Rubric for Evaluating Colorado s Teachers

Transcription

1 Rubric for Evaluating Colorado s Teachers Effective teachers in the state of Colorado have the knowledge,, and commitments needed to provide excellent and equitable opportunities and growth for all. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success (See Appendix B). Effective teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for who are not achieving mastery and who need acceleration. They also develop in the, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective teachers communicate high expectations to and their families and utilize diverse strategies to engage them in a mutually supportive teaching and environment. Because effective teachers understand that the work of ensuring meaningful opportunities for all cannot happen in isolation, they engage in collaboration, continuous reflection, on-going and leadership within the profession. Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards; their District s organized plan of instruction; and the individual needs of their. Delivers lesson plans that reflect: Daily review and revision Instructional objectives appropriate for Explicit connections to specific objectives and approved curriculum Delivers lesson plans based on: Students needs Colorado Academic Standards District s plan of instruction Stated objectives Collaborates with other school staff to vertically and horizontally align, articulate and deliver the approved curriculum Provides rigorous and challenging content Interact with rigorous and challenging content Perform at a level consistent with or above expectations Regularly uses rubrics to provide timely feedback to Discuss strengths and next steps regarding their with their teacher Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

2 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening. This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject taught. Demonstrates an understanding of literacy content and Emphasizes literacy connections while teaching content Makes complex reading accessible to by: Adjusting literacy resources (text) to instructional skill levels Integrating literacy and knowledge into a balanced lesson Providing content relevant to student interests Provides instruction that enhances : Critical thinking and reasoning Information literacy Literacy skill development Apply disciplinary literacy as demonstrated through reading, writing, speaking or listening The teacher consistently implements whole or small group instruction that enhances : Critical thinking. Information literacy Meet or exceed expectations for: Oral communication Critical thinking Problem solving Literacy Consistently uses exemplars to demonstrate proficiency at advanced levels Apply literacy : Across academic content areas To access and understand complex materials Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

3 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening. This section describes professional practices that should be demonstrated by ELEMENTARY TEACHERS responsible for teaching language arts and/or reading. Emphasizes literacy connections while teaching content other than reading, English, or language arts Teaches and provides opportunities for to apply literacy Integrates literacy into lessons and assignments across subject areas, including: Phonological awareness Phonics Vocabulary Comprehension Fluency Writing Speaking Listening Engage in instruction that is: Purposeful Explicit Systematic Integrates literacy into lessons and student opportunities including: Vocabulary Comprehension Fluency Writing Speaking Listening Engages in instruction that is: Purposeful Explicit Systematic Provides literacy instruction that is: Needs-based Of sufficient duration to accelerate Apply literacy (reading, writing, speaking, and listening): Across academic content areas To new/unfamiliar material To understand complex materials While communicating with peers and staff during the school day Outside the classroom Exceed expectations in: Reading Writing Speaking Listening This section describes professional practices that should be demonstrated by SECONDARY TEACHERS responsible for teaching language arts and/or reading. Provides instruction that is: Needs-based Of sufficient intensity and duration to accelerate Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. Apply literacy (reading, writing, speaking, and listening): Across academic content areas To new/unfamiliar material To understand complex materials While communicating with peers and staff during the school day Outside the classroom Exceed expectations in: Reading Writing Speaking Listening

4 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability. This section describes professional practices that should be demonstrated by ALL TEACHERS. Includes relevant math concepts in discussions that do not have math as the primary focus Promotes and encourages to make explicit math connections across content Emphasizes to why they need to learn math content and Uses instructional strategies that require to apply and transfer mathematical knowledge to different content areas Emphasizes interdisciplinary connections to math Models mathematical thinking Apply and transfer mathematical knowledge to content area as appropriate Consistently provides opportunities for to explain strategies to other Share ideas and solutions to challenging problems Use the language of math to talk about what they are doing Consistently demonstrates the use of higher level thinking when problem solving Interpret mathematical information in ways that make it relevant to their Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

5 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability. This section describes professional practices that should be demonstrated by all teachers responsible for teaching math. Focuses math instruction beyond: Recall of facts Development of computational Math as a series of rote procedures Models: Appropriate mathematical communication A variety of mathematical practices Presents concepts: In sequence In a manner appropriate to age and grade Helps understand mathematics as a discipline Provides a balance of teaching for conceptual understanding and teaching for procedural fluency Establishes an effective mathematics environment by: Challenging to think deeply about the problems Requiring to explain their solutions Posing questions that stimulate curiosity and encourage them to investigate further Actively engaging in doing math. Using real-world examples for problems whenever possible Solve problems in a variety of ways Demonstrate mathematical thinking by explaining their thinking to each other and to their teacher Recognize when they make procedural errors and take steps to correct them Expand their by using mathematical concepts in subjects other than math Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

6 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element d: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught. Breaks down concepts into instructional part and teachers each part using appropriate, effective strategies and/or tools Uses instructional materials that are accurate, appropriate and relevant for the lesson being taught Employs a variety of instructional strategies to address student needs Provides explanations of content that are: Accurate Clear Concise Comprehensive Embeds activities in the lessons that require use of: A variety of explanations and multiple representations of concepts and ideas A variety of inquiry methods to explore new ideas and theories Provides a variety of instructional strategies to address needs Develop a variety of explanations and multiple representations of concepts Build on the and knowledge learned to engage in more complex concepts, ideas, and theories Use a variety of inquiry tools and strategies to: Learn content Understand central concepts Answer complex Questions Problem solve Provides a variety of opportunities for student-led discussions, application of critical reasoning and thinking, and raising and/or answering complex questions Students routinely: Choose challenging tasks and instructional materials Apply newly learned content to unique situations and different disciplines Discuss ideas and content that are intellectually challenging to them Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

7 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element e: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines. Emphasizes key concepts and connects them to other powerful ideas within the content area Connects lessons to other disciplines and/or content areas Establishes and maintains environment and uses instructional strategies that: Articulate content and interdisciplinary connections Integrate literacy across content areas Carefully and clearly develops, clarifies and elaborates on interdisciplinary connections for Employs instructional strategies that include literacy, numeracy, and language development across content areas The Teacher: Provides a variety of opportunities to create connections between disciplines Make connections between: Prior and the current lesson Other disciplines and/or content areas and the current lesson Apply literacy (reading, writing, speaking, and listening) and math skill across content areas The Teacher: Consistently provides a variety of opportunities to create connections between disciplines. Accelerate their by elaborating on current lesson with connections to prior lessons within the content area and/or other disciplines Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

8 Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g. science, social studies, arts physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). Partially (Meets State Element f: Teachers make instruction and content relevant to and take actions to connect background and contextual knowledge with new information being taught. Selects instructional materials and strategies based on their: Relevance Central contexts Foundational evidence base Links lessons to prior knowledge Encourages and provides opportunities for to make connections to prior Delivers lessons and units and uses instructional strategies that: Help connect to their by linking the current lesson with prior knowledge, experiences, and/or cultural contexts Provides supports that facilitate engagement Delivers lessons and uses materials to ensure that backgrounds and contextual knowledge are considered Provides opportunities for to selfselect tasks that accelerate their Consistently accesses student background knowledge and make connections to prior and future Interact with materials that are relevant to them Ask questions and solve problems that are relevant to them Make connections between their background knowledge and new Utilizes outside resources and partnerships to engage. Self-select tasks that demonstrate transfer of knowledge to other theories, ideas, and/or content Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. Evaluator Comments (Required for Ratings of Not Evident Comments of person being evaluated. Please indicate the or Partially and recommended for all rating element for which the comment applies if not for the standard levels). as a whole.

9 Quality Standard II: Teachers establish a safe, inclusive and respectful environment for a diverse population of. Partially (Meets State Element a: Teachers foster a predictable environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers. Creates a classroom environment conducive to The teacher creates a classroom environment that features: Mutual respect Positive relationships between and among Empathy for each student Creates a classroom environment which values diverse perspectives Establishes a nurturing and caring relationship with each student Models/recognizes respectful interactions Respect their classmates and teacher(s) Engage in respectful and open dialogue with each other and their teacher Element b: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country. The teacher creates a classroom environment in which diversity is: Respected Used to further student Uses instructional approaches and materials that reflect backgrounds Acknowledges the value of each student s contributions to the quality of lessons Is sensitive to diverse family structures The teacher establishes processes that result in: A strong sense of community among Effective interactions among Respect for individual differences Positive social relationships Common goals for all Models/recognizes respect for social and cultural differences Respect the backgrounds of fellow Actively seek a variety of perspectives to complete group assignments Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

10 Quality Standard II: Teachers establish a safe, inclusive and respectful environment for a diverse population of. Partially (Meets State Element c: Teachers engage as individuals with unique interests and strengths. Implements lessons that reflect student interests Uses results of student interest inventories to design lessons and materials Encourages to expand and enhance their Acknowledges for their accomplishments Asks appropriately challenging questions of all Scaffolds questions Gives wait time equitably Ensures that all participate in class activities Makes connections between classroom lessons and outside world and/or student interests Actively engage in classroom activities Discuss content and make connections between current lesson and their interests Encourage fellow to participate and challenge themselves Actively engage in collaborative and group processes Quality Standard II: Teachers establish a safe, inclusive and respectful environment for a diverse population of. Element d: Teachers adapt their teaching for the benefit of all, including those with special needs, across a range of ability levels. Adapts lesson plans to address individual student needs Implements recommendations of specialists and colleagues to address student needs Designs instruction to address needs of all Monitors the quality of student participation and performance Solicits input from colleagues and specialists to understand needs Uses multiple strategies to teach and assess Challenges and supports to learn to their greatest ability Models self Advocacy Responds to needs Advocate for Themselves Articulate their needs to their teacher and/or parent Models coping Models advocacy for others Apply coping to classroom situations Share coping strategies with fellow Help fellow classmates by offering support Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

11 Quality Standard II: Teachers establish a safe, inclusive and respectful environment for a diverse population of. Partially (Meets State Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their. Establishes a classroom environment that is inviting to families and significant adults Maintains respectful relationships with, their families, and/or significant adults Uses a variety of methods to initiate communication with families and significant adults Provides clear and accurate feedback to parents regarding student needs and progress Coordinates flow of information between families and colleagues who provide student services Models open communication about with both student and significant adults Communicate freely and openly with teachers. Families and Significant Adults: Discuss student performance with the teacher Families and Significant Adults: Partner with the teacher to support student strengths and address next steps for Participate in school-based activities Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

12 Quality Standard II: Teachers establish a safe, inclusive and respectful environment for a diverse population of. Partially (Meets State Element f: Teachers create a environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies. Provides clear expectations to guide student classroom behavior Holds accountable for adherence to school and/or class rules Puts procedures in place to maximize instructional time Makes maximum use of instructional time Maintains a safe and orderly environment Know school/classroom expectations Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. Evaluator Comments (Required for Ratings of Not Evident or Partially and recommended for all rating levels). Engages in monitoring their on-task behavior Stay on task during class periods Work without interruption Abide by school and class rules Accept responsibility for their behavior and use of time Help other stay on task Comments of person being evaluated. Please indicate the element for which the comment applies if not for the standard as a whole. Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates for their

13 . Partially (Meets State Element a: Teachers demonstrate knowledge of current developmental science, the ways in which takes place, and the appropriate levels of intellectual, social, and emotional development of their. Differentiates Instruction Modifies content to assure that are able to work at their ability levels Studies recent/current research to expand personal knowledge of how learn Builds on the interrelatedness of intellectual, social and emotional development Applies knowledge of current developmental science to address student needs Collaborates with colleagues with experience in developmental science to improve the quality of lessons Communicates immediate next steps to Seek materials and resources appropriate for their personal approach to Communicates next steps for to achieve beyond proficiency Seek to understand: How they learn best Where their time and efforts are best used Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances level of content knowledge and. Uses assessment results to guide adjustments to instruction Has explicit student outcomes in mind for each lesson Instructs and assesses required Aligns instruction with academic standards and student assessment results Monitors instruction against student performance and makes real-time adjustments Encourages to take academic risks Make sure meet objectives while increasing mastery levels Are able to demonstrate their understanding of the objective Develops a structure for to monitor their own engagement Monitor their level of engagement Confer with the teacher to achieve targets Initiate activities to: Address their strengths and next steps Take academic risks Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

14 Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates for their. Partially (Meets State Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their. Incorporates evidence-based strategies into lessons Makes connections between student data and researchbased practices Individualizes instructional approach to meet unique needs of each student Creates an environment in which are expected to reflect on and communicate about their own Apply and knowledge learned in the classroom Embrace new and unique ways of as they are introduced through research-based lessons Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student. Uses available technology to facilitate classroom instruction Employs strategies and procedures to ensure that have equitable access to available technology Monitors the use of available technology in the classroom The teacher uses available technology to: Enhance student Develop knowledge and Enhance creative and innovative Provide engaging and motivating experiences The teacher uses available technology to: Engage in virtual or face-toface activities Engage in virtual or face-to-face activities enhanced by appropriate use of available technology The teacher uses available technology to: Accelerate Apply team building and networking Deepen critical thinking Communicate more effectively Students use available technology to: Accelerate their Apply team building and networking Deepen critical thinking Communicate effectively Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation

15 Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates for their. Partially (Meets State Element e: Teachers establish and communicate high expectations for all and plan instruction that helps develop critical-thinking and problem solving. Has high expectations for all Holds accountable for their Sets student expectations at a level that challenges Incorporates critical thinking and problem-solving Challenges all to learn to their greatest ability Systematically and explicitly teaches higher-order thinking and problem-solving Help set their objectives Apply higher-order thinking and problem-solving to address challenging issues Monitor their progress toward achieving teacher s high expectations Seek opportunities to test their problemsolving and higherorder Ensures that perform at levels meeting or exceeding expectations Element f: Teachers provide with opportunities to work in teams and develop leadership qualities. Includes all in individual and group activities The teacher plans lessons that: Provide opportunities for to participate using various roles and modes of communication Flexibly groups Adjusts team composition based on lesson objectives and student needs Varies group size, composition, and tasks to create opportunities for to interact and learn from each other Accept and fulfill their assigned roles within the team Assume leadership roles in their teams Utilize group processes to build trust and promote effective interactions among team members Participate in teams in ways that build trust and ownership of ideas among team members Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

16 Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates for their. Partially (Meets State Element g: Teachers communicate effectively, making objectives clear and providing appropriate models of language. Communicates effectively with Models effective communication Encourages to communicate effectively Teaches to be effective communicators Provides opportunities for to practice communication Apply effective written and oral communication in their work Use academic language in spoken and written work Element h: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction. Provides actionable feedback to, families, and significant adults Involves in monitoring their Assesses outcomes appropriately Implements appropriate strategies for assigning grades Bases grades on multiple measures Includes documentation of student progress toward mastery of state content standards in assessment plans Uses a variety of assessment methods Provides actionable, timely, specific and individualized feedback about the quality of student work. Teaches to use feedback in their. Teaches how to set goals Self-assess on a variety of and concepts Articulate their personal strengths and needs based on self-assessment Effectively use formal and informal feedback to monitor their Discusses goals with Students assume ownership for: Monitoring their progress Setting goals Applying teacher feedback to improve performance and accelerate their Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. Evaluator Comments (Required for Ratings of Not Evident Comments of person being evaluated. Please indicate the or Partially and recommended for all rating element for which the comment applies if not for the standard levels). Please indicate the element for which the comment as a whole. applies if not for the standard as a whole.

17 Quality Standard IV: Teachers reflect on their practice. Partially (Meets State Element a: Teachers demonstrate that they analyze student, development, and growth and apply what they learn to improve their practice. Collects and analyzes student data to inform instruction Uses data to: Support student Inform practice Collects multiple examples of student work to determine student progress over time The teacher applies knowledge of student, development, and growth to the development of: Lesson plans Instructional strategies The teacher develops student plans based on: Multiple examples of student work Other data points information gathered from, families, significant adults and colleagues Monitors and evaluates personal behavioral changes to determine what works for Element b: Teachers link professional growth to their professional goals. Implements performance feedback from supervisor and/or colleagues to improve practice Actively engages in professional development focused on: Addressing student needs School and district initiatives Meeting professional goals Engages in professional development activities based on: Likelihood of having a positive impact on student Alignment with Colorado Academic Standards and school and district initiatives Current research Student needs Advocates for professional development that is evidence based and targeted toward improving student Applies knowledge and learned through professional development to instructional practice Willingly tries new and different ways of teaching new Adapts teaching to meet student needs Develops and follows a long-term professional development plan Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

18 Quality Standard IV: Teachers reflect on their practice. Partially (Meets State Element c: Teachers are able to respond to a complex, dynamic environment. The teacher collaborates with colleagues to: Implement new ideas to improve teaching and Support struggling Contribute to campus goals Maintains a positive, productive and respectful relationship with colleagues The teacher initiates and leads collaborative activities with colleagues to: Analyze student data and interpret results Apply findings to improve teaching practice Support struggling and/or advanced/above grade level Serves as a critical friend for colleagues, both providing and receiving feedback on performance Strengthens teaching practice by adapting instructional practices based on colleague feedback and other types of performance data Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. Evaluator Comments (Required for Ratings of Not Evident Comments of person being evaluated. Please indicate the or Partially and recommended for all rating element for which the comment applies if not for the standard levels). Please indicate the element for which the comment as a whole. applies if not for the standard as a whole.

19 Quality Standard V: Teachers demonstrate leadership. Partially Element a: Teachers demonstrate leadership in their schools. (Meets State Participates in school activities of all teachers Works collaboratively for the benefit of and families Supports school goals and initiatives Contributes to school committees and teams Leads school-based teams to leverage the and knowledge of colleagues and families Shares lessons learned with colleagues Confers with school administrators to improve teacher working and student conditions Element b: Teachers contribute knowledge and to educational practices and the teaching profession. The teacher initiates and leads collaborative activities that: Partner with families to coordinate between home and school Share ideas to improve teaching and Support struggling Shares expertise with colleagues Supports the work of colleagues Actively participates in activities designed to improve policies and procedures that affect school climate, family partnering and student The teacher collaborates with colleagues to: Support student growth and development Provide input into policies and procedures that affect school climate and student Partner with families Leads professional growth and development activities whenever possible Participates in district-wide decision-making processes that impact the school community, including families Advocates for the inclusion of teachers and families in education and government decision-making processes Element c: Teachers advocate for schools and, partnering with, families and communities as appropriate. Partners with every family to support student success Discusses potential revisions to policies and procedures with administrators to better address student, family and school needs Contributes to school and/or district committees to advocate for and their families Advocates for and the school to external agencies and groups Collaborates with professional, governmental, and/or community agencies to advocate for curricular, school, and instructional improvements Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

20 Quality Standard V: Teachers demonstrate leadership. Partially Element d: Teachers demonstrate high ethical standards. (Meets State Maintains confidentiality of student records as required by law Adheres to standards of professional practice Models ethical behavior, including honesty, integrity, fair treatment, and respect for others Maintains confidentiality of student, family and fellow teacher interactions as well as student data Helps understand the importance of ethical behavior as an individual member of society Encourages colleagues to demonstrate ethical behavior Students demonstrate: Honesty Respect for others Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation. Evaluator Comments (Required for Ratings of Not Evident Comments of person being evaluated. Please indicate the or Partially and recommended for all rating element for which the comment applies if not for the standard levels). Please indicate the element for which the comment as a whole. applies if not for the standard as a whole.

21 Teacher Evaluation Worksheet This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring. The Teacher and evaluator should discuss the contents of this form, the accompanying Summary Evaluation Sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for improvement, resources needed to accomplish those actions, and a determination of how the Teacher and evaluator will know improvements have been made. Standard I. Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s). B PP P A E a. Provides instruction aligned with the CO Academic Standards; the District s organized plan of instruction; and the individual needs of. b. Demonstrates knowledge of student literacy development in reading, writing, speaking and listening. c. Demonstrate knowledge of mathematics and understands how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability. d. Demonstrates knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught. e. Develops lessons that reflect the interconnectedness of content areas/disciplines. f. Makes instruction and content relevant to and takes actions to connect background and contextual knowledge with new information being taught. Overall Rating for Standard I Comments: Recommended actions for improvement: Resources needed to complete these actions: Evidence or documentation to support ratings:

22 Standard II. Teachers establish a safe, inclusive and respectful environment for a diverse population of. B PP P A E a. Fosters a predictable environment in which each student has a positive, nurturing relationship with caring adults and peers. b. Demonstrates a commitment to and respect for diversity, while working toward common goals as a community and as a country. c. Engages as individuals with unique interests and strengths d. Adapts teaching for the benefit of all, including those with special needs across a range of ability levels. e. Provides proactive, clear and constructive feedback to families about student progress and works collaboratively with families and significant adults in the lives of their. f. Creates a environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies. Overall Rating for Standard II Comments: Evidence or documentation to support ratings: Recommended actions for improvement: Resources needed to complete these actions: Standard III. Teachers plan and deliver effective instruction and create an environment that facilitates for their. B PP P A E a. Demonstrates knowledge of current developmental science, the ways in which takes place, and the appropriate levels of intellectual, social, and emotional development of their. b. Plans and consistently delivers instruction that draws on results of student assessments, is aligned to academic standards, and advances level of content knowledge and. c. Demonstrates a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of. d. Thoughtfully integrates and utilizes appropriate available technology in instruction to maximize student. e. Establishes and communicates high expectations for all and plans instruction that helps develop critical-thinking and problem solving. f. Provides with opportunities to work in teams and develop leadership qualities. g. Communicates effectively, making objectives clear and providing appropriate models of language. h. Uses appropriate methods to assess what each student has learned, including formal and informal assessments, and uses results to plan further instruction. Overall Rating for Standard III Comments: Evidence or documentation to support ratings: Unified Improvement Plan Supervisor Feedback Recommended actions for improvement: Teacher Feedback Parent Survey Student Survey Resources needed to complete these actions:

23 Standard IV. Teachers reflect on their practice. a. Demonstrates that he/she analyzes student, development, and growth and applies what he/she learns to improve practice. b. Links professional growth to professional goals. B PP P A E c. Is able to respond to complex, dynamic environment. Overall Rating for Standard IV Comments: Recommended actions for improvement: Resources needed to complete these actions: Evidence or documentation to support ratings: Unified Improvement Plan Teacher Feedback Parent Survey Student Survey Standard V: Teachers demonstrate leadership. a. Demonstrates leadership in the school. B PP P A E b. Contributes knowledge and to educational practices and the teaching profession. c. Advocates for schools and, partnering with, families and communities as appropriate. d. Demonstrates high ethical standards. Overall Rating for Standard V Comments: Evidence or documentation to support ratings: Recommended actions for improvement: Resources needed to complete these actions:

24 Determining the Overall Rating for Professional Practices Standard Rating for the Standard Number of Points for the Rating Weight Assigned by the District I. Mastery of and Pedagogical Expertise in the Content They Teach 30 II. Safe, Inclusive and Respectful Learning Environment for Diverse Population of Students 20 III. Effective Instruction and an Environment that Facilitates Learning 20 IV. Reflection on Practice 15 V. Leadership 15 Total Points for All Standards 100 Weighted Points for the Standard Translating the Total Points for All Standards to Overall Professional Practices Rating Total Number of Weighted Points Received Rating for Number of Points Received Total Number of Points Received for this Evaluation = 0 to 70 Points 71 to 150 Points Partially Overall Professional Practices Rating = 151 to 240 Points 241 to 330 Points 331 to 400 Points Name Title/position Site Employee ID number Supervisor/evaluator name Date started in current position Probationary Status Probationary: 1 st year 2 nd year 3 rd year Non-probationary Pre-observation conference date(s) Observations date(s) Post-observation conference date(s) Final ratings evaluation conference date Employee signature Supervisor/evaluator signature Supervisor of the evaluator signature Date Date Date