special education teacher: evaluation process guide · 6. post-observation conference (see appendix...

Special Education Teacher: Evaluation Process Guide

Susanne Carrescia, Director Emily Butler Pam Carpentier Lan Eberle Becky Howard Linda Launer Brooke Mair Jessica Nemeth

August 6, 2013 Edition

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EVALUATION PROCESS GUIDE

The SEAPCO Evaluation Process Guide is your manual to our evaluation system for certified employees. The Guide provides you with SEAPCO’s expectations for your instructional delivery based on the Danielson evaluation rubric, with changes to meet our special populations. As you review these documents and align your practices with our expectations, you will find yourself becoming a stronger more confident educator.

SEAPCO MISSION

The mission of SEAPCO is to partner with member districts and families to prepare students with diverse educational needs to be productive citizens of society.

1. TEACHER EVALUATION SYSTEM

“Teacher” means full-time or part-time professional employee of the co-op who is required to hold a teaching certificate issued in accordance with Article 21 of the School Code or a professional educator’s license endorsed for a teaching field issued in accordance with Article 21B of the School Code.

A. THE PURPOSE OF THE TEACHER EVALUATION SYSTEM IN SEAPCO IS TO:

1. Ensure quality instruction and student learning. 2. Foster a standards-based approach based on the Danielson, Framework for Teaching. 3. Encourage self-reflection for professional growth and accountability. 4. Support consistent implementation of the plan across the cooperative. 5. Meet the requirements of the Illinois School Code.

B. AREAS OF REQUIRED CONSIDERATION:

In accordance with the Illinois School Code, a teacher’s summative evaluation will take into consideration teacher attendance, instructional methods, classroom management and competency in subject matter taught.

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2. RATING SYSTEM

No later than the 2016-17 school year, student growth components will be added in to the teacher evaluation rating system. Additional language will be added to reflect this change.

A. EXCELLENT: The classroom teacher rated EXCELLENT performs above expectations in both student achievement and professional contribution to the district or cooperative. This is a teacher who consistently demonstrates excellence in the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities by engaging in activities believed to be strongly related to positive student learning outcomes.

B. PROFICIENT: The classroom teacher rated PROFICIENT meet expectations by working with students to achieve a high level of success. This is a teacher who consistently demonstrates proficiency in the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities by engaging in activities believed to be strongly related to positive student learning outcomes.

C. NEEDS IMPROVEMENT: The classroom teacher rated as NEEDS IMPROVEMENT does not consistently promote student success through professional practice. This is a teacher who regularly demonstrates a need for improvement in one or more of the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. This teacher may recognize or intermittently engage in activities believed to be highly correlated with positive student learning outcomes, but still shows significant room for professional growth.

Note: If a tenured teacher’s performance is rated as NEEDS IMPROVEMENT, the evaluator in consultation with the evaluated teacher must develop a Professional Development Plan, a template for this plan is attached (see Appendix E, page 13). The Plan must be developed within thirty (30) school days following the evaluation meeting that resulted in a Needs Improvement rating. The Plan does not have a minimum or maximum time frame. Any teacher receiving a Needs Improvement rating will be evaluated in the following school year. If the performance areas are corrected and the teacher receives a Proficient or Excellent rating, he/she returns to the regular evaluation cycle.

D. UNSATISFACTORY: The classroom teacher rated UNSATISFACTORY fails to meet professional expectations. This is a teacher who consistently demonstrates unsatisfactory performance in one or more of the domains of: Knowledge and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.

Note: Within thirty (30) calendar days after completion of an evaluation of a teacher receiving an Unsatisfactory rating, the development and commencement of a Remediation Plan (see Appendix F, page 14-15) designed to correct the deficiencies cited will be enacted, provided the deficiencies are remediable. Additionally a consulting teacher will be selected by the evaluator who has at least five (5) years experience, familiarity with the assignment, and an Excellent on the last evaluation. The Remediation Plan shall provide for ninety (90) school days of remediation within the classroom. A mid-point and final evaluation will be provided by the evaluator during and at the end of the remediation period. Any teacher receiving an UNSATISFACTORY rating will be evaluated in the following school year. If the performance areas are remediated and the teacher receives a Proficient or Excellent rating, he/she will return to the regular evaluation cycle. If, at the conclusion of the remediation period, the teacher has not corrected their performance deficiencies the teacher is subject to dismissal.

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3. FORMAL AND INFORMAL OBSERVATION

A. FORMAL OBSERVATION: A formal observation means a specific window of time (at least 30 minutes or one class period) that is scheduled with the teacher for the qualified evaluator to directly observe professional practices in the classroom, in the school, or in a pre-arranged educational setting. At the post-observation conference, the evaluator will provide evidence and feedback to the teacher in writing. The teacher may provide additional information or explanation about the lesson presented. The following steps outline the formal observation process:

1. Teacher completes self-reflection (see Teacher Performance Rubric, pages 17-34) 2. Professional Growth Plan Meeting (see Appendix A, page 7) 3. Completion of Pre-Observation Conference form by teacher (see Appendix B, pages 8-9) 4. Pre-Observation Conference 5. Classroom Observation by evaluator (see Appendix C, page 10) 6. Post-Observation Conference (see Appendix D, page 11-12)

B. INFORMAL OBSERVATION: An informal observation is an observation of a teacher by a qualified evaluator that is not announced in advance and is not subject to a minimum time requirement. A pre-conference is not required. The evidence and feedback is provided either orally or in writing. The informal observation evidence can only be used in determining the summative rating if the documentation is provided in writing. The evaluator must provide an opportunity for the teacher to have an in person discussion following an informal observation. The informal Classroom Observation form is attached (see Appendix C, page 10).

4. EVALUATION TIME LINE

A. NON-TENURED TEACHERS will be evaluated annually. Each non-tenured first year teacher will participate in at least two formal and one informal evaluation prior to March 1st. In years two, three, and four, the teacher will participate in at least one formal and one informal evaluation prior to March 1st. These evaluations will follow the time line detailed below:

1. September 15 – Growth Plan meeting 2. November 15 - First post-observation meeting 3. February 15 - Second post-observation meeting 4. March 1 - Final Evaluation completed

B. TENURED TEACHERS will be evaluated at least every other school year consisting of a minimum of one formal and one informal observation. Tenured teacher evaluations will follow the time line detailed below:

1. September 15 – Growth Plan Meeting 2. February 15 – Post-observation meeting 3. March 1 - Final Evaluation completed

Note: See additional time line information in Section 2 regarding ratings of Unsatisfactory and Needs Improvement.

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5. JOB DESCRIPTION

In accordance with Illinois School Code, evaluation plans must include a description of each teacher’s duties and responsibilities. These may be found on the SEAPCO website (see Appendix G, page 16).

6. PERFORMANCE RUBRIC

SEAPCO Evaluation Rubric encompasses all 4 domains relative to teacher professional growth and skills attainment. The following domains are addressed: Knowledge and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities (see Appendix H, page 17-34).

7. FINAL EVALUATION SCORESHEET

Final Evaluation Scoresheet has been developed to evaluate teacher performance against the above rubric which is based on Danielson Framework for Teaching (see Appendix I, page 35-38).

8. PROFESSIONAL GROWTH PLAN

Staff will develop a plan toward the achievement of two professional growth goals aligned with the Evaluation Rubric based on their evaluation cycle. Pursuit of these goals will reinforce effective teaching practices, promote instructional improvement, enhance student learning, increase student achievement, and/or develop sound professional habits (see Appendix A, page 7).

9. EVALUATION PROCESS NOTIFICATION

At the start of the school term, or before, (i.e., the first day students are required to be in attendance) the school district will provide staff with notification (either electronic or paper) of their evaluation to be completed within the school year. This notice will include references to the SEAPCO Evaluation Process Guide including but not limited to:

1. A copy of the rubric to be used to rate the teacher; 2. A summary of the rating system to be used in their evaluation: “excellent”, “proficient”, “needs

improvement” and “unsatisfactory”; 3. A summary of the district’s procedures related to the provision of professional development or

remediation in the event a teacher receives a “needs improvement” or “unsatisfactory” rating, respectively, to include evaluation tools to be used during their remediation period.

If a teacher is hired after the start of the school term, then within thirty (30) calendar days from their hire date, a teacher will be given a hard copy of the SEAPCO Evaluation Process Guide and the location of the electronic copy.

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APPENDIX TABLE OF CONTENTS

Appendix Title Page #

A Professional Growth Plan 7

B Pre-Observation Conference Form 8-9

C Classroom Observation Documentation 10

D Post-Observation Conference Form 11-12

E Professional Development Plan for Needs Improvement 13

F Remediation Plan for Unsatisfactory 14-15

G Special Education Teacher Job Description 16

H Teacher Performance Rubric 17-34

I Teacher & Consultant Final Evaluation Scoresheet 35-38

SPECIAL EDUCATION ASSOCIATION OF PEORIA COUNTY 6000 S. ADAMS STREET BARTONVILLE, IL 61607

PH: (309) 697-0880 FAX: (309) 697-0884

PROFESSIONAL GROWTH PLAN

Certified Staff Member: Position: Date:

Class/Level: School:

List your professional goals below. Goals should be related to the job standards rubric for your professional position. At the end of the evaluation period, you must provide a written summary of goal completion and an outline of portfolio contents to your area administrator. The column entitled “Goal completion” will be completed by the area administrator at the end of the evaluation period.

Goals/Objectives (Identify Domain/Element) Means for measuring and/or Evidence Goal/Objectives Completion Date

INITIAL: Certified Staff Member:

Date:

Evaluator:

Date:

FINAL: Certified Staff Member:

Date:

Evaluator:

Date:

Appendix A

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Special Education Association of Peoria County 6000 S. Adams Street, Bartonville, IL 61607

Phone (309) 697-0880 Fax (309) 697-0884

PRE-OBSERVATION CONFERENCE FORM

Employee’s Name: School/Administrator:

Date of Pre-Conference: Date/Time of Observation:

Grade Level Observed: Lesson Topic:

Status: Non-Tenured 1st Year 2

nd Year 3

rd Year 4

th Year Tenured

1. Student Characteristics: Briefly describe the students in this class.

2. Objectives: What are the goals for the lesson? What do you want the students to learn?

3. Evaluative Objectives: Why are these goals suitable for this group of students?

4. Instructional Strategies: What methods of instruction do you plan to utilize to ensure the objectives are met?

5. Student Involvement: How do you plan to engage students in the content? What will you do during this time students are engaged?

6. Lesson Plan – Unit Plan - Materials: What instructional materials or other resources, if any, will you use?

7. Technology: Will you incorporate the use of technology in this particular lesson?

8. Assessment: How do you plan to assess student achievement of the goal? What procedure will you use?

9. Special Interest: Are there any special circumstances that may affect this lesson?

Appendix B

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10. Supervisory Focus: Are there any particular items that you want me to look for and give you feedback while I am conducting the observation?

11. Professional Growth Activities & Contribution to District/School Community

Other comments or concerns?

Employee’s Signature Date

Administrator’s Signature Date

SEAPCO Form #717

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Special Education Association of Peoria County 6000 S. Adams Street, Bartonville, IL 61607

Phone (309) 697-0880 Fax (309) 697-0884

CLASSROOM OBSERVATION DOCUMENTATION

Teacher/Consultant: Date / Time:

Evaluator: Subject Area:

Domain 2: Classroom Environment Domain 3: Instruction

Components:

2a – Creating an Environment of Respect and Rapport 2b – Establishing a Culture for Learning 2c – Managing Classroom Procedures 2d – Managing Student Behavior

Components:

3a – Communicating Clearly and Accurately 3b – Engaging Students in Learning 3c – Element 1 - Using Assessment in Instruction 3c – Element 2 – Monitoring of Student Learning 3d – Demonstrating Flexibility and Responsiveness

Types of Observation: Formal Observation Informal Observation

Announced Unannounced

ACTIONS & STATEMENTS/QUESTIONS BY TEACHER/CONSULTANT & STUDENTS

(Please list time and component for each action listed below)

Additional Notes:


Evaluator’s Signature Date

SEAPCO Form #718T/C

Appendix C

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Special Education Association of Peoria County

6000 S. Adams Street, Bartonville, IL 61607 Phone (309) 697-0880 Fax (309) 697-0884

POST-OBSERVATION CONFERENCE FORM

Classroom Teacher/Consultant: Grade Level & Subject:

Observation Date: Time:

Date of Post-Conference: Period:

DOMAIN #2: THE CLASSROOM ENVIRONMENT

2a. Creating an Environment of Respect and Rapport (Unsatisfactory - Needs Improvement – Proficient - Excellent)

2b. Establishing a Culture for Learning (Unsatisfactory - Needs Improvement – Proficient - Excellent)

2c. Managing Classroom Procedures (Unsatisfactory - Needs Improvement – Proficient - Excellent)

2d. Managing Student Behavior (Unsatisfactory - Needs Improvement – Proficient - Excellent)

Appendix D

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DOMAIN #3: INSTRUCTION

3a. Communicating Clearly and Accurately (Unsatisfactory - Needs Improvement – Proficient - Excellent)

3b. Engaging Students in Learning (Unsatisfactory - Needs Improvement – Proficient - Excellent)

3c. - Element #1 - Using Assessment in Instruction (Unsatisfactory - Needs Improvement – Proficient - Excellent)

3c. - Element #2 - Monitoring of Student Learning (Unsatisfactory - Needs Improvement – Proficient - Excellent)

3d. Demonstrating Flexibility and Responsiveness (Unsatisfactory - Needs Improvement – Proficient - Excellent)

Additional Notes:

Teacher/Consultant Signature:

Date:

Evaluator Signature:

Date:

SEAPCO Form #719T/C

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Special Education Association of Peoria County 6000 S. Adams Street, Bartonville, IL 61607 Phone (309) 697-0880 Fax (309) 697-0884

PROFESSIONAL DEVELOPMENT PLAN FOR NEEDS IMPROVEMENT

(A written copy of evaluation will be attached)

Domain – Component/Element

Professional Development Recommendations for Improvement

District Support

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Employee’s Signature: Date:

Administrator’s Signature: Date:

SEAPCO Form #720

Appendix E

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Special Education Association of Peoria County 6000 S. Adams Street, Bartonville, IL 61607 Phone (309) 697-0880 Fax (309) 697-0884

REMEDIATION PLAN FOR UNSATISFACTORY

(A written copy of evaluation will be attached)

Domain – Component/Element

to be Remediated Recommendations for Corrections

Target Indicating Proficiency

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Domain:

Component/Element:

Review Dates of Plan Implementation:

Beginning Evaluation Date:

Mid-Point Evaluation Date:

Final Evaluation Date:

Identified Consulting Peer: (Mentor Program)

Name

Appendix F

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Beginning Evaluation Date:

Employee’s Signature:

Consulting Peer’s Signature:

Administrator’s Signature:

Mid-Point Evaluation Date:

Progress Summary:




Final Evaluation Date:




SEAPCO Form #721

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SPECIAL EDUCATION TEACHER

JOB DESCRIPTION

Reports to: Special Education Administrator Credentials: Type 10 Certification or endorsement in area of responsibility

I. INSTRUCTIONAL PLANNING

A. Plan an age appropriate program of study that meets the individual needs and abilities of students in accordance with district curriculum goals where applicable.

B. Develop and implement an appropriate IEP to assess each student’s progress. C. Plan and supervise purposeful assignments for teacher assistants and/or volunteers and evaluate their

job performance. D. Develop and coordinate appropriate instructional materials, units and supplemental resources for

delivery of instruction. E. Develop, modify, or adapt materials and assignments of the classroom curriculum to meet individual

needs within an inclusionary setting.

II. INSTRUCTIONAL DELIVERY

A. Present lessons and activities incorporating an introduction, statement of objectives, and summation. B. Provide opportunity for student feedback, guided practice, and independent practice. C. Lesson presentation incorporates different modalities of instruction. D. Evaluate student’s performance and implement remedial strategies as needed. E. Provide instruction, implementing the IEP, assisting students as indicated by circumstances. F. In an inclusionary setting, implement the IEP, provide instruction, team teach, and assist students as

indicated by circumstances.

III. COMMUNICATION

A. Establish and maintain communication with faculty members, administration, supervisory personnel, parents, and students.

B. Complete and submit required forms and reports on time. C. Attend and participate in conferences regarding students.

IV. CLASSROOM AND BEHAVIOR MANAGEMENT

A. Develop and implement reasonable rules of classroom behavior and procedures to maintain a positive learning environment.

B. Assure responsibility for the safety and well being of students under his or her direct supervision. C. Assume responsibility for the care and protection of school property, equipment, and materials. D. Implement all applicable policies and/or rules established by housing district.

V. PROFESSIONALISM

A. Improve competence by utilizing inservice opportunities, course work, professional literature, and other reliable means of professional growth.

B. Maintain professional ethics. C. Wear appropriate attire as determined by district dress code and instructional setting. D. Follow arrival and departure times of school as established by district guidelines. E. Meet attendance guidelines as established by the SEAPCO handbook.

Appendix G

SEAPCO

TEACHER PERFORMANCE RUBRIC

DOMAIN 1: KNOWLEDGE AND PREPARATION

COMPONENT 1a - Illinois Professional Teaching Standards: 1, 2, 4

ELEMENTS

LEVEL OF PERFORMANCE

UNSATISFACTORY – 1 Point

Does Not Meet State Standards

NEEDS IMPROVEMENT – 2 Points

Progressing Toward State Standards

PROFICIENT – 3 Points

Meets State Standards

EXCELLENT – 4 Points

Exceeds State Standards

Demonstrating Knowledge of Content and Pedagogy

The teacher’s plans and practice display little knowledge of the content, standards, curriculum, as well as prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline.

The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. The implementation is sporadic, intermittent, and not entirely successful.

The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline.

The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding.

Knowledge of IEP Content/Forms

Teacher fails to complete or use mandated IEP forms.

Teacher uses mandated IEP forms but does not complete all sections – including supplementary aids/services, related services, special education services, dates for initiation, duration of services, frequency, location, methods for reporting progress, and statewide and/or district-wide assessment.

Teacher uses forms and completes sections required.

Teacher uses forms, completed required sections and provides support/guidance to other team members on compliance with forms.

Sample Attributes Teacher makes content errors.

Teacher does not consider prerequisite relationships when planning.

Teacher’s plans use inappropriate, not age or functioning level-appropriate, strategies for the discipline.

Teacher is familiar with the discipline but does not see conceptual relationships.

Teacher’s knowledge of prerequisite relationships are inaccurate or incomplete.

Lesson and unit plans use limited instructional strategies and some are not suitable to the content.

The Teacher can identify important concepts of the discipline, and their relationships to one another.

The teacher consistently provides clear explanations of the content.

The teacher answers student questions accurately and provides feedback that furthers their learning.

The teacher seeks out content-related professional development.

In addition to the characteristics of “proficient”,

Teacher cites intra- and inter-disciplinary content relationships.

Teacher is proactive in uncovering student misconceptions and addressing them before proceeding.

Appendix H

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COMPONENT 1b - Illinois Professional Teaching Standards: 1, 2, 3, 7

ELEMENTS










Demonstrating Knowledge of Students

The teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding.

The teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge only for the class as a whole.

The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students.

The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students.

Understanding of Students’ Varied Approaches to Learning

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.

Teacher displays solid understanding of the different approaches to learning that different students’ exhibit.

Teacher uses, where appropriate, knowledge of students’ varied approaches to learning in instructional planning and/or co-planning.

Sample Attributes Teacher does not understand child development characteristics and has unrealistic expectations for students.

Teacher does not try to ascertain varied ability levels among students in the class.

Teacher is not aware of student interests or cultural heritages.

Teacher takes no responsibility to learn about students’ medical or learning disabilities.

Teacher cites developmental theory, but does not seek to integrate it into lesson planning.

Teacher is aware of the different ability levels in the class, but tends to teach to the “whole group”.

The teacher recognizes that children have different interests and cultural backgrounds, but rarely draws on their contributions or differentiates materials to accommodate those differences.

The teacher is aware of medical issues and learning disabilities with some students, but does not seek to understand the implications of that knowledge.

The teacher knows, for groups of students, their levels of cognitive development.

The teacher is aware of the different cultural groups in the class.

The teacher has a good idea of the range of interests of students in the class.

The teacher has identified “high”, “medium”, and “low” groups of students within the class.

The teacher is well-informed about students’ cultural heritage and incorporates this knowledge in lesson planning.

The teacher is aware of the special needs represented by students in the class.


The teacher uses ongoing methods to assess students’ skill levels and designs instruction accordingly.

The teacher seeks out information about their cultural heritage from all students.

The teacher maintains a system of updated student records and incorporates medical and/or learning needs into lesson plans.

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COMPONENT 1c - Illinois Professional Teaching Standards: 2, 3, 4

ELEMENTS










Selecting Instructional Outcomes/IEP Goals

Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. Goals are not measurable. Progress monitoring is not evident. Goals are not relevant to student needs.

Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. Development of goals may be measurable. Progress monitoring is inconsistent. There is minimal evidence that transition assessments and goals reflect transition planning.

Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination. Goals are measurable and based on progress monitoring assessment data gathered at least every other week. IEP shows evidence of transition assessments and goals which reflect transition planning.

Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. Progress monitoring data is presented in a clear and concise manner with evidence of student involvement in data collection and management. It was evident that students contribute and/or led the discussion about post high school planning.

Sample Attributes Outcomes lack rigor.

Outcomes do not represent important learning in the discipline.

Outcomes are not clear or are stated as activities.

Outcomes are not suitable for many students in the class.

Outcomes represent a mixture of low expectations and rigor.

Some outcomes reflect important learning in the discipline.

Outcomes are suitable for some of the class.

Outcomes represent high expectations and rigor.

Outcomes are related to “big ideas” of the discipline.

Outcomes are written in terms of what students will learn rather than do.

Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication.

Outcomes are suitable to groups of students in the class, differentiated where necessary.


Teacher plans reference curricular frameworks or blueprints to ensure accurate sequencing.

Teacher connects outcomes to previous and future learning.

Outcomes are differentiated to encourage individual students to take educational risks.

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COMPONENT 1d - Illinois Professional Teaching Standards: 1, 2, 3, 4, 5, 6

ELEMENTS










Learning Activities Learning activities are not suitable to students or instructional/IEP goals. They do not follow an organized progression and do not reflect sound professional research. The lesson or unit has no clearly defined structure, or the structure is chaotic. Time allocations are unrealistic.

Only some of the learning activities are suitable to students or instructional/IEP goals. Progression of activities in the unit is uneven, and only some activities reflect sound professional research. The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.

Most of the learning activities are suitable to students and instructional/IEP goals. Progression of activities in the unit is fairly even, and most activities reflect sound professional research. The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.

Learning activities are highly relevant to students and instructional/IEP goals. Activities progress coherently, producing a unified whole and reflecting sound professional research. The lesson or unit structure is clear and allows for different learning styles.

Instructional Groups

Instructional groups do not support the instructional/IEP goals and offer no variety of instructional techniques.

Instructional groups are inconsistent in suitability to the instructional/IEP goals and offer minimal variety of instructional techniques.

Instructional groups are appropriate to the student’s instructional/IEP goals and offer a variety of instructional techniques.

Instructional groups are varied, as appropriate to the different instructional/IEP goals. Students may have choices in selecting different instructional groups when appropriate.

Sample Attributes Learning activities are boring and/or not well aligned to the instructional goals.

Materials are not engaging or meet instructional outcomes.

Instructional groups do not support learning.

Lesson plans are not structured or sequenced and are unrealistic in their expectations.

The teacher does not seek out resources available to expand his/her own skill.

Learning activities are moderately challenging.

Learning resources are suitable, but there is limited variety.

Instructional groups are random or only partially support objectives.

Lesson structure is uneven or may be unrealistic in terms of time expectations.

The teacher locates materials and resources for students that are available through the school, but does not search beyond the school for resources.

Learning activities are matched to instructional outcomes.

Activities provide opportunity for higher-level thinking.

Teacher provides a variety of appropriately challenging materials and resources.

Instructional student groups are organized thoughtfully to maximize learning and build on student strengths.

The plan for the lesson or unit is well structured, with reasonable time allocations.

Texts are supplemented by additional resources.


Activities permit student choice.

Learning experiences connect to other disciplines.

Teacher provides a variety of appropriately challenging resources that are differentiated for students in the class.

Lesson plans differentiate for individual student needs.

The teacher facilitates student contact with resources outside the classroom.

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COMPONENT 1e - Illinois Professional Teaching Standards: 8, 9

ELEMENTS










Assessing Student Learning

The teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction.

The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole.

The teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students.

The teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contributions to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.

Using Present Levels of Academic Achievement & Functional Performance (PLAAFP)

No PLAAFPs are available or present levels are determined by unsubstantiated methods of measurement.

Annual PLAAFPs are assessed using standardized assessments only. There is no discussion regarding progress on current goals and objectives.

Annual PLAAFPs are documented based on progress on current measurable goals and objectives. Standardized assessments may be provided. There is minimal discussion on how these levels impact the student’s performance in the regular classroom.

Annual PLAAFPs are documented in relation to measurable goals and objectives. Discussion is provided on how these levels impact the student’s performance in the regular classroom.

Sample Attributes The teacher’s proposed assessment does not consider the progress as per instructional/IEP goals.

The assessment results minimally affect planning for these students.

Progress is not documented or reported to case manager and/or parent.

Assessment criteria minimally takes into account progress on instructional/IEP goals and are not clear or have not been communicated to students, if appropriate.

Teacher uses assessment results to plan for lessons/activity.

Progress is documented but not reported to case manager and/or parent.

Assessment criteria are clear, reflects progress as stated in the instructional/IEP goals and have been communicated to students.

Teacher uses assessment results to plan for individuals and groups of students to work towards instructional/IEP goals.

Goals and objectives are measurable. Progress is documented; data is collected but minimally reported to case manager and /or parent.


Assessment criteria are clear, reflects progress as stated in the instructional/IEP goals and have been clearly communicated to students.

Students may contribute to assessment through self-monitoring or self-assessment.

Teacher uses assessment results to plan for individuals and groups of students, and to guide instruction.

Students are aware of how they are meeting the established instructional/IEP goals and participate in planning the next steps, when appropriate.

Data is collected and effectively reported to case manager and/or parent.

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SEAPCO


DOMAIN 2: THE CLASSROOM ENVIRONMENT

COMPONENT 2a - Illinois Professional Teaching Standards: 3, 5, 7

ELEMENTS










Creating an Environment of Respect and Rapport

Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students’ cultural backgrounds and are characterized by sarcasm, put-downs, or conflict.

Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students.

Classroom interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students.

Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class.

Sample Attributes Teacher uses disrespectful talk towards students; Student body language indicates feelings of hurt or insecurity.

Students use disrespectful talk towards one another with no response from the teacher.

Teacher displays no familiarity with or caring about individual students’ interests or personalities.

The quality of interactions between teacher and students, or among students, is uneven, with occasional disrespect.

Teacher attempts to respond to disrespectful behavior among students, with uneven results.

Teacher attempts to make connections with individual students, but student reactions indicate that the efforts are not completely successful or are unusual.

Talk between teacher and students and among students is uniformly respectful.

Teacher responds to disrespectful behavior among students.

Teacher makes general connections with individual students.


Teacher demonstrates knowledge and caring about individual students’ lives beyond school.

When necessary, students correct one another in their conduct towards classmates.

There is no disrespectful behavior among students.

The teacher’s response to a student’s incorrect response respects the student’s dignity.

23

COMPONENT 2b - Illinois Professional Teaching Standards: 1, 4, 5, 6

ELEMENTS










Establishing a Culture for Learning

The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work.

The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher and students appear to be only “going through the motions”.

The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work.

High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance – for example, by initiating improvements to their work.

Sample Attributes The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments.

The teacher conveys to at least some students that the work is too challenging for them.

Students exhibit little or no pride in their work.

Class time is devoted more to socializing than to learning.

Instructional/IEP goals and activities, interactions, and the classroom environment convey only minimal expectations for student achievement based on potential.

Teacher’s energy for the work is neutral: indicating neither a high level of commitment nor “blowing it off”.

The teacher conveys high expectations for only some students.

Students comply with the teacher’s expectations for learning, but don’t indicate commitment on their own initiative for the work.

Many students indicate that they are looking for an “easy path”.

Instructional/IEP goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement based on potential.

The Teacher communicates the importance of learning, and that with hard work all students can be successful in it.

The teacher demonstrates a high regard for student abilities.

Teacher conveys an expectation of high levels of student effort.

Students expend good effort to complete work of high quality.

Instructional/IEP goals and activities, interactions, and the classroom environment convey high expectations for student achievement based on potential.


The teacher communicates a genuine passion for the subject.

Students indicate that they are not satisfied unless they have complete understanding.

Student questions and comments indicate a desire to understand the content, rather than, for example, simply learning a procedure for getting the correct answer.

Students recognize the efforts of their classmates.

Students take initiative in improving the quality of their work.

High expectations for the learning of all students are established and maintained through planning of learning activities, interactions, and the classroom environment based on individual potential.

24

COMPONENT 2c - Illinois Professional Teaching Standards: 5, 9

ELEMENTS










Managing Classroom Procedures, Physical Space and Staff.

Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. The physical environment is unsafe, or some students don’t have access to learning. Alignment between the physical arrangement and the lesson activities is poor.

Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance on non-instructional duties are only partially effective. The classroom is safe, and essential learning is accessible to most students; the teacher’s use of physical resources, including computer technology, is moderately effective. The teacher may attempt to modify the physical arrangement to suit learning activities, with partial success.

Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.

Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaption of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson.

Sample Attributes Students not working with the teacher are not productively engaged or are disruptive to the class.

There are no established procedures for distributing and collecting materials.

Procedures for other activities are confused or chaotic.

There are physical hazards in the classroom, endangering student safety.

Available technology is not being used, even if available and its use would enhance the lesson.

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

Small groups are only partially engaged while not working directly with the teacher.

Procedures for transitions, and distribution/collection of materials, seem to have been established, but their operation is rough.

Classroom routines function unevenly.

The physical environment is not an impediment to learning, but does not enhance it.

The teacher makes limited use of available technology and other resources.

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

The students are productively engaged during small group work.

Transitions between large and small group activities are smooth.

Routines for distribution and collection of materials and supplies work efficiently.

Classroom routines function smoothly.

The classroom is arranged to support the instructional goals and learning activities.

The teacher makes appropriate use of available technology.

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


Students take the initiative with their classmates to ensure that their time is used productively.

Students themselves ensure that transitions and other routines are accomplished smoothly.

Students take initiative in distributing and collecting materials efficiently.

There is total alignment between the goals of the lesson and the physical environment.

Teachers and students make extensive and imaginative use of available technology.

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

25

COMPONENT 2d - Illinois Professional Teaching Standards: 5

ELEMENTS










Managing Student Behavior

There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity.

It appears that the teacher has made an effort to establish standards of conduct for students. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity.

Standards of conduct are clear, with evidence of student participation in setting them. The teacher’s monitoring of student behavior is subtle and preventive, and the teacher’s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior.

Sample Attributes The classroom environment is chaotic, with no apparent standards of conduct.

The teacher does not monitor student behavior.

Some students violate classroom rules, without apparent teacher awareness.

When the teacher notices student misbehavior, he/she appears helpless to do anything about it.

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

Teacher attempts to maintain order in the classroom but with uneven success; standards of conduct, if they exist, are not evident.

Teacher attempts to keep track of student behavior, but with no apparent system.

The teacher’s response to student misbehavior is inconsistent: sometimes very harsh; other times lenient.

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

Standards of conduct appear to have been established.

Student behavior is generally appropriate.

The teacher frequently monitors student behavior.

Teacher’s response to student misbehavior is effective.

Teacher acknowledges good behavior.

Teacher is alert to student behavior at all times and employs strategies that maintain student behavior.


Student behavior is entirely appropriate; no evidence of student misbehavior.

The teacher monitors student behavior without speaking – just moving about.

Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct.

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

26

SEAPCO


DOMAIN 3: INSTRUCTION

COMPONENT 3a - Illinois Professional Teaching Standards: 6, 7

ELEMENTS










Communicating Clearly and Accurately

Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The teacher’s use of language contains errors or is inappropriate for students’ cultures or levels of development.

Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher’s use of language is correct but may not be completely appropriate for students’ cultures or levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students’ cultures and levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. The teacher’s oral and written communication is clear and expressive, appropriate for students’ cultures and levels of development, and anticipates possible student misconceptions.

Sample Attributes At no time during the lesson does the teacher convey to the students what they will be learning.

Students indicate through their questions that they are confused as to the learning task.

The teacher makes a serious content error that will affect students’ understanding of the lesson.

Students indicate through body language or questions that they don’t understand the content being presented.

Teacher’s communications include errors of vocabulary or usage.

Vocabulary is inappropriate to the age or culture of the students.

Vocabulary may be inappropriate, vague, or used incorrectly leaving students confused.

The teacher refers in passing to what the students will be learning, or it is written on the board with no elaboration or explanation.

Teacher must clarify the learning task so students can complete it.

The teacher makes no serious content errors, although may make a minor error.

The teacher’s explanation of the content consists of a monologue or is purely procedural with minimal participation by students.

Vocabulary and usage are correct but unimaginative.

Vocabulary is too advanced or juvenile for the students.

Vocabulary is correct but limited or is not appropriate to student age and interests, background and disability.

Teacher’s explanation consists of a monologue with no invitation to the students for intellectual engagement.

The teacher states clearly, at some point during the lesson, what the students will be learning.

If appropriate, the teacher models the process to be followed in the task.

Students engage with the learning task, indicating that they understand what they are to do.

The teacher makes no content errors.

Teacher’s explanation of content is clear, and invites student participation and thinking.

Vocabulary and usage are correct and completely suited to the lesson.

Vocabulary is appropriate to the students’ ages and levels of development.

Vocabulary is appropriate to student age and interests, background and disability.

Teacher invites student intellectual engagement.

.


The teacher points out possible areas for misunderstanding.

Teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life.

All students seem to understand the presentation.

The teacher invites students to explain the content to the class, or to classmates.

Teacher uses rich language, offering brief vocabulary lessons where appropriate.

Language is correct and expressive, with well-chosen vocabulary that enriches the lesson and is appropriate to student age and interests, background and disability.

Students contribute to extending the content and explaining concepts to their classmates.

27

COMPONENT 3b - Illinois Professional Teaching Standards: 1, 2, 3, 4, 6

ELEMENTS










Engaging Students

in Learning

Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion.

Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but it is not fully maintained. Some questions elicit a thoughtful response, but most are low-level, posed in rapid succession and engagement of all students in the discussion is only partially successful.

Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures or levels of understanding. All students are engaged in rigorous work. The lesson’s structure is coherent, with appropriate pace. Most questions elicit a thoughtful response and allow sufficient time for student answers. All students participate in the discussion, with the teacher stepping aside when appropriate.

Students, throughout the lesson, are highly intellectually engaged in significant learning and contribute to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure equality in discussion.

Sample Attributes Representation of content is inappropriate for students and unclear or uses poor examples and analogies.

Presentation does not align with IEP goals.

Students are not actively engaged.

Instructional materials and resources are unsuitable to the IEP and instructional goals or do not engage students cognitively.

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

Representation of content is inconsistent in quality. Some is done skillfully, with good examples; other portions are difficult to follow.

Presentation only marginally aligns with IEP goals.

Instructional materials and resources are partially suitable to the IEP and instructional goals, or students’ level of cognitive engagement is moderate.

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

Representation of content is appropriate and links well with students’ knowledge, experience, background, and IEP goals.

Almost all students are engaged and are making progress toward their IEP goals.

Instructional materials and resources are suitable to the IEP and instructional goals and engage students cognitively.

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


Representation of content is appropriate and links well with students’ knowledge, experience, background, and IEP goals.

Students may contribute to representation of content.

Students may initiate or adapt activities and projects to enhance understanding.

Instructional materials and resources are suitable to the IEP and instructional goals and engage students cognitively.

Students may initiate the choice, adaptation, or creating of materials to enhance their own purposes.

The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is consistent and adapted if needed to be appropriate for all students.

28


ELEMENTS










Using Assessment in Instruction

Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students.

Assessment is occasionally used in instruction, through some monitoring of progress of learning by the teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work.

Formative and summative assessments are regularly used in instruction, through self-assessment by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work.

Formative and summative assessments are used in a developmentally-appropriate manner during the learning cycle, through student involvement in establishment of the assessment criteria, self-assessment, progress checks by both students and teacher, and high-quality feedback to students from a variety of sources.

Monitoring of Student Learning

Assessment is only for grading. Teacher monitors understanding through a single method or without ensuring that all students understand.

The teacher elicits evidence of individual student understanding during the lesson, for at least some groups of students.

Teacher monitoring of student understanding is sophisticated and continuous; the teacher is constantly taking the class’s pulse.

Sample Attributes The teacher gives no indication of what high quality work looks like.

The teacher makes no effort to determine whether students understand the lesson.

Feedback is only global.

The teacher does not ask students to evaluate their own or classmates’ work.

The teacher makes no attempt to adjust the lesson based on student confusion.

There is little evidence that the students understand how their work will be evaluated, teacher attempts to adjust the lesson are partially successful.

The teacher monitors understanding through a single method, or without eliciting evidence of understanding from all students.

The teacher requests global indications of student understanding.

Feedback to students is not uniformly specific, not orientated towards future improvement of work.

The teacher makes only minor attempts to engage students in self- or peer-assessment.

Students indicate that they clearly understand the characteristics of high-quality work, and when necessary the teacher makes adjustments to the lesson for groups.

The teacher elicits evidence of student understanding during the lesson; students are invited to assess their own work and make improvements.

Feedback includes specific and timely guidance for at least groups of students.

The teacher attempts to engage students in self- or peer-assessment.


There is evidence that students have helped establish the evaluation criteria, and the teacher makes adjustments to the lesson to assist individual students.

The teacher’s monitoring of student understanding is sophisticated and continuous; the teacher is constantly “taking the pulse’ of the class.

The teacher makes frequent use of strategies to elicit information about individual student understanding.

Feedback to students is specific and timely, and is provided from many sources, including other students.

Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.

29

COMPONENT 3d - Illinois Professional Teaching Standards: 3, 6, 7, 9, 10

ELEMENTS










Demonstrating Flexibility and Responsiveness

The teacher adheres to the instruction plan, even when a change would improve the lesson or address students’ lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment.

The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon.

The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests.

The teacher seizes an opportunity to enhance learning by responding to and building on a spontaneous event or student interests. Throughout the learning cycle, the teacher ensures the success of all students, using an extensive repertoire of instructional strategies.

Sample Attributes The teacher ignores indications of student boredom or lack of understanding.

The teacher brushes aside student questions.

The Teacher makes no attempt to incorporate student interests into the lesson.

The teacher conveys to students that when they have difficulty learning, it is their fault.

In reflecting on practice, the teacher does not indicate that it is important to reach all students.

The teacher‘s efforts to modify the lesson are only partially successful.

The teacher makes perfunctory attempts to incorporate student questions and interests into the lesson.

The Teacher conveys to students a level of responsibility for their learning, but uncertainty as to how to assist them.

In reflecting on practice, the teacher indicates the desire to reach all students, but does not suggest strategies to do so.

When necessary, the teacher makes adjustments to the lesson to enhance understanding by groups of students.

The teacher incorporates students’ interests and questions into the heart of the lesson.

The teacher conveys to students that she/he has other approaches to try when the students experience difficulty.

In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty.


The teacher’s adjustments to the lesson are designed to assist individual students.

The teacher seizes on a teachable moment to enhance a lesson.

The teacher conveys to students that she/he won’t consider a lesson “finished” until every student understands, and that she/he has a broad range of approaches to use.

In reflecting on practice, the teacher can cite others in the school and beyond who she/he has contacted for assistance in reaching some students.

30

SEAPCO


DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

COMPONENT 4a - Illinois Professional Teaching Standards: 10, 11

ELEMENTS










Maintaining Accurate Records

The teacher’s systems for maintaining both instructional and non-instructional records are either nonexistent or in disarray, resulting in errors and confusion.

The teacher’s systems for maintaining both instructional and non-instructional records are rudimentary and only partially effective.

The teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective.

The teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective, and students contribute to its maintenance.

Assessment Timelines

Teacher does not have assessment completed and reports written to meet all IEP deadlines.

Teacher is often surprised by approaching IEP deadlines and is either incomplete with assessment procedures or takes excessive time from other teaching responsibilities.

Teacher incorporates assessment within the schedule with occasional loss of teaching time. Reports meet IEP deadlines.

Teacher incorporates assessment within the schedule with minimal loss of teaching time. Reports directly address education concerns to meet IEP deadlines.

Sample Attributes Absence of a system for either instructional or non-instructional records.

Record-keeping systems that are in disarray so as to provide incorrect or confusing information.

Teacher rarely has a copy of the current IEP.

Notes are not available.

Files are left in unlocked places.

Notes are not kept of consultation meetings or data collection.

The teacher has process for recording student work completion. However, it may be out-of-date or does not permit students to access the information.

The teacher’s process for tracking student progress is cumbersome to use.

The teacher has a process for tracking some non-instructional information, but not all, or it may contain some errors.

Teacher is inconsistent in updating files.

Many files do not contain a current IEP.

File security is inconsistent.

Teacher records of student related contacts are incomplete, or difficult to follow.

The teacher’s process for recording student work completion is efficient and effective; students have access to information about completed and/or missing assignments.

The teacher has an efficient and effective process for recording student attainment of learning goals; students are able to see how they’re progressing.

Files contain current IEP, protocols of standardized tests, and notes that are relatively current and complete. Files are usually locked in a secure location.

Teacher documents in the IEP file most student related contacts, keeping copies of e-mail and handwritten notes, logs of phone and in-person conversations, notes of meetings, records, and data collection.


Students contribute to and maintain work completion records, personal progress data, and non-instructional records for the class.

Students contribute to and maintain data files indicating their own progress in learning.

Files contain current IEP, protocols of standardized tests, and notes that are current and complete.

Files are kept in a securely locked location.

Teacher delivers or returns unneeded files promptly.

Teacher documentation of student related contacts are thoroughly documented in the IEP file.

31

COMPONENT 4b - Illinois Professional Teaching Standards: 8, 11

ELEMENTS










Communicating

with Families and

Staff

The teacher’s communication with

families about the instructional program

or about individual students is sporadic

or culturally inappropriate. The teacher

makes no attempt to engage families in

the instructional program.

The teacher adheres to school

procedures for communicating with

families and makes modest attempts to

engage families in the instructional

program. But communications are not

always appropriate to the cultures of

those families.

The teacher communicates frequently

with families and successfully engages

them in the instructional program.

Information to families about individual

students is conveyed in a culturally

appropriate manner.

The teacher’s communication with

families is two-way, frequent, and

sensitive to cultural traditions; students

participate in the communication. The

teacher successfully engages families in

the instructional program, as appropriate.

IEP Communication

The teacher does not provide information in the IEP of current levels of function that apply to educational concerns. Initial and 3-yr evaluations are not completed in an appropriate timeframe.

The teacher includes all the information in the IEP about present levels of performance and the students’ goals are not meaningful. IEPs, 3-yr evaluations and initial evaluations are conducted but not in a timely manner.

The teacher communicates well in the IEP about present levels of performance and goals the student is to meet. IEPs, 3-yr evaluations and initial evaluations are conducted in a timely manner.

The teacher communicates clearly in the written IEP and orally during the meeting. IEPs, 3-yr evaluations and initial evaluations are conducted in a timely manner.

Sample Attributes Little or no information regarding instructional program available to parents.

Families are unaware of their children’s progress.

Lack of family engagement activities.

Culturally inappropriate communication.

Teacher provides little information about the instructional program to families.

Teacher fails to respond to concerns and questions of general education teachers and other professionals.

Does not provide the IEP information to other team members.

IEPs are not conducted annually.

Teacher fails to provide written notice to parents/staff within an appropriate timeframe.

No procedural safeguards are provided.

Infrequent or incomplete information sent home by teachers about the instructional program.

The teacher maintains school-required grade book but does little else to inform families about student progress.

Teacher participates in the school’s activities for parent communication but offers little additional information and/or sometimes inappropriate to families’ cultural norms.

Teacher responds to questions and concerns, but fails to respond promptly or to address all issues.

May inform team members of IEP components upon request.

The teacher provides notice to family/staff but not enough notice for most people to attend.

No procedural safeguards are provided.

The teacher sends information about student progress home on a regular basis.

The teacher develops activities designed to successfully engage families in their children’s learning, as appropriate.

The teacher provides frequent information to parents, as appropriate, about the instructional program.

Abbreviations and jargon are avoided or explained.

The teacher responds to messages in a timely fashion, seeking answers when not readily available.

The teacher provides team members with IEP information.

Teacher provides notice to family/staff within an appropriate timeframe for all members to attend.

Procedural safeguards are provided.


On a regular basis, students develop materials to inform their families about the instructional program.

Students maintain and share learning progress records with families.

The teacher provides frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for their families.

The teacher seizes a major opportunity to enhance learning, building on questions and concerns of general education teachers or other professionals.

The teacher provides team members, family and staff with IEP invitations, with reminders before the meeting.

The teacher provides family/staff with drafts of meeting agendas and/or IEPs.

32


ELEMENTS










Contributing to

the School and

District

The teacher avoids participating in a

professional community or in school

and district events and projects;

relationships with colleagues are

negative or self-serving.

The teacher becomes involved in the

professional community and in school and

district events and projects when

specifically asked; relationships with

colleagues are cordial.

The teacher participates actively in the

professional community and in school and

district events and projects, and maintains

positive and productive relationships with

colleagues.

The teacher makes a substantial

contribution to the professional

community and to school and district

events and projects, and assumes a

leadership role among the faculty.

Sample Attributes The teacher’s relationship with colleagues is characterized by negativity or combativeness.

The teacher purposefully avoids contributing to activities promoting professional inquiry.

The teacher avoids involvement in school activities and school district and community projects.

Teacher ignores special education policies and procedures recommended for use throughout the district, doing assessment or service delivery in ways that cannot be supported district-wide.

The teacher has pleasant relationship with colleagues.

When invited, the teacher participates in activities related to professional inquiry.

When asked, the teacher participates in school activities, and school district and community projects.

Teacher usually follows the recommended special education policies and procedures but contributes little to their development.

The teacher has supportive and collaborative relationships with colleagues.

The teacher regularly participates in activities related to professional inquiry.

The teacher frequently volunteers to participate in school events and school district and community projects.

Teacher contributes to the development of district special education policies and procedures and follows the recommended procedures.


The teacher takes a leadership role in promoting activities related to professional inquiry.

The teacher regularly contributes to and leads events that positively impact school life.

The teacher regularly contributes to and leads significant school district and community projects.

Teacher takes a leadership role in the development of special education policies and procedures and the recommended procedures.

33

COMPONENT 4d - Illinois Professional Teaching Standards: 10, 11

ELEMENTS










Growing and

Developing

Professionally

The teacher does not participate in

professional development activities and

makes no effort to share knowledge

with colleagues. The teacher is

resistant to feedback from supervisors

or colleagues.

The teacher participates in professional

development activities that are

convenient or are required, and makes

limited contributions to the profession.

The teacher accepts, with some

reluctance, feedback from supervisors and

colleagues.

The teacher seeks out opportunities for

professional development based on an

individual assessment of need and actively

shares expertise with others. The teacher

welcomes feedback from supervisors and

colleagues.

The teacher actively pursues

professional development

opportunities and initiates activities to

contribute to the profession. In

addition, the teacher seeks feedback

from supervisors and colleagues.

Sample Attributes The teacher is not involved in any activity that might enhance knowledge or skill.

The teacher purposefully resists discussing performance with supervisors or colleagues.

The teacher ignores invitations to join professional organizations or attending conferences.

The teacher considers the lesson but draws incorrect conclusions about its effectiveness.

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

The teacher participates in professional activities when required or when provided by the school district.

The teacher reluctantly accepts feedback from supervisors and colleagues.

The teacher contributes in a limited fashion to educational professional organizations.

The teacher has a general sense of whether or not instructional practices were effective.

The teacher offers general modifications for future instruction.

Teacher minimally adheres to the rules, policies, and procedures established by the school, the district, and the Collective Bargaining Agreement.

The teacher seeks regular opportunities for continued professional development.

The teacher welcomes colleagues and supervisors in the classroom for the purposes of gaining insight from their feedback.

The teacher actively participates in professional organizations designed to contribute to the profession.

The teacher accurately assesses the effectiveness of instructional activities used.

The teacher identifies specific ways in which a lesson might be improved.

Teacher fulfills the rules, policies, and procedures established by the school, the district, and the Collective Bargaining Agreement.


The teacher seeks regular opportunities for continued professional development, including initiating action research.

The teacher actively seeks feedback from supervisors and colleagues.

The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.

The teacher’s assessment of the lesson is thoughtful, and includes specific indicators of effectiveness.

The teacher’s suggestions for improvement draw on an extensive repertoire.

Teacher fulfills the rules, policies, and procedures established by the school, the district, and the Collective Bargaining Agreement in an exemplary way.

34

COMPONENT 4e - Illinois Professional Teaching Standards: 2, 9, 10, 11

ELEMENTS










Showing Professionalism

The teacher has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The teacher fails to comply with school and district regulations and timelines.

The teacher is honest and well intentioned in serving students and contributing to decisions in the school, but the teacher’s attempts to serve students are limited. The teacher complies minimally with school and district regulations, doing just enough to get by.

The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and district regulations.

The teacher is proactive and assumes a leadership role in making sure that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher displays the highest standards of ethical conduct and takes a leadership role in seeing that colleagues comply with school and district regulations.

Sample Attributes The teacher is dishonest.

The teacher does not notice the needs of students.

The teacher engages in practices that are self-serving.

The teacher willfully rejects school district regulations.

Teacher is frequently late or does not attend meetings or classes designated as part of the teaching assignment, or is not in attendance at school during those times specified in the contract (less than 50%).

The teacher is honest.

The teacher notices the needs of students, but is inconsistent in addressing them.

The teacher does not notice that some school practices result in poor conditions for students.

The teacher makes decisions professionally, but on a limited basis.

The teacher complies with school district regulations.

Teacher is in attendance at some meetings and classes designated as part of the teaching assignment, and is in attendance at school during times specified in the contract (51% to 75%).

The teacher is honest and known for having high standards of integrity.

The teacher actively addresses student needs.

The teacher actively works to provide opportunities for student success.

The teacher willingly participates in team and departmental decision-making.

The teacher complies completely with school district regulations.

Teacher is in attendance at most meetings and classes designated as part of the teaching assignment, and is in attendance at school during those times specified in the contract (76% to 90%).


The teacher is considered a leader in terms of honesty, integrity, and confidentiality.

The teacher is highly proactive in serving students.

The teacher makes a concerted effort to ensure opportunities are available for all students to be successful.

The teacher takes a leadership role in team and departmental decision-making.

The teacher takes a leadership role regarding school district regulations.

Teacher is in attendance at all meetings and classes designated as part of the teaching assignment, and is in attendance at school during those times specified in the contract (91% to 100%).

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SPECIAL EDUCATION ASSOCIATION OF PEORIA COUNTY 6000 S. Adams Street, Bartonville, IL. 61607 Ph: (309) 697-0880 Fax: (309) 697-0884

TEACHER & CONSULTANT FINAL EVALUATION SCORESHEET

Name: School: Class/Level:

Tenured Probationary Conference Date: Evaluation Cycle: 1 Year 2 Year

DOMAIN #1: KNOWLEDGE AND PREPARATION

Component 1a – Illinois Professional Teaching Standards: 1, 2, 4 Score

Element #1: Demonstrating Knowledge of Content and Pedagogy

Choose an item.

Element #2: Knowledge of IEP Content/Forms

Choose an item.

Component 1a Total: 0.00

Component 1b - Illinois Professional Teaching Standards: 1, 2, 3, 7 Score

Element #1: Demonstrating Knowledge of Students

Choose an item.

Element #2: Understanding of Students’ Varied Approaches to Learning

Choose an item.

Component 1b Total: 0.00

Component 1c - Illinois Professional Teaching Standards: 2, 3, 4 Score

Element #1: Selecting Instructional Outcomes/IEP Goals

Choose an item.

Component 1c Total: 0.00

Component 1d - Illinois Professional Teaching Standards: 1, 2, 3, 4, 5, 6 Score

Element #1: Learning Activities

Choose an item.

Element #2: Instructional Groups

Choose an item.

Component 1d Total: 0.00

Component 1e - Illinois Professional Teaching Standards: 8, 9 Score

Element #1: Assessing Student Learning

Choose an item.

Element #2: Using Present Levels of Academic Achievement & Functional Performance (PLAAFP)

Choose an item.

Component 1e Total: 0.00

Appendix I

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TOTAL SCORE DOMAIN #1: 0.00

Domain #1 Comments:

DOMAIN #2: THE CLASSROOM ENVIRONMENT

Component 2a - Illinois Professional Teaching Standards: 3, 5, 7 Score

Element #1: Creating an Environment of Respect and Rapport

Choose an item.


Component 2b - Illinois Professional Teaching Standards: 1, 4, 5, 6 Score

Element #1: Establishing a Culture for Learning

Choose an item.


Component 2c - Illinois Professional Teaching Standards: 5, 9 Score

Element #1: Managing Classroom Procedures, Physical Space, and Staff

Choose an item.


Component 2d - Illinois Professional Teaching Standards: 5 Score

Element #1: Managing Student Behavior

Choose an item.



Domain #2 Comments:

DOMAIN #3: INSTRUCTION

Component 3a - Illinois Professional Teaching Standards: 6, 7 Score

Element #1: Communicating Clearly and Accurately

Choose an item.


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Component 3b - Illinois Professional Teaching Standards: 1, 2, 3, 4, 6 Score

Element #1: Engaging Students in Learning

Choose an item.



Element #1: Using Assessment in Instruction

Choose an item.

Element #2: Monitoring of Student Learning

Choose an item.


Component 3d - Illinois Professional Teaching Standards: 3, 6, 7, 9, 10 Score

Element #1: Demonstrating Flexibility and Responsiveness

Choose an item.



Domain #3 Comments:

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Component 4a - Illinois Professional Teaching Standards: 10, 11 Score

Element #1: Maintaining Accurate Records

Choose an item.

Element #2: Assessment Timelines

Choose an item.


Component 4b - Illinois Professional Teaching Standards: 8, 11 Score

Element #1: Communicating with Families and Staff

Choose an item.

Element #2: IEP Communication

Choose an item.


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Element #1: Contributing to the School and District

Choose an item.


Component 4d - Illinois Professional Teaching Standards: 10, 11 Score

Element #1: Growing and Developing Professionally

Choose an item.


Component 4e - Illinois Professional Teaching Standards: 2, 9, 10, 11 Score

Element #1: Showing Professionalism

Choose an item.

Component 4e Total: 0.00


Domain #4 Comments:

Domain #1 Total Score (20%): 0.00




TOTAL SCORE ALL DOMAINS: 0.00

Your Evaluation Rating is: CHOOSE AN ITEM.

Excellent: 103-120 Proficient: 84-102 Needs Improvement: 60-83 Unsatisfactory: <60


Administrator’s Signature Date

Signature indicates completion of the process and review of the document, but not necessarily in agreement.

Employee comments are welcome. Please submit your written response to your supervisor for inclusion in your evaluation.

special education teacher: evaluation process guide · 6. post-observation conference (see appendix...

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