AR Teacher Excellence Support System (TESS) GIFTED COORDINATOR SUMMATIVE EVALUATION FORM

Transcription

1 AR Teacher Excellence Support System (TESS) GIFTED COORDINATOR SUMMATIVE EVALUATION FORM This evaluation form is designed for the specific job description of a gifted coordinator with direct student contact and/or teaching responsibilities. This form is not appropriate for a gifted administrator with no classroom teaching responsibilities, nor for the gifted teacher who has no coordinator responsibilities. G/T teachers whose job description includes only classroom teaching responsibilities will be evaluated using the teacher rubric and evaluation form. Gifted Coordinator: District: School Year: School Evaluator: School/ Building: Grade Level/ Area: Conference Date: Track: Probationary/Novice Experienced 2A 2B1(Year 1) 2B2(Year 2) Intensive 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, Coordinator makes content errors or does not correct errors made by students. Coordinator s plans and practice display little understanding of prerequisite relationships important to student learning of the content. Coordinator displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. Summative Evaluation DOMAIN 1: PLANNING AND PREPARATION Coordinator is familiar with the Coordinator displays solid knowledge important concepts in the of the important concepts in the discipline but displays lack of discipline and how these relate to one awareness of how these concepts another. Coordinator s plans and relate to one another. practice reflect accurate Coordinator s plans and practice understanding of prerequisite indicate some awareness of relationships among topics and prerequisite relationships, concepts. Coordinator s plans and although such knowledge may be practice reflect familiarity with a wide inaccurate or incomplete. range of effective pedagogical Coordinator s plans and practice approaches in the discipline. reflect a limited range of pedagogical approaches to the discipline or to the students. Coordinator displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Coordinator s plans and practice reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Coordinator s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions 1A 1 All rights reserved to Charlotte Danielson

2 1b: Demonstrating Knowledge of Students Coordinator demonstrates little or no understanding of how students learn, and little knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. DOMAIN 1: PLANNING AND PREPARATION (continued) Coordinator indicates the importance of understanding how students learn and the students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. Coordinator understands the active nature of student learning, and attains information about levels of development for groups of students. The Coordinator also purposefully seeks knowledge from several sources of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. Coordinator actively seeks knowledge of students levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students. 1c: Setting Instructional Outcomes 1B Outcomes represent low Outcomes represent moderately Most outcomes represent rigorous expectations for students high expectations and rigor. and important learning in the and lack of rigor, nor do they Some reflect important learning discipline. All the instructional all reflect important learning in the discipline, and consist of outcomes are clear, written in the form in the discipline. Outcomes a combination of outcomes and of student learning, and suggest are stated as activities, activities; Outcomes reflect viable methods of assessment. rather than as student several types of learning, but Outcomes reflect several different learning. Outcomes reflect Coordinator has made no types of learning and opportunities for only one type of learning and attempt at coordination or coordination. Outcomes take into only one discipline or strand, integration. Most of the account the varying needs of groups and are suitable for only outcomes are suitable for most of students. some students. of the students in the class based on global assessments of student learning. All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. 1C 2 All rights reserved to Charlotte Danielson

3 1d: Planning Components of the Gifted and Talented Program to Support Educational Services DOMAIN 1: PLANNING AND PREPARATION (continued) The GT Coordinator attempts The GT Coordinator carries out with limited success to carry responsibilities as described in the out responsibilities as approved job description. GT described in the approved Coordinator s goals for the job description. GT instructional support program are Coordinator s goals for the clear and suitable to situation and instructional program are the needs of staff. The basic and only partially coordinator is consistent with suitable for the situation and implementing the procedures for staff. The coordinator is identification. Coordinator works somewhat inconsistent with to create curricular and program implementing the options to meet the needs of procedures for gifted, K-12. Coordinator identification. Coordinator completes program application works to create curricular and responds to ADE requested and program options to revisions. meet the needs of gifted, K- 12, with limited success. Coordinator completes program application and responds to ADE requested revisions. The GT Coordinator does not attempt to do the job that is described in the approved job description. The GT Coordinator has no clear goals for the instructional support of gifted. There are no written procedures for the identification process or coordinator refuses to implement the procedures. Coordinator does not attempt to create curricular and program options to meet the needs of gifted, K-12. Coordinator shows no evidence of trying to complete program application or does not respond to requested ADE revisions. The GT Coordinator goes beyond the basic responsibilities as described in the approved job description. GT Coordinator s goals for the instructional support program are highly appropriate to the situation and the needs of the staff. The coordinator is consistent with implementing the procedures for identification and actively seeks opportunity for ongoing identification. Coordinator works to create multiple layers of curricular and program options to meet the needs of gifted K-12. Coordinator completes program application and responds to ADE requested revisions. 1D 3 All rights reserved to Charlotte Danielson

4 1e: Designing Coherent Instruction 1f: Designing Student Assessments The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities and are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety. DOMAIN 1: PLANNING AND PREPARATION (continued) Some of the learning activities Coordinator coordinates knowledge of and materials are suitable to the content, of students, and of instructional outcomes, and resources, to design a series of represent a moderate cognitive learning experiences aligned to challenge, but with no instructional outcomes and suitable to differentiation for different groups of students. The learning students. Instructional groups activities have reasonable time partially support the instructional allocations; they represent significant outcomes, with an effort at cognitive challenge, with some providing some variety. The differentiation for different groups of lesson or unit has a recognizable students. The lesson or unit has a structure; the progression of clear structure with appropriate and activities is uneven, with most varied use of instructional groups. time allocations reasonable. Plans represent the coordination of indepth content knowledge, understanding of different students needs and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. These are differentiated, as appropriate, for individual learners. Instructional groups are varied as appropriate, with some opportunity for student choice. The lesson s or unit s structure is clear and allows for different pathways according to diverse student needs. 1E Assessment procedures are Some of the instructional Coordinator s plan for student not congruent with outcomes are assessed through assessment is aligned with the instructional outcomes; the the proposed approach, but instructional outcomes; assessment proposed approach contains others are not. Assessment methodologies may have been no criteria or standards. criteria and standards have been adapted for groups of students. Coordinator has no plan to developed, but they are not clear. Assessment criteria and standards are incorporate formative Approach to the use of formative clear. Coordinator has a welldeveloped assessment in the lesson or assessment is rudimentary, strategy for using unit, nor any plans to use including only some of the formative assessment and has assessment results in instructional outcomes. designed particular approaches to be designing future instruction. Coordinator intends to use used. Coordinator intends to use assessment results to plan for assessment results to plan for future future instruction for the class as instruction for groups of students. Coordinator s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as Coordinator use of the assessment information. Coordinator intends to use assessment results to plan future instruction for individual students. a whole. 1F 4 All rights reserved to Charlotte Danielson

5 COMMENTS: 5 All rights reserved to Charlotte Danielson

6 2a: Creating an environment of respect and rapport 2b: Establishing a culture for learning Patterns of classroom interactions, both between the Coordinator and students and among students, are mostly negative, inappropriate, or insensitive to students ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Coordinator does not deal with disrespectful behavior. DOMAIN 2: CLASSROOM ENVIRONMENT Patterns of classroom Coordinator-student interactions are interactions, both between the friendly and demonstrate general Coordinator and students and caring and respect. Such interactions among students, are generally are appropriate to the ages of the appropriate but may reflect students. Students exhibit respect for occasional inconsistencies, the Coordinator. Interactions among favoritism, and disregard for students are generally polite and students ages, cultures, and respectful. Coordinator responds developmental levels. Students successfully to disrespectful behavior rarely demonstrate disrespect for among students. The net result of the one another. Coordinator interactions is polite and respectful, attempts to respond to but impersonal. disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict. Classroom interactions among the Coordinator and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the Coordinator and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals. 2A The classroom culture is The classroom culture is The classroom culture is a cognitively characterized by a lack of characterized by little busy place where learning is valued Coordinator or student commitment to learning by by all with high expectations for commitment to learning, Coordinator or students. The learning the norm for most students. and/or little or no investment Coordinator appears to be only The Coordinator conveys that with of student energy into the going through the motions, and hard work students can be task at hand. Hard work is students indicate that they are successful; students understand their not expected or valued. interested in completion of a task, role as learners and consistently Medium to low expectations rather than quality. The expend effort to learn. Classroom for student achievement are Coordinator conveys that student interactions support learning and hard the norm with high success is the result of natural work. expectations for learning ability rather than hard work; high reserved for only one or two expectations for learning are students. reserved for those students thought to have a natural aptitude The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The Coordinator conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail and/or helping peers. for the subject. 2B 6 All rights reserved to Charlotte Danielson

7 2c: Managing classroom procedures 2d: Managing student behavior Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the Coordinator managing instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines. DOMAIN 2: CLASSROOM ENVIRONMENT (continued) Some instructional time is lost There is little loss of instructional time due to only partially effective due to effective classroom routines classroom routines and and procedures. The Coordinator s procedures. The Coordinator s management of instructional groups management of instructional and/or the handling of materials and groups, transitions, and/or the supplies are consistently successful. handling of materials and With minimal guidance and supplies is inconsistent, leading prompting, students follow to some disruption of learning. established classroom routines. With regular guidance and prompting, students follow established routines. Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. 2C There appear to be no Standards of conduct appear to Student behavior is generally established standards of have been established, but their appropriate. The Coordinator conduct, and little or no implementation is inconsistent. monitors student behavior against Coordinator monitoring of Coordinator tries, with uneven established standards of conduct. student behavior. Students results, to monitor student Coordinator response to student challenge the standards of behavior and respond to student misbehavior is consistent, conduct. Response to misbehavior. There is proportionate and respectful to students misbehavior is inconsistent implementation of students and is effective. repressive, or disrespectful the standards of conduct. of student dignity. 2e: Organizing physical space Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Coordinators monitoring of student behavior is subtle and preventive. Coordinator s response to student misbehavior is sensitive to individual student needs, respects students dignity. 2D The physical environment is The classroom is safe, and The classroom is safe, and learning is unsafe, or many students essential learning is accessible accessible to all students; don t have access to to most students. The Coordinator ensures that the physical learning. There is poor Coordinator s use of physical arrangement is appropriate to the alignment between the resources, including computer learning activities. Coordinator makes arrangement of furniture and technology, is moderately effective use of physical resources, resources, including effective. Coordinator may including computer technology. computer technology, and attempt to modify the physical the lesson activities. arrangement to suit learning The classroom is safe, and learning is accessible to all students including those with special needs. Coordinator makes effective use of physical resources, including computer technology. The Coordinator ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning. activities, with partial success. 2E 7 All rights reserved to Charlotte Danielson

8 COMMENTS: 8 All rights reserved to Charlotte Danielson

9 3a: Communicating with students 3b: Using questioning / prompts and discussion The instructional purpose of the lesson is unclear to students and the directions and procedures are confusing. Coordinator s explanation of the content contains major errors. The Coordinator s spoken or written language contains errors of grammar or syntax. Vocabulary is inappropriate, vague, or used incorrectly, leaving students confused. DOMAIN 3: INSTRUCTION Coordinator s attempt to explain The instructional purpose of the the instructional purpose has lesson is clearly communicated to only limited success, and/or students, including where it is directions and procedures must situated within broader learning; be clarified after initial student directions and procedures are confusion. Coordinator s explained clearly. Coordinator s explanation of the content may explanation of content is well contain minor errors; some scaffolded, clear and accurate, and portions are clear; other connects with students knowledge portions are difficult to follow. and experience. During the Coordinator s explanation explanation of content, the consists of a monologue, with Coordinator invites student no invitation to the students for intellectual engagement. intellectual engagement. Coordinator s spoken and written Coordinator s spoken language language is clear and correct. is correct; however, vocabulary Vocabulary is appropriate to the is limited, or not fully students ages and interests. appropriate to the students ages or backgrounds. The Coordinator links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. Coordinator s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students interests. Students contribute to extending the content, and in explaining concepts to their classmates. Coordinator s spoken and written language is expressive, and the Coordinator finds opportunities to extend students vocabularies. 3A Coordinator s questions are Coordinator s questions lead While the Coordinator may use some of low cognitive challenge, students through a single path low-level questions, he or she poses single correct responses, of inquiry, with answers questions to students designed to and asked in rapid seemingly determined in promote student thinking and succession. Interaction advance. Alternatively the understanding. Coordinator creates a between Coordinator and Coordinator attempts to frame genuine discussion among students, students is predominantly some questions designed to providing adequate time for students recitation style, with the promote student thinking and to respond, and stepping aside when Coordinator mediating all understanding, but only a few appropriate. Coordinator successfully questions and answers. A students are involved. engages most students in the few students dominate the Coordinator attempts to engage discussion, employing a range of discussion. all students in the discussion strategies to ensure that most and to encourage them to students are heard. respond to one another, with Coordinator uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion. uneven results. 3B 9 All rights reserved to Charlotte Danielson

10 3c: Engaging students in learning 3d: Using Assessment in Instruction The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes, or require only rote responses. The pace of the lesson is too slow or rushed. Few students are intellectually engaged or interested. AR TESS GIFTED COORDINATOR EVALUATION FORM DOMAIN 3: INSTRUCTION (continued) The learning tasks or prompts The learning tasks and activities are are partially aligned with the aligned with the instructional instructional outcomes but outcomes and are designed to require only minimal thinking by challenge student thinking, resulting students, allowing most in active intellectual engagement by students to be passive or merely most students with important and compliant. The pacing of the challenging content, and with lesson may not provide students Coordinator scaffolding to support the time needed to be that engagement. The pacing of the intellectually engaged. lesson is appropriate, providing most students the time needed to be intellectually engaged. Virtually all students are intellectually engaged in challenging content, through well-designed learning tasks, and suitable scaffolding by the Coordinator, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry, and student contributions to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another. 3C There is little or no assessment or monitoring of student learning; feedback is absent, or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in selfassessment. 3D Assessment is used sporadically to support instruction, through some monitoring of progress of learning by Coordinator and/or students. Feedback to students is general, and students appear to be only partially aware of the assessment criteria used to evaluate their work but few assess their own work. Questions/prompts/ assessments are rarely used to diagnose evidence of learning. Assessment is regularly used during instruction, through monitoring of progress of learning by Coordinator and/or students, resulting in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Questions/prompts / assessments are used to diagnose evidence of learning. Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students selfassess and monitor their progress. A variety of feedback, from both the Coordinator and peers, is accurate, specific, and advances learning. Questions / prompts / assessments are used regularly to diagnose evidence of learning by individual students. 10 All rights reserved to Charlotte Danielson

11 3e: Demonstrating flexibility and responsiveness COMMENTS: Coordinator adheres to the instruction plan in spite of evidence of poor student understanding or students lack of interest. Coordinator ignores student questions; when students experience difficulty, the Coordinator blames the students or their home environment. AR TESS GIFTED COORDINATOR EVALUATION FORM DOMAIN 3: INSTRUCTION (continued) Coordinator attempts to modify Coordinator promotes the successful the lesson when needed and to learning of all students, making minor respond to student questions adjustments as needed to instruction and interests, with moderate plans and accommodating student success. Coordinator accepts questions, needs and interests. The responsibility for student Coordinator persists in seeking success, but has only a limited approaches for students who have repertoire of strategies to draw difficulty learning, drawing on a broad upon. repertoire of strategies. Coordinator seizes an opportunity to enhance learning, building on a spontaneous event or student interests or successfully adjusts and differentiates instruction to address individual student misunderstandings. Coordinator persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. 3E 11 All rights reserved to Charlotte Danielson

12 4a: Reflecting on Teaching 4b: Managing Relevant Gifted and Talented Program Documentation and Evaluation Coordinator does not know whether a lesson was effective or achieved its instructional outcomes, or Coordinator profoundly misjudges the success of a lesson. Coordinator has no suggestions for how a lesson could be improved. AR TESS GIFTED COORDINATOR EVALUATION FORM DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Coordinator has a generally Coordinator makes an accurate accurate impression of a assessment of a lesson s effectiveness lesson s effectiveness and the and the extent to which it achieved its extent to which instructional instructional outcomes and can cite outcomes were met. Coordinator general references to support the makes general suggestions judgment. Coordinator makes a few about how a lesson could be specific suggestions of what could be improved. tried another time the lesson is taught. Coordinator makes a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, Coordinator offers specific alternative actions, complete with the probable success of different courses of action. 4A Little or no evidence for Evidence for onsite monitoring Evidence for onsite monitoring is onsite monitoring exists. is disorganized or has some organized and comprehensive. There is no evidence of a pieces missing. Coordinator has Coordinator has an evaluation plan written evaluation plan. a minimal evaluation plan that that addresses both program Coordinator ignores student addresses both program evaluation and student growth and growth in the evaluation evaluation and student growth. seeks feedback from all stakeholders. process. No evidence of Evidence of yearly program Data for both program evaluation and program evaluation exists. evaluation exists. student growth evaluation exists and is used to revise program goals. 4c: Communicating with Families Evidence for onsite monitoring provides a holistic view of all facets of the gifted program, including exemplary student work, program highlights, successes, student growth evidence, etc. Coordinator has a fluid evaluation plan that uses a variety of instruments to seek data to address both program evaluation and student growth. Data for both program evaluation and student growth evaluation exists and is used to revise program goals and improve services to students and stakeholders. 4B Coordinator communication Coordinator makes sporadic Coordinator communicates frequently with families, about the attempts to communicate with with families about the instructional instructional program, or families about the instructional program and conveys information about individual students, is program and about the progress about individual student progress. sporadic or culturally of individual students but does Coordinator makes some attempts to inappropriate. Coordinator not attempt to engage families in engage families in the instructional makes no attempt to engage the instructional program. program; as appropriate information to families in the instructional Communications are one-way and families is conveyed in a culturally program. not always appropriate to the appropriate manner. Coordinator s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Coordinator s efforts to engage families in the instructional program are frequent and successful. cultural norms of those families. 4C 12 All rights reserved to Charlotte Danielson

13 4d: Participating in a Professional Community 4e: Growing and Developing Professionally AR TESS GIFTED COORDINATOR EVALUATION FORM DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) Coordinator maintains cordial Relationships with colleagues are relationships with colleagues to characterized by mutual support and fulfill duties that the school or cooperation; Coordinator actively district requires. Coordinator participates in a culture of professional becomes involved in the inquiry. Coordinator volunteers to school s culture of professional participate in school events and in inquiry when invited to do so. school and district projects, making a Coordinator participates in substantial contribution. school events and school and district projects when specifically asked. Coordinator s relationships with colleagues are negative or self-serving. Coordinator avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Coordinator avoids becoming involved in school events or school and district projects. Relationships with colleagues are characterized by mutual support and cooperation, with the Coordinator taking initiative in assuming leadership among the faculty. Coordinator takes a leadership role in promoting a culture of professional inquiry. Coordinator volunteers to participate in school events and district projects, making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life. 4D Coordinator engages in no Coordinator participates in Coordinator seeks out opportunities professional development professional activities to a for professional development to activities to enhance limited extent when they are enhance content knowledge and knowledge or skill. convenient. Coordinator pedagogical skill. Coordinator Coordinator resists accepts, with some reluctance, welcomes feedback from colleagues feedback on teaching feedback on teaching when made by supervisors or when performance from either performance from both opportunities arise through supervisors or more supervisors and professional professional collaboration. experienced colleagues. colleagues. Coordinator finds Coordinator participates actively in Coordinator makes no limited ways to contribute to assisting other educators effort to share knowledge the profession. with others or to assume professional responsibilities. Coordinator seeks out opportunities for professional development and makes a systematic effort to conduct action research. Coordinator seeks out feedback on teaching from both supervisors and colleagues. Coordinator initiates important activities to contribute to the profession. 4E 13 All rights reserved to Charlotte Danielson

14 4f: Showing Professionalism DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) Coordinator is honest in Coordinator displays high standards interactions with colleagues, of honesty, integrity, and students, and the public. confidentiality in interactions with Coordinator s attempts to serve colleagues, students, and the public. students are inconsistent, and Coordinator is active in serving does not knowingly contribute to students, working to ensure that all some students being ill served by students receive a fair opportunity to the school. Coordinator s succeed. Coordinator maintains an decisions and recommendations open mind in team or departmental are based on limited though decision-making. Coordinator genuinely professional complies fully with school and district considerations. Coordinator regulations. complies minimally with school and district regulations, doing just enough to get by. Coordinator displays dishonesty in interactions with colleagues, students, and the public. Coordinator is not alert to students needs and contributes to school practices that result in some students being ill served by the school. Coordinator makes decisions and recommendations based on self-serving interests. Coordinator does not comply with school and district regulations. Coordinator models the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Coordinator is highly proactive in serving students, seeking out resources when needed. Coordinator makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Coordinator takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards. Coordinator complies fully with school and district regulations, taking a leadership role with colleagues. 4F Coordinator provides no Coordinator makes sporadic Coordinator frequently provides opportunities for community attempts to provide opportunities opportunities for community awareness and involvement. for community awareness and awareness and involvement for There is no evidence of involvement for parents, school parents, school board, and the annual advisory committee board, and the community at community at large. An advisory meetings. large. Advisory committee meets committee with multiple community annually. members led by the coordinator meets more than once a year. 4g: Promoting Gifted Education Through Public Awareness and Advocacy Coordinator provides frequent and meaningful opportunities for community awareness and involvement with parents, school board, and the community at large. An advisory committee with a cross section of community members meets regularly and is instrumental in advocating for and strengthening the gifted program. 4G 14 All rights reserved to Charlotte Danielson

15 4h: Professional Development COMMENTS: DOMAIN 4: PROFESSIONAL RESPONSIBILITIES (continued) There is a plan for professional There is a well-designed written plan development, but it lacks for professional development based coherence or an over-all on the learning needs of local gifted structure. The coordinator makes students and needs of stakeholders. modest change in the plan when The coordinator makes revisions to needed. The GT coordinator the plan based on specific evidence conducts and/or facilitates some need. The GT coordinator consistently professional development (formal follows the plan and conducts and/or and/or informal) for district staff, facilitates professional development but the training is disjointed (formal and/or informal) for and/or disconnected. administrators, coordinators, and support staff. There is little or no evidence of plans for professional development. If existing, coordinator adheres to plan, in spite of evidence of its inadequacy. The GT coordinator does not seek opportunities to provide professional development. There is a detailed written plan that spans multiple years for professional development based on student data. This plan is highly coherent and has been developed following consultation with administrators and coordinators. The coordinator actively seeks ways to modify and adjust the plan to be more effective. The GT coordinator conducts and/or facilitates consistent training (formal and /or informal) not only for local stakeholders, but also at the co-op, state, or national level. The GT coordinator strives to serve as an integral role in the professional development plan for the school district. 4H 15 All rights reserved to Charlotte Danielson

16 AR TESS SUMMATIVE SCORING REPORT GIFTED COORDINATOR AR TESS Summative Scoring Worksheet should accompany this document. Summary of Commendations Recommended Area(s) of Growth Expectations GIFTED COORDINATOR S SIGNATURE EVALUATOR S SIGNATURE DATE DATE An evaluator shall place a teacher in intensive support status if the teacher has a rating of Unsatisfactory in any one (1) domain of the evaluation framework. An evaluator may place a teacher in intensive support status if the teacher has a rating of Unsatisfactory or Basic in a majority of components in a teacher evaluation domain of the evaluation framework 16 All rights reserved to Charlotte Danielson