progress. Teacher ensures that students are ready for individual work through the use of the Gradual Release of Responsibility Model

or other effective practices. Teacher makes changes to his/her instructional plans based upon formative assessment results, both in the moment and

day-by-day.


Domain 4: Monitoring, Assessment and Follow-up Standard 22: Self-Assessment

Guiding Questions: Do students set goals for their learning and progress? Are students being provided timely feedback about their progress in different areas?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Teacher allows students to move on without assessing and improving problems in their work.

Teacher asks students to look over their work, see where they had trouble and aim to improve those areas.

Teacher has students set goals, self-assess, and know where they stand relative to those goals.

Teacher ensures students set ambitious and developmentally appropriate goals, continuously self-assess and take responsibility for improving performance.

Possible Evidence to look for: Students are aware of their current level of performance and areas in which they can improve. Students have set realistic and attainable goals for their learning and are given a chance to reflect and revise them. Students apply information learned in assessments to setting learning goals. Students record individual goals and monitor progress.


Domain 4: Monitoring, Assessment and Follow-up Standard 23: Reflection and Analysis

Guiding Questions: Are PLC teams meeting regularly to review student/unit progress and to plan for future lessons? Does the teacher review and address any weaknesses in content knowledge or lesson design before teaching the subject?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Does not reflect on teaching practices and student results.

At the end of a teaching unit or semester, the teacher reflects on instructional practices and identifies areas that need improvement.

Reflects on the effectiveness of lessons and units and continuously works to improve them.

Collaborates with colleagues to reflect on what worked and what didn’t and continuously improves instruction.

Possible Evidence to look for: The teacher participates in regularly scheduled meetings with the PLC team to collaborate on curriculum planning and

assessment data. The teacher can describe best practices when it comes to instruction, the content areas, and research. The teacher is constantly pursuing professional growth opportunities and applies what he/she learns. The teacher has archival records of lesson plans with annotations denoting successes, possible revisions, and/or need to

revisit structure and objective of lessons. When appropriate, teacher utilizes student feedback. PLC feedback sheets show evidence of reflection.



Domain 5: Family and Community Outreach Standard 24: Belief Guiding Questions:

Does the teacher communicate, both verbally and nonverbally, a belief that all students can succeed? Does the teacher know his or her students’ demographics? Does the teacher understand his or her students’ needs? Does the teacher access school and district resources to support students (homeless liaisons, SPED, ELL resources etc.)?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Does not communicate to parents knowledge of individual children or concern about their future.

Tells parents that he or she cares about their children and wants the best for them.

Shows parents a genuine interest and belief in each child’s ability to make adequate growth towards meeting the standards.

Shows each parent an in-depth knowledge of his/her child and a strong belief he/she will adequate growth towards meeting the standards.

Possible Evidence to look for: The teacher encourages students to display exemplar work. The teacher has developed and implemented a system of student recognition for meeting learning and behavioral

expectations. The teacher ensures consistent and timely communication with parents regarding student expectations, progress and/or

concerns via home/school communication logs, emails, etc. The teacher makes themselves available for students who need extra support. Students demonstrate that they feel safe and supported by taking intellectual risks.



Domain 5: Family and Community Outreach Standard 25: Respect Guiding Questions:

Does the teacher ask and seek out information about students’ backgrounds? Does the teacher access school and district resources to support students? Does the teacher take into account not only the learning, but also the cultural needs of the students? Does the teacher respect student and family confidentiality?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Is often insensitive to the culture and beliefs of students’ families.

Tries to be sensitive to the culture and beliefs of students’ families but sometimes shows lack of sensitivity or awareness.

Communicates respectfully with parents and is sensitive to different families’ culture and values.

Shows great knowledge about, sensitivity toward, and respect for family and community cultures, values, and beliefs. Is a resource to colleagues for cultural understanding and background or actively seeks understanding of cultural awareness.


The teacher implements skills in SIOP, assessment, curriculum design, understanding poverty and/or other workshops that help him/her to understand and best teach to students’ backgrounds, culture and learning styles.

The teacher can demonstrate how he/she has tailored the lesson based on the relevant and diverse needs of students. The teacher builds upon students’ prior knowledge and experiences and is aware of the cultural differences of all students. The teacher ensures consistent and timely communication with parents regarding student expectations, progress and/or

concerns via home/school newsletters, communication logs, emails, classroom visits, conferences, etc.



Domain 5: Family and Community Outreach Standard 26: Communication

Guiding Questions: Does the teacher communicate effectively and respectfully with parents and community members? Does the teacher communicate student progress in a timely manner to students and parents? Does the teacher communicate upcoming learning goals to parents? Does teacher send updates on good news as well as concerns?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Never informs parents of concerns or positive news about their children. Does not communicate to parents knowledge of individual children or concern about their future.

Lets parents know about problems their children are having but rarely mentions positive news. Infrequently updates parents on student progress using tools such as Gradebook, email, and/or newsletters.

Promptly informs parents of behavior and learning problems. Regularly updates parens on stuent progress using tools such as Gradebook, email, and/or newsletters.

Makes sure parents of at risk students hear positive news about their children first, and immediately flags any problems. Frequently and successfully involves parents in supporting and enriching the curriculum for their children as it unfolds. Consistently updates parents on student progress using tools such as Gradebook, email, and/or newsletters.

Possible Evidence to look for: The teacher communicates in a respectful and positive manner with parents. The teacher communicates with parents with a positive mindset. Grades are posted in a timely manner. Student work is returned and feedback given in a timely manner. The teacher has a system for communicating with parents. The teacher makes time is available to meet during his/her workday and communicates this with parents. The teacher encourages parent involvement in the classroom and school/activities. Provides ways for parents to support learning at home.



Domain 5: Family and Community Outreach Standard 27: Responsiveness

Guiding Questions: Does the teacher communicate respectfully, effectively and clearly with parents? Does the teacher respond to parent questions or concerns in a timely manner? Does the teacher proactively work with parents?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Does not respond to parent concerns and makes parents feel unwelcome in the classroom.

Is slow to respond to some parent concerns and comes across as unwelcoming.

Responds promptly to parent concerns and makes parents feel welcome at school.

Deals immediately and successfully with parent concerns, and makes parents feel heard and validated. Acts as a collaborative problem solver with parents.

Possible Evidence to look for: The teacher communicates with parents in a respectful and positive manner in all situations. The teacher responds to parent concerns within a day. of receiving the. The teacher shows empathy to parent concerns. The teacher’s non-verbal cues match what he/she is saying to the parent. The teacher respects and maintains confidentiality of student/family information. Students and parents can describe how the teacher interacted positively with them.



Domain 6: Professional Responsibilities Standard 28: Professionalism

Guiding Questions: Does the teacher respond professionally to all constituents: parents, students, colleagues, supervisors and the community? What kind of recordkeeping and documentation system does the teacher use to keep track of communication with all

stakeholders? How effective is that system? Does the teacher reliably perform required duties as assigned in a timely manner?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Frequently acts and/or presents self in an unprofessional manner and violates boundaries and/or confidentiality.

Shows regular patterns of minor unprofessionalism: lateness, lack of preparation for meetings, unprofessional appearance commensurate with job requirements, disrespects boundaries; does not consistently complete required duties, reports, or paperwork in a timely manner.

Generally presents self as a professional in all settings: regular attendance and punctuality, appropriateness of dress, ethical and honest judgment, maintains appropriate boundaries, and completes all required duties, reports and paperwork in a timely manner. Teacher displays honesty, integrity, and confidentiality in interactions with colleagues, students, and the public.

Presents self as a consummate professional in all settings including: regular attendance and punctuality, appropriateness of dress, ethical and honest judgment, maintains appropriate boundaries, and completes all required duties, reports and paperwork in a timely manner. Teacher holds the highests standards for honesty, integrity, and confidentiality in interactions with colleagues, students, and the public.

Possible Evidence to look for: The teacher communicates in a professional, respectful and positive manner to everyone. The teacher’s recordkeeping system is clear, organized, up-to-date and easy to understand, including student progress and

completion of assignments. Teacher demonstrates personal integrity. The teacher can be counted on to complete all required duties, reports and paperwork in a punctual manner. The qualities of a consummate professional include regular attendance and punctuality, appropriateness of dress, ethical and

honest judgment, respect of boundaries and confidentiality and among other qualities applicable to the position and school expectations.



Domain 6: Professional Responsibilities Standard 29: School/Culture/Community

Guiding Questions:

Is the teacher aware of building and district activities/initiatives? Does the teacher contribute to and/or support these activities/initiatives?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Declines invitations to serve on committees and attends few school-wide activities.

When asked, will serve on a committee and attend school-wide activities.

Shares responsibilities and takes part in grade-level and school wide activities/initiatives.

Is an important member of teacher teams and committees and frequently contributes to school activities/initiatives.


The teacher is able to inspire others to adopt, support, and participate in building and/or district activities/initiatives. Teacher serves on school and/or district committees (e.g., safety committee, site council, union committee, budget

committee). The teacher is involved in school-related activities and programs.



Domain 6: Professional Responsibilities Standard 30: Leadership and Contribution

Guiding Questions: Does the teacher support the mission of the school and/or district? What leadership roles has the teacher pursued at the school and/or district level? Does the teacher positively contribute to the school’s mission?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Rarely, if ever, contributes ideas that might help improve the school.

Occasionally suggests an idea aimed at improving the school.

Is a positive team player and contributes ideas, expertise to school/district mission.

Provides leadership, valuable ideas and expertise that furthers the school/district mission. Instills in colleagues a desire to improve student and school results.

Possible Evidence to look for: The teacher positively contributes to the school’s mission. The teacher is frequently involved in building/district improvement projects, task forces, and/or staff development, both

formally and informally. The teacher takes on leadership roles at the building and/or district level. Teacher offers suggestions to building or district administration.



Domain 6: Professional Responsibilities Standard 31: Working with Teams

Guiding Questions: To what extent does the teacher collaborate with others? Does the teacher have a respectful relationship with colleagues? To what extent does the teacher communicate effectively with colleagues? Does the teacher share and use data with his/her team to improve student learning?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Meets infrequently with colleagues and is not open to collaboration.

Meets regularly with colleagues to share ideas about teaching and students.

Collaborates with colleagues to improve student learning. Uses student work and/or data for purposes of targeted improvement.

Elicits all voices in planning units, sharing teaching ideas, looking at student work and utilizing data to address issues that impact student learning. Contributes new ideas and strategies to improve student achievement.

Possible Evidence to look for: The teacher highly values collaboration and positive relationships by demonstrating trust, integrity, and respect. The teacher meets frequently with collaboration teams, such as PLC’s. The teacher is receptive to input from colleagues. The teacher encourages colleagues to share professional ideas, thoughts and comments regarding learning. The teacher works cooperatively with appropriate school personnel, including specialists and classified employees, to

address issues that impact student learning. Teacher regularly brings data and other resources to team meetings to work on improved student achievement.



Domain 6: Professional Responsibilities Standard 32: Self Improvement

Guiding Questions: Is the teacher self-directed when it comes to professional growth opportunities? Does the teacher seek involvement in activities that will further his/her professional growth and promote student learning?

Does Not Meet 1

Needs Improvement 2

Proficient 3

Exemplary

4

Is not open to ideas for improving teaching and learning. Is defensive and/or resistant to changing professional practices.

Can occasionally be persuaded to try out new classroom practices. Shows minimal interest in listening to feedback and suggestions.

Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism. Seeks out and attempts to implement effective teaching ideas from supervisors, colleagues, and other sources and evaluates outcomes.

Actively seeks out best-practices, feedback, and suggestions, which are effectively integrated into practice. Participates actively in professional groups, stays current on research-based best practices, and engages in action research to improve teaching and learning.

Possible Evidence to look for: The teacher can describe best practices when it comes to instruction, content area and research. The teacher is constantly seeking to improve his or her performance through professional growth opportunities as a lifelong

learner by reading, writing, reflection and sharing with others and applying his or her learning. The teacher is involved in professional activities that address possible areas for growth.

phoenix-talent schools teacher performance rubric ... rubric 2016-17.pdf · phoenix-talent schools...

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