Professional Growth And Evaluation Handbook For Teachers

Transcription

1 Prfessinal Grwth And Evaluatin Handbk Fr Teachers A Cmprehensive System f Grwth and Evaluatin designed t Supprt Best Practices in Teaching and Learning Updated June, 2015

2 This Dcument, based n the InTASC Standards, was initially created and updated thrugh cllabrative effrts f many teachers and administratrs in the Pendletn Schl District. This dcument serves as the framewrk fr supprting teachers in the Pendletn Schl District thrugh mentring, meaningful, aligned prfessinal develpment, and a fcus n teacher cllabratin. Teacher practices in cncert with effective supervisin and evaluatin prcedures will yield increased student achievement. Thank yu t each educatr that made cntributins.

3 Table f Cntents Multiple Measures 4 Evaluatin Timeline 5 Perfrmance Evaluatin Cycle 6 Gal Setting 6 Observatins. 7 Plan f Assistance fr Imprvement 8 Evaluatin Standards and Rubric: Teacher Evaluatin Standards Scring Rubric Aligned Prfessinal Develpment FORMS: Frmal Pre-Observatin Reprt.. 25 Reflectin Sheet. 26 Teacher Self-Assessment Frmative Evaluatin/Classrm Observatin Summative Evaluatin Frm Gal Setting Prcess Frm & Resurces Plan f Assistance fr Imprvement Frm.. 37 Dcumentatin f Prfessinal Develpment Frm.. 38 Glssary f Terms

4 4 Multiple Measures f Educatr Practice The Pendletn Schl District s evaluatin system will include multiple measures t evaluate teacher perfrmance and effectiveness. Due t the cmplex nature f teaching, a single measure des nt prvide sufficient evidence t evaluate perfrmance. When cmbined, the multiple measures prvide a bdy f evidence that infrms the educatr s evaluatin resulting in a mre accurate and valid judgment abut perfrmance and prfessinal grwth needs. As illustrated belw, the multiple measures f the PSD Evaluatin Framewrk (Dmains I V) als prvide infrmatin as t the teacher s cntributin t student grwth. Each f the Dmains listed abve can be further brken dwn int research-based perfrmance standards that define best practice in the teaching prfessin. Ptential evidence f thse standards is listed within the perfrmance rubric.

5 5 A Timeline fr the Evaluatin Prcess and Imprvement f Instructin Guide August/ September Octber Prbatinary Teachers Sign Jb Descriptin Meeting with building administratr t discuss Evaluatin and Supervisin Prcess Mini-bservatins and frmal bservatins begin** Cmplete Self-Assessment Mini- and/r frmal bservatins** *Gal Cnference/Submit written gals by Nvember 1 st. Cntract Teachers Sign Jb Descriptin Overview f Evaluatin and Supervisin Prcess Mini-bservatins begin Cmplete Self-Assessment Mini-bservatins *Gal Cnference/Submit written gals by Nvember 1 st. Nvember Mini- and/r frmal bservatins** Meeting with building administratr t discuss gal prgress Mini-bservatins December Mini- and/r frmal bservatins** Mini-bservatins January February March April May/June Mini- and/r frmal bservatins** Mid-Year Gals Cnference *2 frmal bservatins by February 15 th *3 mini-bservatins by February 15 th Meeting with building administratr t discuss cntract renewal/nn-renewal Bard actin n renewal/extensin *Ntificatin f Emplyment March 15 *3 rd Frmal Observatin fr 1 st year teachers by March 15 Mini-Observatins** Check prgress n gals Mini- and frmal bservatins** *4 mini-bservatins by May 15 th Mini- and frmal bservatins** Cmplete Self-Assessment Final gals assessment cncluded (planning new gals) *Summative Evaluatin - prir t last wrk day fr teachers Mini-bservatins Mid-Year Gals Cnference *3 mini-bservatins by February 15 th. Bard actin n renewal/extensin *Ntificatin f Emplyment March 15 Check prgress n gals Mini-bservatins *4 mini-bservatins by May 15 th Cmplete Self-Assessment Final gals assessment cncluded (planning new gals) *Summative Evaluatin - prir t last wrk day fr teachers A prgram f Assistance fr Imprvement may be initiated at any pint f Evaluatin/Supervisin prcess. * Indicates deadline **Prbatinary teachers will receive face t face feedback frm their supervisr at least nce per mnth.

6 6 PERFORMANCE EVALUATION CYCLE All teachers in the Pendletn Schl District will be evaluated annually. Each perfrmance evaluatin cycle will include self-assessment, gal setting, bservatins and a written evaluatin. The written evaluatin will assess teacher perfrmance using the fllwing scale: Perfrmance Levels Unsatisfactry Basic Prficient Exemplary Definitins f Perfrmance as Applied t Standards f Prfessinal Practice Des nt meet standards; perfrms belw the expectatins fr gd perfrmance under this standard; requires direct interventin and supprt t imprve practice Making sufficient prgress tward meeting this standard; meets expectatins fr gd perfrmance mst f the time and shws cntinuus imprvement; expected imprvement thrugh fcused prfessinal learning and grwth plan Cnsistently meets expectatins fr gd perfrmance under this standard; demnstrates effective practices and impact n student learning; cntinues t imprve prfessinal practice thrugh nging prfessinal learning Cnsistently exceeds expectatins fr gd perfrmance under this standard; demnstrates highly effective practices and impact n student learning; cntinued expansin f expertise thrugh prfessinal learning and leadership pprtunities Implicatins fr Prfessinal Grwth Prgram f Assistance fr Imprvement (PAI) Targeted Gal Setting Teacher Leadership Opprtunities Teacher Leadership Opprtunities GOAL SETTING Teachers will establish at least tw student learning gals and identify strategies and measures that will be used t determine gal attainment (see table belw). They als specify what evidence will be prvided t dcument prgress n each gal: a) Teachers wh are respnsible fr student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11) will use state assessments as ne measure (Categry 1) and will als select ne r mre additinal measures frm Categry 2 that prvide additinal evidence f students grwth and prficiency/mastery f the standards, and evidence f deeper learning and 21 st century skills. b) Teachers in nn-tested (state test) subjects and grades will use measures that are valid representatins f student learning standards frm at least tw f the fllwing three categries, based n what is mst apprpriate fr the curriculum and students they teach. Types f Measures fr Student Learning and Grwth fr Teacher Evaluatins Categry Types f Measures (aligned t standards) Guidance 1 Oregn s state assessments SMARTER Balanced (frmerly OAKS) Extended Assessments 1 Same assessment and administratin guidelines are used statewide 2 Cmmercially develped assessments that include pre- and pst-measures Lcally develped assessments that include pre- and pst-measures Results frm prficiency-based assessment systems Lcally-develped cllectins f evidence, i.e. prtflis f student wrk that include multiple types f perfrmance Same assessment and administratin guidelines are used district-wide r schl-wide Assessments meet state criteria 2 Frm the ODE Guidance fr Setting Student Learning and Grwth (SLG) Gals, June 2014

7 7 MINI-OBSERVATION Mini-bservatins will take place thrughut the schl year fr ALL teachers. These bservatins will be apprximately 10 minutes in length and will take place at different times f the day. They may ccur by the supervisr drpping in as well as by teacher invitatin. Feedback will be given t the teacher after each mini-bservatin and will be given in written frm using a variety f tls that are hused in Talent-Ed. In additin, there will be a minimum f at least three (3) face-t-face pprtunities fr feedback in the year. Mini-bservatins can ccur during any phase f the teacher s duties in the classrm; while supervising students in the hallway r playgrund; in meetings with parents r staff, etc. **A minimum f three (3) mini-bservatins is required fr all teachers by February 15 th, with a minimum f fur (4) by May 15 th. FORMAL OBSERVATION PROCESS I. Pre-Cnference* The supervisr and teacher meet t discuss items f mutual interest cncerning the bservatin. The data cllectin t be used during the bservatin will be identified and mutually understd by the supervisr and teacher. * May be waived by mutual cnsent f teacher and supervisr. II. Observatin During the classrm bservatin, the supervisr will cllect specific data based n the fllwing 3 Dmains and 11 Standards where applicable. I. Planning and Preparatin 1. Knwledge f Cntent 2. Knwledge f Students 3. Instructinal Gal Setting 4. Lessn Design 5. Assessment Planning II. Classrm Envirnment 6. Climate f Respect and Learning 7. Classrm Prcedures and Physical Envirnment 8. Managing Student Behavir III. Instructin 9. Lessn Delivery 10. Feedback t Students 11. Assessment fr Learning The length f bservatin will be n less than a chesive prtin f an instructinal perid r meeting. III. Reflectin Sheet This frmat is intended t be available t use and be cmpleted by the teacher being bserved. The pst-bservatin cnference will fcus n the data cllected by the administratr and the input frm the teacher regarding the items n the Reflectin Sheet. IV. Reflectin Cnference As sn as is practical after the bservatin, a cnference will be scheduled. The supervisr and teacher will discuss the data. Frm this evidence, areas f reinfrcement and /r imprvement culd be established. The date and time f the next bservatin may be set. A written bservatin reprt will be cmpleted. V. Frequency 1 st year teachers 2 by February 15 th with a ttal f 3 by March 15 th 2 nd and 3 rd year teachers 2 by February 15 th

8 8 PLAN OF ASSISTANCE FOR IMPROVEMENT The Plan f Assistance fr Imprvement is a frmal prcess f supervisin designed t fcus n imprvement needed because f perfrmance belw district standard(s) in ne r mre areas. The cnference between the staff member and the supervisr will be scheduled t discuss the Plan f Assistance fr Imprvement, which is t include: 1. A descriptin f the deficiency (ies) which need(s) t be changed (in a teacher s cnduct r perfrmance), citing specific criterin f the jb descriptin and perfrmance standards. 2. A descriptin f the supervisr s expectatins f hw the teacher is t remedy the deficiency. 3. Assistance fr achieving the desired expectatin t meet the desired level f perfrmance including criteria fr measurement, assessment techniques and resurces t be used. 4. Peer assistance will be used where reasnable and practicable. The district supprts the utilizatin f peer assistance whenever practicable and reasnable t aid teachers t better meet the needs f students. Peer assistance is vluntary and thereby n witness r dcument related t the peer assistance r the recrd f peer assistance shall be admissible in any prceeding that may ccur as a result f the Prgram f Assistance fr Imprvement. 5. The date by which the plan must be cmpleted. During the Plan f Assistance fr Imprvement, fllw-up bservatins will ccur within a specified time. Unless the plan has been revised and the bservatin schedule altered, the staff member will, when the specified time fr cmpletin is reached, be ntified that ne f three actins will be taken: 1. Return t the regular evaluatin prgram because f satisfactry imprvement. 2. Cntinuatin and extensin f current Plan f Assistance fr Imprvement. 3. Cntinued recmmendatin fr cntract nn-extensin 4. Dismissal r nn-renewal

9 Pendletn Schl District Standards f Prfessinal Practice and Scring Rubric

10 10 Pendletn Standards f Prfessinal Practice Dmain I: Planning & Preparatin Standard 1: Knwledge f Cntent 1.1 Shws an effective cmmand f the subject t guide student learning. 1.2 Uses effective instructinal resurces, including technlgy, t cmmunicate cntent knwledge. 1.3 Takes an active rle in adpting new cntent standards and framewrks t their teaching. 1.4 Creates pprtunities fr students t learn practice and master academic language in their cntent. Standard 2: Knwledge f Students 2.1 Builds upn students knwledge and experience. 2.2 Uses schl and district resurces t supprt and advcate fr student needs. 2.3 Recgnizes and supprts students learning styles. 2.4 Recgnizes and supprts students culture and heritage. Standard 3: Instructinal Gal Setting 3.1 Selects apprpriate instructinal gals based upn natinal, state, and lcal standards. 3.2 Selects gals that are measurable and states them in terms f student learning. 3.3 Selects gals apprpriate fr students. Standard 4: Lessn Design 4.1 Designs cherent instructin that reflects research-based best practice. 4.2 Designs instructin that prmtes critical thinking and prblem slving. 4.3 Ensures that the curriculum is relevant t student needs. 4.4 Adheres t apprved Scpe and Sequence f subject matter. 4.5 Develps and implements supprts fr learner literacy develpment acrss cntent areas. 4.6 Cnsiders individual student s culture and heritage when planning lessns. Standard 5: Assessment Planning 5.1 Is familiar with cntent area, schl, district, and state assessment methds and ptins. 5.2 Uses assessments that are cngruent with instructinal gals. 5.3 Develps and uses a variety f frmative and summative assessment tls and infrmatin fr planning, instructin, feedback, and reflectin applicable t individual student s backgrund and needs. Dmain II: Classrm Envirnment Standard 6: Climate f Respect and Learning 6.1 Creates an envirnment that prmtes equity, respect, and psitive interpersnal interactins. 6.2 Interactins are apprpriate t develpmental and cultural nrms. 6.3 High expectatins fr student success, quality wrk, and student achievement. 6.4 Students are actively engaged. 6.5 Uses strategies and practices that are likely t enable students t demnstrate respect fr and affirm their wn and ther s differences related t backgrund, culture and heritage. Standard 7: Classrm Prcedures and Physical Envirnment 7.1 Develps and emplys classrm prcedures that prmte student learning and facilitate psitive classrm interactin cnsistent with building and district prgrams. 7.2 Designs a safe and accessible classrm envirnment fr all students. 7.3 Facilitates smth transitins with little lss f instructinal time. 7.4 Ensures all students have access t materials, technlgy, and necessary resurces. Standard 8: Managing Student Behavir 8.1 Clearly cmmunicates and enfrces classrm and schl expectatins. 8.2 Addresses inapprpriate behavir cnsistently and apprpriately. 8.3 Practively addresses student behavir. 8.4 Respnds apprpriately t cnflicts r misunderstandings arising frm differences in backgrund, culture and heritage.

11 11 Dmain III: Instructin Standard 9: Lessn Delivery 9.1 Exhibits lessn delivery that is clear, reflects apprpriate pacing, and uses a variety f effective teaching strategies. 9.2 Activates students prir knwledge. 9.3 Differentiates instructin t meet the needs f diverse learners. 9.4 Uses a variety f questining and discussin techniques that elicit student reflectin and higher rder thinking. 9.5 Uses technlgy effectively. 9.6 Uses a variety f instructinal strategies t supprt and expand learners cmmunicatin thrugh speaking, listening, reading, and writing. Standard 10: Feedback t Students 10.1 Demnstrates ability t listen t students and respnds apprpriately Prvides cnstructive feedback that facilitates learning and academic grwth Prvides cnstructive feedback that is cnsistent, nging, timely and in a variety f frms. Standard 11: Assessment fr Learning 11.1 Uses assessment data t prepare fr individual and grup instructin, including re-teaching when necessary Uses frmative assessment during classrm instructin t facilitate student learning Demnstrates the ability t use summative assessments t guide and infrm instructin thrugh the cllectin, maintenance, and analysis f classrm, district, and state assessments Engages students in assessing their wn learning. Dmain IV: Prfessinal Respnsibilities Standard 12: Prfessinal Grwth 12.1 Actively participates in prfessinal develpment pprtunities relevant t teaching assignment Actively engages in meaningful gal setting Pursues prfessinal grwth thrugh reflectin, self assessment, learning, and knwledge f best practices. Standard 13: Recrd Keeping and Cmmunicatin 13.1 Carries ut duties as assigned Maintains accurate recrds accrding t district and building prtcls Knws and adheres t district jb descriptin and standards f perfrmance including Cmpetent and Ethical Educatr Standards Maintains apprpriate cnfidentiality Cmmunicates effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr Facilitates meetings effectively Effectively and apprpriately cllabrates with clleagues and ther prfessinals. Standard 14: Cmmitment t Instructinal Initiatives 14.1 Is aware f, and supprts, building and district instructinal pririties Knws and actively participates in building and district instructinal initiatives. Dmain V: Student Learning and Grwth Standard 15: Student Grwth 15.1 Is aware f student academic grwth Can shw prf f student grwth Administers/utilizes apprpriate standardized assessments adhering t prfessinal guidelines Designs and delivers instructin based n cntent standards t prepare students fr standardized assessments Maintains apprpriate recrds t dcument student grwth Uses an apprpriate prficiency based rubric t assess student grwth.

12 12 DOMAIN I: PLANNING AND PREPARATION Standard 1: Knwledge f Cntent Des the teacher shw an effective cmmand f the subject t guide student learning? use effective instructinal resurces, including technlgy, t cmmunicate cntent knwledge? take an active rle in adpting new cntent standards and framewrks t teaching? create pprtunities fr students t learn, practice and master academic language in their cntent? Standard 2: Knwledge f Students Des the teacher build upn students knwledge and experience? use schl and district resurces t supprt and advcate fr student needs? recgnize and supprt students learning styles? recgnize and supprt students culture and heritage? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The teacher des nt have a cmmand f the subject. There are many student miscnceptins abut cntent material cvered. Very few resurces are used t cmmunicate cntent knwledge. The cntent taught is seldm related t natinal, state, r district standards. The teacher is unaware r has little knwledge f cntent standards. The teacher des nt crrect student errrs. The teacher des nt advcate, mdel, and/r teach safe, legal and ethical use f infrmatin and technlgy including apprpriate dcumentatin f surces. The teacher has a satisfactry cmmand f subject knwledge. Adequate resurces are used t cmmunicate cntent knwledge, and the cntent taught is smetimes related t natinal, state, r district standards. The teacher is aware f sme cntent standards and uses them t guide instructin. The teacher smetimes advcates, mdels, and teaches safe, legal and ethical use f infrmatin and technlgy including apprpriate dcumentatin f surces. The teacher has a strng cmmand f the subject. Resurces are used t cmmunicate cntent knwledge, and the cntent taught can easily be related t natinal, state, r district standards. The teacher has strng cntent knwledge and uses that knwledge t guide instructin. The teacher advcates, mdels, and teaches safe, legal and ethical use f infrmatin and technlgy including apprpriate dcumentatin f surces. High levels f intrinsic mtivatin mark authentic learning. Extensive resurces are used t cmmunicate cntent knwledge, and the cntent taught can easily be related t natinal, state, r district standards. The teacher has deep cntent knwledge and uses that knwledge t guide instructin. The teacher des nt build upn students prir knwledge r experience. The teacher is unaware f a students cultural backgrund, and puts frth little effrt t understand student backgrund, culture, learning style and meet learners needs in each area f develpment (cgnitive, linguistic, scial, emtinal, and physical) t scaffld the next level f develpment.. The teacher rarely accesses schl r district resurces t meet student needs. The teacher seldm understands r seeks ut the learning styles, interests r special needs f his/her students and plans cllabratively with prfessinals wh have specialized expertise t design and jintly deliver as apprpriate learning experiences t meet unique learning needs. The teacher builds upn students prir knwledge and experiences. The teacher is smetimes aware f the cultural differences in a student s backgrund, and smetimes puts frth effrt t understand student backgrund, culture, learning style and meet learners needs in each area f develpment (cgnitive, linguistic, scial, emtinal, and physical) t scaffld the next level f develpment. The teacher uses this knwledge t adjust whle grup instructin, but rarely adjusts r accmmdates individual instructin. The teacher ccasinally access schl r district resurces t meet student needs and plans cllabratively with prfessinals wh have specialized expertise t design and jintly deliver as apprpriate learning experiences t meet unique learning needs. The teacher frequently builds upn students prir knwledge and experiences and is aware f the cultural differences f the majrity f the students. The teacher puts frth effrt t understand student backgrund, culture, learning style and meet learners needs in each area f develpment (cgnitive, linguistic, scial, emtinal, and physical) t scaffld the next level f develpment. The teacher accesses schl r district resurces t meet student needs and plans cllabratively with prfessinals wh have specialized expertise t design and jintly deliver as apprpriate learning experiences t meet unique learning needs. The teacher builds upn students prir knwledge and experiences and is acutely aware f the heritage and cultural differences f all students. The teacher puts frth great effrt t understand student backgrund, culture, and learning style and frequently makes instructinal and individual adjustments based upn this knwledge t meet learners needs in each area f develpment (cgnitive, linguistic, scial, emtinal, and physical) and scafflds t the next level f develpment. The teacher ften accesses schl r district resurces t meet student needs. The teacher seeks ut the learning styles f the students and actively designs instructin that will mst clsely match the learning needs f all students.

13 13 DOMAIN I: PLANNING AND PREPARATION Standard 3: Instructinal Gal Setting Des the teacher select apprpriate instructinal gals based upn natinal, state and lcal standards? select gals that are measurable and state them in terms f student learning? select gals apprpriate fr students? Standard 4: Lessn Design Des the teacher design cherent instructin that reflects research-based best practices? design instructin that prmtes critical thinking and prblem slving? ensure that the curriculum is relevant t student needs? adhere t the apprved scpe and sequence f the subject matter? develp and implement supprts fr learner literacy develpment acrss cntent areas? cnsider individual student s culture and heritage when planning lessns? The teacher has minimal knwledge f state cntent standards. Lessn plans are minimal. Gals that are develped are nt stated in terms f student learning, and are difficult t measure. Few gals are designed fr students with different learning styles r cultural backgrunds. Outcmes ften lack rigr. The teacher s lng-range instructinal plans are very limited. Lessns are nt thughtful, relevant, and engaging fr students. The plans that have been develped tend t be nly fr the near future and are limited t activities rather than utcmes. The teacher des recgnize r address learner miscnceptins Teacher des nt seek ut extra resurces. The teacher has adequate knwledge f state cntent standards. Lessn plans smetimes include instructinal gals that cannt be easily measured. The teacher has limited gals fr students with different learning styles r cultural backgrunds. The teacher has develped lngrange instructinal plans and has a system fr lessn design that prmtes critical thinking and prblem-slving. The curriculum design is smewhat relevant t student needs and is ccasinally fcused n measurable utcmes. The teacher incnsistently recgnizes learner miscnceptins The teacher smetimes uses apprpriate resurces beynd the textbk. The teacher has definite knwledge f state cntent standards. Lessn plans include daily learning gals/bjectives. Instructinal gals are stated in terms f student learning. Students are encuraged t be a part f the gal setting prcess. The teacher mnitrs gals they have set and adjusts them based upn student learning. The designed lessns have articulated lng range and shrt term utcmes that are almst always fcused n student learning. The lessn design reflects research-based best practices, critical thinking, real wrld prblem-slving in lcal and glbal cntexts and prjectbased learning. The planned lessn is almst always relevant t student needs and interests, and is adjusted as the learning prgresses thrughut the year, and t address learner miscnceptins. The teacher uses resurces beynd the textbk t enhance instructin, and incrprates tls f language develpment t make cntent accessible t English language learners. The teacher has an expert knwledge f state cntent standards. Lessn plans are detailed and include daily learning gals/bjectives. Instructinal gals are stated in terms f student learning and can be measured. The teacher is able t set gals fr students with different learning styles r cultural backgrunds and use thse gals t guide instructin. The teacher cnsistently mnitrs gals they have set and adjusts them based upn student learning. All utcmes represent rigr and imprtant learning. The designed lessns have articulated lng range and shrt term utcmes that are always fcused n student learning. The lessn design reflects research-based best practices, prmtes critical thinking, real wrld prblem-slving in lcal and glbal cntexts and prjectbased learning. The planned lessn is highly relevant t student needs and interests and is adjusted as the learning prgresses thrughut the year, s that it is always current, relevant, and engaging. The teacher cnsistently and effectively addresses learner miscnceptins. The teacher uses resurces beynd the textbk t enhance instructin, and incrprates tls f language develpment t make cntent accessible t English language learners.

14 14 DOMAIN I: PLANNING AND PREPARATION Standard 5: Assessment Planning Des the teacher remain familiar with the cntent area and with schl, district and state assessment methds and ptins? use assessments that are cngruent with instructinal gals? develp and use a variety f frmative and summative assessment tls and infrmatin fr planning instructin, feedback and reflectin applicable t the individual student s backgrund and needs? The teacher is nt familiar with the wide variety f state, district, and schl assessment methds and ptins. As a result, the teacher is nt able t use thse assessments effectively and des nt use them t guide instructin. The teacher des nt r incnsistently evaluates learner s cntent knwledge in their primary language. The teacher uses very few frmative and summative assessment tls and rarely cllabrates when it cmes t assessment planning. The teacher is partially aware f district, schl, and state assessments and ccasinally uses frmative and summative assessments t guide instructin. The assessments are at times cngruent with instructinal gals. The assessments evaluate learner s cntent knwledge in their primary language. The teacher smetimes cllabrates with clleagues in the planning and use f assessments. The teacher is generally aware f district, schl, and state assessments and as a rule uses frmative and summative assessments t guide instructin. The assessments are cngruent with whle grup and individual instructinal gals and evaluate learner s cntent knwledge in their primary language. The teacher usually cllabrates with thers t plan cmmn assessments. The teacher is acutely aware f district, schl, and state assessments and effectively uses a variety f frmative and summative assessments t guide instructin. The assessments are strngly cngruent with whle grup and individual instructinal gals and evaluate learner s cntent knwledge in their primary language. The teacher als designs frmative assessments and frequently cllabrates with thers t plan cmmn assessments. Students participate in designing rubrics and assessments that match teacher specified learning. Pssible evidence t lk fr: Deep knwledge f cntent is cmmunicated in a variety f frms (classrm artifacts, resurces made available t students, etc.). Student success n classrm-based assessments. The teacher has a strng cmmand f subject matter and pssesses deep cntent knwledge. The teacher is always learning new things abut the cntent. The teacher has set learning gals fr students that can be measured. Year-lng, unit, and weekly lessn plans have been develped that include instructinal gals and learning utcmes. Lessn and unit bjectives are written n the bard r psted in the classrm fr students t see and understand. Standards, gals and learning bjectives are cmmunicated with stakehlders. Teacher practice reflects understanding f tpics and cncepts and prvides a link t prir knwledge. Lessn quality reflects rigrus and imprtant learning in the cntent material.

15 15 DOMAIN II: CLASSROOM ENVIRONMENT Standard 6: Climate f Respect and Learning Des the teacher create an envirnment that prmtes equity, respect and psitive interpersnal interactins? interact with students apprpriately t develpmental and cultural nrms? have high expectatins fr student success, quality wrk and student achievement? keep students actively engaged? use strategies and practices that are likely t enable students t demnstrate respect fr and affirm their wn and ther s differences related t backgrund, culture and heritage? Standard 7: Classrm Prcedures and Physical Envirnment Des the teacher develp and emply classrm prcedures that prmte student learning and facilitate psitive classrm interactin cnsistent with building and district prgrams? design a safe and accessible classrm envirnment fr all students? facilitate smth transitins with little lss f instructinal time? ensure all students have access t materials, technlgy and necessary resurces? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The teacher has nt been able t create a classrm envirnment that prmtes equity, respect, psitive interactins and respect fr thers including in the use f scial media. Inapprpriate interactins between students are cmmn. The teacher des nt have high expectatins fr student success, quality wrk, r achievement. Passive, retreating, r rebellius actins mark student behavir. Students are ccasinally engaged and demnstrating learning. The teacher des nt have a clear system t manage classrm prcedures; as a result, student learning is cmprmised. The classrm envirnment is nt always safe and accessible fr all. There is lss f instructinal time during transitins and students d nt have cnsistent access t the materials they need t be successful. There are lw t medium expectatins fr student achievement. The teacher has created an envirnment that smetimes supprts equity, respect, psitive interactins and respect fr thers including in the use f scial media. Student t student interactins are smetimes psitive and apprpriate t cultural nrms. There are expectatins fr student success, quality wrk, and achievement, but thse expectatins nly smetimes result in student engagement and learning. Students are engaged and smetimes demnstrate learning and achievement in a variety f ways. The teacher has a smewhat clear system t manage classrm prcedures; as a result, student learning is smetimes supprted. Mst f the time the classrm envirnment is safe and accessible fr all. There is sme lss f instructinal time during transitins and students d nt usually have access t the materials they need t be successful. The classrm culture is characterized by a lw cmmitment t learning. The teacher has created an envirnment that typically prmtes equity, psitive interactins and respect fr thers including in the use f scial media. Student t student interactins are frequently psitive and apprpriate t cultural nrms. There are apprpriate expectatins fr student success, quality wrk, and achievement. Student engagement and learning is frequently evident and demnstrated in a variety f ways. The teacher has develped an effective and efficient system t manage classrm prcedures; as a result, student learning is frequently supprted. The classrm envirnment is safe and accessible fr all. There is little lss f instructinal time during transitins and students have cnsistent access t materials they need t be successful. Students cmplete wrk f high quality. The teacher has created an envirnment that strngly prmtes equity, psitive interactins and respect fr thers including in the use f scial media. Student t student interactins are cnsistently psitive and apprpriate t cultural nrms. There are high expectatins fr student success, quality wrk, and achievement. Student engagement and authentic learning are cnsistently evident and is demnstrated in a variety f ways. The teacher has develped an extremely effective and efficient system t manage classrm prcedures; as a result, student learning is cnsistently supprted. The classrm envirnment is safe and accessible fr all. There is n lss f instructinal time during transitins and students have high access t the materials they need t be successful. Students take initiative in imprving the quality f their learning.

16 16 DOMAIN II: CLASSROOM ENVIRONMENT Standard 8: Managing Student Behavir Des the teacher clearly cmmunicate and enfrce classrm and schl expectatins? address inapprpriate behavir cnsistently and apprpriately? practively address student behavir? respnd apprpriately t cnflicts r misunderstandings arising frm differences in backgrund, culture and heritage? Pssible evidence t lk fr: UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The teacher des nt have a clear system f classrm expectatins and des nt clearly cmmunicate r enfrce classrm and schl expectatins. As a result, inapprpriate student behavir ccurs n a regular basis. The teacher reacts t negative behavir rather than practively prmting psitive behavir. There is little evidence that students knw r fllw an established rutine. The teacher has develped classrm expectatins that are smetimes effective. Classrm and schl expectatins are cmmunicated and enfrced n a regular basis; hwever, student behavir is apprpriate nly sme f the time. The teacher is smetimes practive, and is nt able t prevent negative behavir thrugh mnitring, pre-teaching, reminders and psitive reinfrcement. The teacher has develped classrm expectatins that are frequently effective. Classrm and schl expectatins are frequently cmmunicated and enfrced. The teacher is invlved in supprting psitive behavir beynd the classrm. Student behavir is usually apprpriate. The teacher is frequently practive and able t prevent negative behavir thrugh mnitring, preteaching, reminders, and psitive reinfrcement. Classrm and student displays prmte a climate f learning and respect. Students treat ther students, staff, and cmmunity in psitive and apprpriate ways. The teacher prmtes a classrm f respect and learning; genuine warmth, caring and sensitivity is shwn t students. The teacher demnstrates knwledge f behavir systems and uses them effectively. Students treat equipment, materials, and facilities with respect. Classrm is rganized and welcming. Transitins are smth and maximize instructinal time. The teacher has a clear and articulated system fr managing all classrm prcedures. Students knw, understand, and can explain classrm prcedure t thers and shw initiative in imprving their classrm experience. Classrm displays are apprpriate and relevant t teaching assignment and sensitive t student culture and heritage. The teacher is familiar with, and uses, effective behavir strategies t maintain psitive behavir in the classrm. Students are well-behaved, treat ne anther with respect, and fllw directins. Classrm expectatins are psted, regularly taught, re-taught and reinfrced. Students demnstrate awareness f the classrm and schl expectatins. The teacher has develped cnsistently effective classrm expectatins. Classrm and schl expectatins are cnsistently cmmunicated and enfrced. The teacher is invlved in supprting psitive behavir beynd the classrm. Student behavir is almst always apprpriate. The teacher is cnsistently practive, and is able t prevent negative behavir thrugh mnitring, pre-teaching, reminders, psitive reinfrcement and a hst f ther strategies. Students take an initiative t ensure that their classrm runs smthly.

17 17 DOMAIN III: INSTRUCTION Standard 9: Lessn Delivery Des the teacher exhibit clear lessn delivery, reflect apprpriate pacing and use a variety f effective teaching strategies? activate students prir knwledge? differentiated t meet the needs f diverse learners? use a variety f questining and discussin techniques t elicit student reflectin and higher rder thinking? use technlgy effectively? use a variety f instructinal strategies t supprt and expand learners cmmunicatin thrugh speaking, listening, reading, writing? Standard 10: Feedback t Students Des the teacher demnstrate the ability t listen t students and respnd apprpriately? prvide cnstructive feedback that facilitates learning and academic grwth? prvide cnstructive feedback that is cnsistent, nging, timely and in a variety f frms? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The teacher s lessn is unclear r difficult t understand. The Smetimes the teacher s lessn is clear and easy t understand. The teacher s lessn is clear and easy t understand. The teacher The teacher s lessn is clear and easy t understand. The teacher teacher is unaware f the need The teacher nly smetimes frequently activates students cnsistently activates students prir and imprtance f activating applies strategies t access prir knwledge. Higher level knwledge. Higher level thinking students prir knwledge. There students prir knwledge. thinking and prblem-slving and prblem-slving cnsistently is little evidence f higher level There is sme evidence f frequently ccur. The teacher ccur. The teacher cnsistently uses thinking r prblem-slving. The higher level thinking and frequently uses effective a variety f questining techniques teacher ccasinally uses questining techniques and and strategies, t differentiate prblem-slving. The teacher effective questining techniques differentiates instructin and instructin t meet the needs f all uses sme effective questining and rarely differentiates instructinal prcesses t meet students. High levels f active instructin t meet the needs f techniques, and smetimes the need f students. Active engagement and student wnership students. Students are differentiates instructin t engagement and student are cnsistently evident in the ccasinally engaged in learning. meet the needs f students. wnership are evident in the classrm. Apprpriate technlgy There is n use f technlgy in Students are engaged in classrm. Technlgy is embedded in and enhances all the classrm, r the teacher learning sme f the time. frequently enhances instructin. lessn delivery. The teacher ineffectively uses the available technlgy. There is n evidence f varius mdes such as speaking, listening, reading r writing t expand learners There is limited r uneven use f technlgy in the classrm. There is sme evidence f varius mdes such as speaking, listening, reading r writing t The teacher prmtes respnsible learner use f interactive technlgies t extend the pssibilities fr learning lcally and glbally. cnsistently prmtes respnsible learner use f interactive technlgies t extend learning lcally and glbally. Student use f varius mdes, such as speaking, cmmunicatin. expand learners There is frequent evidence f listening, reading and writing cmmunicatin. varius mdes such as speaking, enhance all lessns. listening, reading r writing t expand learners Teacher feedback prvided t students is nt respectful, nt cnstructive, and/r des nt mtivate students t imprve their academic r behavir perfrmance. Apprpriate feedback techniques are nt used. Interactins are nly teacher t student ; students are nt invited t speak t ne anther. Teacher feedback prvided t students is smetimes respectful, and/r mtivates students t imprve their academic behavir. Apprpriate feedback techniques are smetimes used. There is a limited amunt f peer t peer feedback that is respectful and psitive. cmmunicatin. Teacher feedback prvided t students is usually respectful, cnstructive and mtivates students t imprve their academic r behavir perfrmance. Apprpriate feedback techniques are used. Peer t peer feedback is respectful and psitive. Teacher feedback prvided t students is cnsistently respectful, cnstructive and mtivates students t imprve their academic r behavir perfrmance. Apprpriate feedback techniques are used. Peer t peer feedback is cnsistently respectful and psitive.

18 18 DOMAIN III: INSTRUCTION Standard 11: Assessment fr Learning Des the teacher use assessment data t prepare fr individual and grup instructin, including re-teaching when necessary? use frmative assessments during classrm instructin t facilitate student learning? demnstrate the ability t use summative assessments t guide and infrm instructin thrugh the cllectin, maintenance and analysis f classrm, district and state assessments? engage students in assessing their wn learning? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY Assessment data is nt used t guide instructin. The teacher is unfamiliar with hw assessments can be used t infrm instructin; as a result, the instructin delivered is frequently irrelevant. The teacher des nt supprt students t use self-assessment as a reflectin f learning. Assessment data is smetimes used t infrm instructin. The teacher is unsure when t use frmative assessments and when t use summative assessments. The teacher des nt have a clear system f tracking assessments, and therefre des nt accurately knw the perfrmance level f students. The teacher smetimes makes self-assessment tls available t students fr reflecting upn their wn learning. Assessment data is used t infrm instructin; as a result the instructin is relevant and engaging fr mst students. Students are smewhat familiar with their wn assessment data and have wnership ver their learning. The teacher effectively tracks assessments and accurately addresses the perfrmance levels f mst f her students. Knwledge and practice f assessments beynd the district and state ptins are usually present. The teacher frequently engages students in self-assessment f their wn learning. Assessment data is used t infrm instructin; as a result the instructin is relevant and engaging fr all students. Students are familiar with their wn assessment data and have wnership ver their learning. The teacher has an effective and clear system f tracking assessments and accurately addresses the perfrmance levels f her students. Deep knwledge and practice f assessments beynd the district and state ptins are clearly present. The students clearly understand and self-assessment t mnitr their wn learning. Students are aware and mnitr their wn understanding. Pssible evidence t lk fr: Students are actively engaged in learning. The teacher is rganized, knws the required learning targets, and effectively cmmunicates bjectives t students. Students are able t cmmunicate learning targets and bjectives are clear t the students. The teacher uses questining strategies thrughut lessn delivery. Instructinal delivery is differentiated t meet the learning needs f all students. A variety f strategies, (i.e. technlgy, cperative learning, use f art, service learning) are used t deliver instructin. Students are nt afraid t make mistakes r ask questins and are willing t take risks in their learning. Students shw mtivatin and initiative in understanding the cntent f instructin; they can revise, add detail r help peers. The teacher sets high expectatins thrugh meaningful feedback and encurages students t meet thse high expectatins by prviding the necessary supprt. The teacher can prduce evidence f systems designed t facilitate frequent, cnsistent, specific feedback. Teacher designs questins with the purpse f determining student understanding s that they can prvide meaningful feedback. Frequency, specificity, and cnsistency f feedback. The teacher can describe hw assessment is used prir t, during, and after instructin. The teacher knws the difference and distinct uses f frmative and summative assessments. The teacher maintains detailed assessment data and recrds f student perfrmance. The teacher prvides multiple ways fr students t demnstrate knwledge and skills. The teacher is aware and sensitive t differences in culture and heritage in all cmmunicatin.

19 19 DOMAIN IV: PROFESSIONAL RESPONSIBILITY Standard 12: Prfessinal Grwth Des the teacher actively participate in prfessinal develpment pprtunities relevant t his r her teaching assignment? actively engage in meaningful gal setting? pursue prfessinal grwth thrugh reflectin, selfassessment, learning and knwledge f best practices? Standard 13: Recrd Keeping and Cmmunicatin Des the teacher carry ut assigned duties? maintain accurate recrds accrding t district and building prtcl? knw and adhere t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards? maintain apprpriate cnfidentiality? cmmunicate effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr? facilitate meetings effectively? effectively and apprpriately cllabrate with clleagues and ther prfessinals? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The teacher des nt take advantage f prfessinal develpment pprtunities when they arise. The teacher des nt engage in meaningful gal setting. The teacher has little knwledge abut best practices. The teacher avids discussin n prfessinal practices. The teacher smetimes takes advantage f prfessinal develpment pprtunities when they arise. The teacher smetimes engages in meaningful gal setting. The teacher is smewhat knwledgeable abut best practices. The teacher frequently takes advantage f prfessinal develpment pprtunities when they arise. The teacher engages in meaningful gal setting. The teacher is knwledgeable abut best practices. The teacher cnsistently takes advantage f prfessinal develpment pprtunities when they arise. In additin, the teacher demnstrates leadership by taking n varius leadership rles relevant t the prfessin. The teacher engages in meaningful gal setting. The teacher is extremely knwledgeable abut best practices. The teacher s recrd-keeping is nt accurate r cmplete, and has truble explaining it t thers. The teacher des nt effectively cmmunicate with stakehlders. The teacher is frequently nt available t thers and des nt return phne cmmunicatins cnsistently. At times the teacher des nt respnd in a prfessinal manner. The teacher des nt effectively cllabrate. The teacher des nt effectively facilitate necessary meetings. The teacher struggles t fllw directins and carry ut assigned duties. The teacher needs cnstant reminders t turn in paperwrk and cmplete required reprts. The teacher carries ut mst duties as assigned, maintains accurate recrds but smetimes needs reminders t cmplete necessary paperwrk r reprts. The teacher respnds prfessinally mst f the time and is available t thers when needed. The teacher smetimes returns cmmunicatins in a timely manner. The teacher smetimes effectively cmmunicates with stakehlders. The teacher smetimes cllabrates effectively. The teacher smetimes effectively facilitates necessary meetings. The teacher carries ut all duties as assigned, maintains accurate and rganized recrds and cmpletes necessary paperwrk r reprts. The teacher respnds prfessinally in mst situatins and is available t thers when needed. The teacher returns cmmunicatins in a timely manner. The teacher frequently initiates cmmunicatin with stakehlders. The teacher frequently cmmunicates effectively with stakehlders. The teacher frequently cllabrates effectively. The teacher effectively facilitates necessary meetings. Students have access t infrmatin abut cmpleted r missing assignments. The teacher carries ut all duties as assigned, maintains accurate and rganized recrds and cmpletes necessary paperwrk r reprts. The teacher respnds prfessinally in all situatins and is available t thers when needed. The teacher returns phne calls and s in a timely manner. The teacher initiates cmmunicatin with stakehlders. The teacher cnsistently cmmunicates effectively with stakehlders. The teacher cnsistently cllabrates effectively. The teacher cnsistently and effectively facilitates necessary meetings. Students have explicit knwledge f missing r incmplete assignments.

20 20 DOMAIN IV: PROFESSIONAL RESPONSIBILITIES Standard 14: Cmmitment t Instructinal Initiatives Des the teacher supprt building and district instructinal pririties? knw and actively participate in building and district instructinal initiatives? Pssible evidence t lk fr: UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The teacher is nt aware f building r district instructinal initiatives and rarely directs effrt tward learning abut the initiatives r altering practices t change in the directin f the building r district. The teacher des nt implement strategies tward the building and district The teacher is smetimes aware f building and district instructinal initiatives and directs sme effrt tward learning abut the initiatives. The teacher smetimes alters practice t implement building and district instructinal initiatives. The teacher The teacher is aware f building and district instructinal initiatives and directs significant effrt tward learning abut the initiatives. The teacher frequently alters practices in rder t change tward the building r district instructinal initiatives. The teacher The teacher is aware f building and district instructinal initiatives and directs significant effrt tward learning abut the initiatives. Nt nly des the teacher alter practice in rder t change but is usually a leader in helping thers t embrace the change prcess tward the building r district instructinal instructinal initiatives. The smetimes demnstrates a demnstrates a willingness t initiatives. The teacher teacher has demnstrated by actin and unwillingness t change, learn, r grw as a prfessinal. willingness t change, learn, and grw as a prfessinal. change, learn, and grw as a prfessinal. demnstrates a willingness t change, learn, and grw as a prfessinal, but is als able and willing t lead thers. The teacher can describe best practices when it cmes t instructin, and is able t incrprate instructinal initiatives. The teacher pursues prfessinal grwth pprtunities and applies the learning. The teacher displays the qualities f a learner that include the habits f reading, writing, reflectin, and sharing with thers. The teacher is seeking t imprve perfrmance thrugh prfessinal grwth pprtunities. The teacher can be cunted n t cmplete all required duties, reprts, paperwrk and grades. The teacher s recrd-keeping system is clear, rganized, up-t-date, and easy t understand. The teacher makes an effrt t be available and returns cmmunicatins in a timely manner. The teacher initiates cmmunicatin with stakehlders. The teacher is an effective facilitatr and is able t develp meetings, agendas, adjurn meetings n time, and develps actin steps. The teacher has a high value fr cllabratin and frequently is invlved in prjects and activities that require cllabratin. The teacher has a high value fr psitive relatinships and des nt engage in rumrs r gssip. The teacher supprts building and district instructinal pririties thrugh increased knwledge and a change in teaching practices. The teacher is able t inspire thers t adpt and supprt building and district instructinal initiatives. The teacher is cnsidered a leader in terms f hnesty, integrity and cnfidentiality.

21 21 DOMAIN V: STUDENT LEARNING AND GROWTH Standard 15: Student Grwth Des the teacher track student academic grwth? demnstrate prf f student grwth? administer/ utilize apprpriate standardized assessments adhering t prfessinal guidelines? design and deliver instructin based n cntent standards t prepare students fr standardized assessments? maintain apprpriate recrds t dcument student grwth? use an apprpriate prficiency based rubric t assess student grwth? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY Less than 70% f students meet the target(s). If a substantial prprtin f students did nt meet their target(s), the SLG was nt met. Gals are attainable, but nt rigrus. This categry als applies when results are missing r incmplete % f students met their target(s), but thse that missed the target missed by mre than a few pints, a few percentage pints r a few students. Gals are attainable but might nt be rigrus r differentiated (as apprpriate) fr all students. Apprximately 90% f students met their target(s). Results within a few pints, a few percentage pints, r a few students n either side f the target(s) shuld be cnsidered met. The bar fr this categry shuld be high and it shuld nly be selected when it is clear that all r almst all students met the verall level f attainment established by the target(s). Gals are rigrus yet attainable and differentiated (as apprpriate) fr all students. Apprximately 90% f students met their target(s) and apprximately 25% f students exceeded their target(s). This categry shuld nly be selected when a substantial number f students surpassed the verall level f attainment established by the target(s). Gals are very rigrus yet attainable, and differentiated (as apprpriate) fr all students. Pssible evidence t lk fr: Student scres/data frm summative, frmative, pretests, psttests, etc. Examples may include: OAKS*, SMARTER Balanced, ELPA, Extended Assessments ACT, AP, DIBELS, PSAT, SAT, ASVAB, Wrk Samples

22 22 Aligned Prfessinal Develpment Plan Levels f Need Fr Prfessinal Develpment District Level: based n data frm all schls assessment and evaluatin utcmes, new curriculum r initiatives, state r federal initiatives Schl Level: based n aggregated classrm data, student and family cntexts, schl-wide data, issues r whle schl initiatives Grade, Subject, Team r Prfessinal Learning Cmmunity Level: based n data indicating needs f a specific subgrup f students r in a specific cntent area Individual Level: based n classrm data, student cntext, evaluatin data, teaching standards, r inductin fr new teachers r fr new assignments. Standards fr Prfessinal Develpment Prfessinal develpment that increases educatr effectiveness and raises student achievement includes Learning Cmmunities: The Pendletn Schl District (PSD) is cmmitted t maintaining Prfessinal Learning Cmmunities (PLC). Our Prfessinal Learning Cmmunities apply cycles f cntinuus imprvement including: creatin f cmmn assessments, analysis f data t determine student and educatr learning needs, review and implementatin f evidence based strategies. Leadership: PSD has established leadership rles and respnsibilities fr teachers with an verall rating f prficient r exemplary. These rles include, but are nt limited t: PLC leaders, mentrs, learning walk leaders, bk study leaders, prfessinal develpment facilitatrs and data-driven decisin making teams wh supprt district initiatives. These teacher leaders will wrk in cllabratin with all levels f the PSD administrative team t develp capacity, advcate and create supprt systems fr prfessinal develpment. Resurces: Prfessinal develpment increases educatr effectiveness thrugh human, fiscal, material, technlgy, and time resurces t achieve student grwth gals. Resurce allcatin is decided thrugh student and educatr learning needs t achieve intended utcmes f written gals. PSD is cmmitted t priritizing the resurces t increase educatr effectiveness. Resurces in PSD include: after-schl meetings, Prfessinal Learning Cmmunities, in-district credits, tuitin reimbursement, mentring, jb imbedded prep times and technlgy resurces, such as, nline student grading and nline teacher evaluatin. PSD uses recmmendatins frm leadership stakehlders t examine, adjust, r change crdinated resurces that affect prfessinal develpment. Data: Evaluatin data and results frm cmmn assessments cllected thrughut the year will be used t assess student grwth gal prgress. Multiple measures will be used t evaluate a teacher s prfessinal practice, prfessinal respnsibility and impact n student grwth. Prfessinal needs shuld have links t current student data as well as the results f the previus year s evaluatin deficits. Teachers will reflect upn this data when cmpleting their selfassessment at the beginning and end f the schl year. Data abut students, educatrs and systems will be used in PSD t drive plans fr prfessinal develpment. The areas f greatest deficit will be identified by a prfessinal develpment leadership team and used t create a district-wide prfessinal develpment plan fr the fllwing year. Data will be cllected n the effectiveness f prfessinal develpment pprtunities thrugh internal and external evaluatins and links t increased educatr effectiveness and raised student achievement.

23 23 Learning Designs: Integrating theries, research, and human learning mdels int planning and design will increase effectiveness f prfessinal develpment. PSD uses many different types f framewrks t design and facilitate the learning needs f students. These include active engagement, Sheltered Instructin Observatin Prtcl (SIOP), mdeling, frmative & summative assessments, cmmn assessments, data analysis, bk studies, targeted learning walks, use f technlgy, student learning bjectives, and utcme and prject based learning. PSD educatrs take active rles t chse and cnstruct apprpriate learning designs that will maximize learning and achieve the intended student utcmes. Educatrs will have nging practice, reflectins, assessment, and feedback frm peers and administratin. Implementatin: Educatr effectiveness imprves student learning if changes in prfessinal develpment are implemented and supprt is sustained ver a lng perid f time. PSD is cmmitted t supprting embedded prfessinal develpment. Administratin has access t a variety f frmative bservatin tls that are linked directly t aligned prfessinal develpment. Teachers may request t be bserved using a specific tl r administratrs may initiate use f a tl based n a teacher s evaluatin. PSD cntinues t supprt prfessinal develpment that is relevant t district initiatives. This adheres t a cmmitment f lng-term change, deeper understanding and expectatins fr implementatin with fidelity. Prfessinal Learning Cmmunities prvide time and sharing f resurces fr: planning lessns with new strategies, sharing experiences abut implementatin, analyzing student wrk, reflecting n utcmes and assessing prgress twards student grwth gals and prfessinal develpment needs. Outcmes: Prfessinal grwth plans are based first and fremst n needs and utcmes linked directly t student grwth gals. Prfessinal develpment will include differentiated instructinal practices t supprt teachers in defining equitable utcmes in rder fr all students t achieve. Standards in the PSD evaluatin handbk require teachers t have a clear understanding f CCSS (Cmmn Cre State Standards) fr student learning. Prfessinal grwth plans and supprt systems will be fcused n a clear understanding and applicatin f such learning standards. Adapted frm Learning Frward Standards fr Prfessinal Learning

24 Frms The frms in this dcument are fr reference nly. Frms fr teacher use are available in TalentEd Perfrm.

25 25 FORMAL PRE-OBSERVATION REPORT Teacher Supervisr Date Time Subject Taught 1. Objective(s) f the lessn and relevant standard(s): 2. Prcedure(s): 3. Teacher s plan t evaluate student achievement bjective(s): Hw d yu plan t make use f the results f the assessment? 4. Specific request fr bservatin (e.g., skills, techniques, pupil interactins, etc.):

26 26 REFLECTION SHEET T be cmpleted by teacher fllwing each frmal bservatin and taken t pst-bservatin cnference. NAME GRADE/SUBJECT SCHOOL DATE 1. As I reflect n the lessn, t what extent were the students prductively engaged in the wrk? Hw d I knw? 2. Did the students learn what I expected them t learn? Were my instructinal gals met? Or hw and when will I knw? 3. Did I alter my gals r my wrk plan as I taught the lessn? Why? Hw? 4. If I had the pprtunity t teach this lessn again, t this same grup f students, what wuld I d differently? Why?

27 27 Self Assessment Frm Teacher Name: Assignment Schl: Date: Dmain I: Planning & Preparatin U B P E NA Standard 1: Knwledge and Cntent * D I shw an effective cmmand f the subject t guide student learning? * D I use effective instructinal resurces, including technlgy, t cmmunicate cntent knwledge? * D I take an active rle in adpting new cntent standards and framewrks t teaching? * D I create pprtunities fr students t learn, practice and master academic language in the cntent? Standard 2: Knwledge f Students * D I build upn students knwledge and experience? * D I use schl and district resurces t supprt and advcate fr student needs? * D I recgnize and address students learning styles? * D I recgnize and supprt students culture and heritage? Standard 3: Instructinal Gal Setting * D I select apprpriate instructinal gals based upn natinal, state and lcal standards? * D I select gals that are measurable and state them in terms f student learning? * D I select gals apprpriate fr students? Standard 4: Lessn Design * D I design cherent instructin that reflects research-based best practices? * D I design instructin that prmtes critical thinking and prblem slving? * D I ensure that the curriculum is relevant t student needs? * D I adhere t the apprved scpe and sequence f the subject matter? * D I develp and implement supprts fr learner literacy develpment acrss cntent areas? * D I cnsider individual student s culture and heritage when planning lessns? Standard 5: Assessment Planning * Am I familiar with the cntent area and with schl, district and state assessment methds and ptins? * D I use assessments that are cngruent with instructinal gals? * D I develp and use a variety f frmative and summative assessment tls and infrmatin fr planning instructin, feedback and reflectin applicable t individual student s backgrund and needs? Cmments: Dmain II: Classrm Envirnment U B P E NA Standard 6: Climate f Respect and Learning * D I create an envirnment that prmtes equity, respect and psitive interpersnal interactins? * D I interact with students apprpriately t develpmental and cultural nrms? * D I have high expectatins fr student success, quality wrk and student achievement? * D I keep students actively engaged? * D I use strategies and practices that are likely t enable students t demnstrate respect fr and affirm their wn and ther s differences related t backgrund, culture and heritage? Standard 7: Classrm Prcedures and Physical Envirnment *D I develp and emply classrm prcedures that prmte student learning and facilitate psitive classrm interactin cnsistent with building and district prgrams? *D I design a safe and accessible classrm envirnment fr all students? * D I facilitate smth transitins with little lss f instructinal time? * D I ensure all students have access t materials, technlgy and necessary resurces? Standard 8: Managing Student Behavir * D I clearly cmmunicate and enfrce classrm and schl expectatins? * D I address inapprpriate behavir cnsistently and apprpriately? * D I practively address student behavir? * D I respnd apprpriately t cnflicts r misunderstandings arising frm differences in backgrund, culture and heritage? Cmments: Dmain III: Instructin U B P E NA Standard 9: Lessn Delivery * D I exhibit clear lessn delivery, reflect apprpriate pacing and use a variety f effective teaching strategies?

28 28 * D I activate students prir knwledge? * D I differentiate t meet the needs f diverse learners? * D I use a variety f questining and discussin techniques t elicit student reflectin and higher rder thinking? * D I use technlgy effectively? * D I use a variety f instructinal strategies t supprt and expand learners cmmunicatin thrugh speaking, listening, reading, writing? Standard 10: Feedback t Students *D I demnstrate the ability t listen t students and respnd apprpriately? *D I prvide cnstructive feedback that facilitates learning and academic grwth? *D I prvide cnstructive feedback that is cnsistent, nging, timely and in a variety f frms? Standard 11: Assessment fr Learning * D I use assessment data t prepare fr individual and grup instructin, including re-teaching when necessary? * D I use frmative assessments during classrm instructin t facilitate student learning? * D I demnstrate the ability t use summative assessments t guide and infrm instructin thrugh the cllectin, maintenance and analysis f classrm, district and state assessments? * D I engage students in assessing their wn learning? Cmments: Dmain IV: Prfessinal Respnsibilities U B P E NA Standard 12: Prfessinal Grwth * D I actively participate in prfessinal develpment pprtunities relevant t my teaching assignment? * D I actively engage in meaningful gal setting? * D I pursue prfessinal grwth thrugh reflectin, self assessment, learning and knwledge f best practices? Standard 13: Recrd Keeping and Cmmunicatin * D I carry ut assigned duties? * D I maintain accurate recrds accrding t district and building prtcls? * D I knw and adhere t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards? * D I maintain apprpriate cnfidentiality? * D I cmmunicate effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr? * D I facilitate meetings effectively? *D I effectively and apprpriately cllabrate with clleagues and ther prfessinals? Standard 14: Cmmitment t Instructinal Initiatives * Am I aware f and d I supprt building and district instructinal pririties? * D I knw and actively participate in building and district instructinal initiatives? Cmments: Dmain V: Student Learning and Grwth U B P E NA Standard 15: Student Grwth * Am I aware f student academic grwth? * Can I shw prf f student grwth? * D I administer/ utilize apprpriate standardized assessments adhering t prfessinal guidelines? * D I design and deliver instructin based n cntent standards t prepare students fr standardized assessments? * D I maintain apprpriate recrds t dcument grwth? * D I use an apprpriate prficiency based rubric t assess student grwth? Cmments:

29 29 Frmative Evaluatin Frm Teacher Name: Prbatinary: Year Cntract Supervisr: Schl: Assignment Dmain I: Planning & Preparatin U B P E NA Standard 1: Knwledge and Cntent *Des the teacher shw an effective cmmand f the subject t guide student learning? * Des the teacher use effective instructinal resurces, including technlgy, t cmmunicate cntent knwledge? * Des the teacher take an active rle in adpting new cntent standards and framewrks t teaching? * Des the teacher create pprtunities fr students t learn practice and master academic language in their cntent? Standard 2: Knwledge f Students * Des the teacher build upn students knwledge and experience? * Des the teacher use schl and district resurces t supprt and advcate fr student needs? * Des the teacher recgnize and address students learning styles? Standard 3: Instructinal Gal Setting * Des the teacher select apprpriate instructinal gals based upn natinal, state and lcal standards? * Des the teacher select gals that are measurable and state them in terms f student learning? * Des the teacher select gals apprpriate fr students? Standard 4: Lessn Design * Des the teacher design cherent instructin that reflects research-based best practices? * Des the teacher design instructin that prmtes critical thinking and prblem slving? * Des the teacher ensure that the curriculum is relevant t student needs? * Des the teacher adhere t the apprved scpe and sequence f the subject matter? * Des the teacher develp and implement supprts fr learner literacy develpment acrss cntent areas? Standard 5: Assessment Planning * Is the teacher familiar with the cntent area and with schl, district and state assessment methds and ptins? * Des the teacher use assessments that are cngruent with instructinal gals? * Des the teacher develp and use a variety f frmative and summative assessment tls and infrmatin fr planning instructin, feedback and reflectin? Cmments: Dmain II: Classrm Envirnment U B P E NA Standard 6: Climate f Respect and Learning * Des the teacher create an envirnment that prmtes equity, respect and psitive interpersnal interactins? * Are the teacher s interactins with students apprpriate t develpmental and cultural nrms? * Des the teacher have high expectatins fr student success, quality wrk and student achievement? * Are students actively engaged? Standard 7: Classrm Prcedures and Physical Envirnment *Des the teacher develp and emply classrm prcedures that prmte student learning and facilitate psitive classrm interactin cnsistent with building and district prgrams? *Dest the teacher design a safe and accessible classrm envirnment fr all students? * Des the teacher facilitate smth transitins with little lss f instructinal time? * Des the teacher ensure all students have access t materials, technlgy and necessary resurces? Standard 8: Managing Student Behavir * Des the teacher clearly cmmunicate and enfrce classrm and schl expectatins? * Des the teacher address inapprpriate behavir cnsistently and apprpriately? * Des the teacher practively address student behavir? Cmments: Dmain III: Instructin U B P E NA Standard 9: Lessn Delivery * Des the teacher exhibit clear lessn delivery, reflect apprpriate pacing and use a variety f effective teaching strategies? * Des the teacher activate students prir knwledge? * Des the teacher differentiated t meet the needs f diverse learners? * Des the teacher use a variety f questining and discussin techniques t elicit student reflectin and higher rder thinking? * Des the teacher use technlgy effectively?

30 30 * Des the teacher use a variety f instructinal strategies t supprt and expand learners cmmunicatin thrugh speaking, listening, reading, writing? Standard 10: Feedback t Students *Des the teacher demnstrate the ability t listen t students and respnd apprpriately? *Des the teacher prvide cnstructive feedback that facilitates learning and academic grwth? *Des the teacher prvide cnstructive feedback that is cnsistent, nging, timely and in a variety f frms? Standard 11: Assessment fr Learning * Des the teacher use assessment data t prepare fr individual and grup instructin, including re-teaching when necessary? * Des the teacher use frmative assessments during classrm instructin t facilitate student learning? * Des the teacher demnstrate the ability t use summative assessments t guide and infrm instructin thrugh the cllectin, maintenance and analysis f classrm, district and state assessments? * Des the teacher engage students in assessing their wn learning? Cmments: Dmain IV: Prfessinal Respnsibilities U B P E NA Standard 12: Prfessinal Grwth * Des the teacher actively participate in prfessinal develpment pprtunities relevant t his r her teaching assignment? * Des the teacher actively engage in meaningful gal setting? * Des the teacher pursue prfessinal grwth thrugh reflectin, self assessment, learning and knwledge f best practices? Standard 13: Recrd Keeping and Cmmunicatin * Des the teacher carry ut assigned duties? * Des the teacher maintain accurate recrds accrding t district and building prtcls? * Des the teacher knw and adhere t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards? * Des the teacher maintain apprpriate cnfidentiality? * Des the teacher cmmunicate effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr? * Des the teacher facilitate meetings effectively? *Des the teacher effectively and apprpriately cllabrate with clleagues and ther prfessinals? Standard 14: Cmmitment t Instructinal Initiatives * Is the teacher aware f and des the teacher supprt building and district instructinal pririties? * Des the teacher knw and actively participate in building and district instructinal initiatives? Cmments: Dmain V: Student Learning and Grwth U B P E NA Standard 15: Student Grwth * Am I aware f student academic grwth? * Can I shw prf f student grwth? * D I administer/ utilize apprpriate standardized assessments adhering t prfessinal guidelines? * D I design and deliver instructin based n cntent standards t prepare students fr standardized assessments? * D I maintain apprpriate recrds t dcument grwth? * D I use an apprpriate prficiency based rubric t assess student grwth? Teacher Supervisr Date This Evaluatin has been discussed between the supervisr and teacher.

31 31 The Oregn Matrix fr Summative Evaluatins In the Oregn Matrix, Prfessinal Practice (PP) and Prfessinal Respnsibilities (PR) intersects with Student Learning and Grwth (SLG) culminating in a summative perfrmance level which leads t a Prfessinal Grwth Plan fr the educatr. When there is a discrepancy between the PP/PR level and SLG level, further inquiry is triggered t explre and understand the reasns fr the discrepancy. Y-AXIS: Cmbined Rating n Prfessinal Practice and Prfessinal Respnsibilities (PP/PR) Dmains I - IV EXEMPLARY PROFICIENT BASIC PROFICIENT BASIC r PROFICIENT PROFICIENT r EXEMPLARY EXEMPLARY EXEMPLARY PROFICIENT PROFICIENT PROFICIENT BASIC BASIC BASIC BASIC r PROFICIENT UNSATISFACTORY UNSATISFACTORY UNSATISFACTORY UNSATISFACTORY r BASIC BASIC UNSATISFACTORY BASIC PROFICIENT EXEMPLARY X-AXIS: Rating n Student Learning and Grwth Dmain V Perfrmance Levels Unsatisfactry Basic Prficient Exemplary Definitins f Perfrmance as Applied t Standards f Prfessinal Practice Des nt meet standards; perfrms belw the expectatins fr gd perfrmance under this standard; requires direct interventin and supprt t imprve practice Making sufficient prgress tward meeting this standard; meets expectatins fr gd perfrmance mst f the time and shws cntinuus imprvement; expected imprvement thrugh fcused prfessinal learning and grwth plan Cnsistently meets expectatins fr gd perfrmance under this standard; demnstrates effective practices and impact n student learning; cntinues t imprve prfessinal practice thrugh nging prfessinal learning Cnsistently exceeds expectatins fr gd perfrmance under this standard; demnstrates highly effective practices and impact n student learning; cntinued expansin f expertise thrugh prfessinal learning and leadership pprtunities

32 32 Determinatin f Summative Rating As per the guidance frm the Oregn Department f Educatin dated 5/1/14, the Educatr s Summative Rating will be determined as fllws: I. Y-Axis: Prfessinal Practice and Prfessinal Respnsibilities (PP/PR) (Dmains I IV) First, the evaluatr will need t determine the cmbined perfrmance level fr PP/PR based n the rubric. The evaluatr will already have gauged the educatr s perfrmance n each standard/perfrmance indicatr n the rubric with fur perfrmance levels. The evaluatr will then: 1. Add up all cmpnent scres t get the ttal pints pssible; 2. Divide by the number f cmpnents (based n the # f cmpnents in the rubric); 3. Get a rating between 1 and 4 fr PP/PR; 4. Use the fllwing threshlds t determine PP/PR level: = 4 PP/PR =3 PP/PR = 2 PP/PR* < 1.99 = 1 PP/PR *PP/PR Scring Rule: If the educatr scres tw 1 s in any PP/PR cmpnent and his/her average scre falls between , the educatr s perfrmance level cannt be rated abve a Find the PP/PR perfrmance level (1-4) n the Y-axis f the matrix. II. X-Axis: Student Learning and Grwth (SLG) (Dmain V) After the educatr s PP/PR perfrmance level is determined, their Prfessinal Grwth Plan and summative perfrmance level is then fund by lking at the educatr s rating n SLG gals. The level f perfrmance n SLG will be determined by scring the SLG gals using the Oregn SLG Gal scring rubric (see page 21). All educatrs will set tw SLG gals annually. Math and ELA teachers (grades 3-8 and 11) must use Categry 1 assessments fr ne f the tw gals. 1. Scre the SLG gals using the SLG Scring Rubric; 2. Get a rating between 1 and 4 fr SLG; 3. Use the threshlds belw t determine SLG level; 4. Find the SLG perfrmance level (1-4) n the X-Axis f the matrix. Level 4 Level 3 Level 2 Level 1 Yu must scre: Yu culd scre: Yu culd scre: Yu culd scre: 4 n bth gals 3 n bth gals, r 2 n bth gals, r 1 n bth gals, r 3 n ne gal & 4 n ne gal, r 2 n ne gal & 3 n ne gal, r 1 n ne gal & 2 n ne gal 4 n ne gal & 2 n ne gal 3 n ne gal & 1 n ne gal, r 4 n ne gal & 1 n ne gal

33 33 Summative Evaluatin Frm Teacher Name: Prbatinary: Year Cntract Supervisr: Schl: Assignment Perfrmance Levels Unsatisfactry Basic Prficient Exemplary Definitins f Perfrmance as Applied t Standards f Prfessinal Practice Des nt meet standards; perfrms belw the expectatins fr gd perfrmance under this standard; requires direct interventin and supprt t imprve practice Making sufficient prgress tward meeting this standard; meets expectatins fr gd perfrmance mst f the time and shws cntinuus imprvement; expected imprvement thrugh fcused prfessinal learning and grwth plan Cnsistently meets expectatins fr gd perfrmance under this standard; demnstrates effective practices and impact n student learning; cntinues t imprve prfessinal practice thrugh nging prfessinal learning Cnsistently exceeds expectatins fr gd perfrmance under this standard; demnstrates highly effective practices and impact n student learning; cntinued expansin f expertise thrugh prfessinal learning and leadership pprtunities Dmain I: Planning & Preparatin U B P E NA Standard 1: Knwledge and Cntent Standard 2: Knwledge f Students Standard 3: Instructinal Gal Setting Standard 4: Lessn Design Standard 5: Assessment Planning Cmments: Dmain II: Classrm Envirnment U B P E NA Standard 6: Climate f Respect and Learning Standard 7: Classrm Prcedures and Physical Envirnment Standard 8: Managing Student Behavir Cmments: Dmain III: Instructin U B P E NA Standard 9: Lessn Delivery Standard 10: Feedback t Students Standard 11: Assessment fr Learning Cmments:

34 34 Dmain IV: Prfessinal Respnsibilities U B P E NA Standard 12: Prfessinal Grwth Standard 13: Recrd Keeping and Cmmunicatin Standard 14: Cmmitment t Instructinal Initiatives Cmments: Dmain V: Student Learning & Grwth U B P E NA Standard 15: Prgress n Student Grwth Gals: Cmments: Summative Rating and Additinal Cmments U B P E NA Prfessinal Practice/Prfessinal Respnsibility (Dmains I IV) Student Learning & Grwth (Dmain V) Summative Rating: (Calculated using the Oregn Matrix) Cmments: Recmmendatin: Cntract Extensin Cntract Renewal Other Details: The teacher has attached cmments t this cnference frm: Yes N Teacher Supervisr Date This Evaluatin has been discussed between the supervisr and teacher. Original t Human Resurces Cpy t Supervisr Cpy t Teacher

35 35 PENDLETON SCHOOL DISTRICT TEACHER GOALS PROCESS TEMPLATE Teacher Assignment Schl Administratr Initial Cnference Cntent The gal is being written arund which grade/subject/level? Assessments What assessments will be used t measure student grwth? Cntext What are the characteristics r special learning circumstances f my class(es)? Baseline Data What are the learning needs f my students? Attach supprting data. Student Grwth Gal Statement (written in SMART frmat) Ratinale Why was this gal selected? Strategies fr Imprvement Hw will I help students attain this gal? Prvide specific actins that will lead t gal attainment. Prfessinal Learning and Supprt What prfessinal develpment will help me accmplish my gal? Hw has my self-assessment and evaluatin infrmed my prfessinal develpment needs? Hw might I team with clleagues in prfessinal develpment tward my gal? Hw will my prfessinal develpment impact my student grwth gal? Categry 1 Categry 2 Prfessinal Grwth Gal(s) Strategies Hw will I attain this gal? Prfessinal Learning and Supprt What prfessinal develpment r supprt will help yu reach this gal? Teacher Signature: Date: Administratr Signature: Date:

36 36 Mid-Year Review Cllabrative Mid-Year Data Review What prgress has been made? Attach supprting data. Strategy Mdificatin What adjustments need t be made t my strategies? Teacher Signature: Date: Administratr Signature: Date: Evaluatin Cnference End-f-Year Data What des the end f the year data shw? Attach data. Reflectin n Results Overall, what wrked, r what shuld be refined? Prfessinal Grwth Reflectin Hw can I use the results t supprt my future prfessinal grwth? What additinal prfessinal grwth needs d I have based n my self assessment? Teacher Signature: Date: Administratr Signature: Date:

37 35 Step-by Step SMART Gal Setting Prcess Rigrus, Realistic & Resultsfcused Timed & Tracked The gal is dable but stretches the bunds f what is attainable. The gal is bund by a timeline that is definitive and prgress is mnitred during the prcess.