A: The educator consistently communicates clearly and accurately. Granite School District Educator s - Updated August 1, 2013 Vocabulary is inappropriate, vague, or used incorrectly INSTRUCTION AND ASSESSMENT - DOMAIN I Uses vocabulary that is developmentally appropriate for most students Uses language that is developmentally appropriate for students Vocabulary enriches the lesson Spoken language is inaudible, or written language may contain many grammar and syntax errors Writes clearly, legibly, and coherently Writes clearly, legibly, and coherently Teacher's spoken and written language is correct and expressive Using language that is developmentally appropriate for students Directions and procedures are confusing Avoids vulgar, profane, and crude language Avoids vulgar, profane, and crude language Writing clearly, legibly and coherently Avoiding vulgar, profane, or crude language Feedback is either not provided or is of poor quality Feedback is not provided in a timely manner Provides timely and constructive feedback for most objectives Provides timely and constructive feedback for all learners Directions and procedures are clear and anticipate possible misunderstanding Feedback is consistently related to student's individual needs Provision is made for students to use feedback in their Providing timely and constructive feedback for learners B: The educator uses a variety of effective al strategies. Demonstrating proficiency in explicit Selecting strategies that are developmentally and contextually appropriate (e.g. cooperative, teaming, and Sheltered English Strategies) Explicit is not provided when necessary Most is explicit Demonstrates proficiency in explicit Strategies are inappropriate to meet the needs of the learners Uses the same al strategies repeatedly Gives insufficient time to complete assignments Uses a variety of al strategies Appropriate time limits are given to complete assignments Materials address the varied modalities of students Selects strategies that are developmentally and contextually appropriate Assigns work and sets time limits allowing sufficient time for mastery Uses a variety of al materials and methods Enriching through the proficient use of technology Technology is not used in the classroom Technology is used, but not purposefully Technology use enhances the lesson Assigning work and setting time limits, allowing sufficient time for mastery Delivers with available resources and materials Differentiates, uses an extensive repertoire of strategies and materials Articulates a rationale for why specific al strategies are appropriate to or content objectives Assigned work and time limits vary to meet the needs of individual students Models effective al strategies within their classroom Enriches through the proficient use of technology Using a variety of al materials and methods C: The educator uses a variety of engagement strategies Environmental events impact positive demeanor and student interactions Impacts positive demeanor and student interactions Displays enthusiastic, positive demeanor Student to student interactions reflect the positive demeanor of the teacher Stimulates interest and enthusiasm in selected content areas Stimulates interest and enthusiasm in content areas Models and encourages positive interaction Rapport is apparent with all students Displaying enthusiastic, positive demeanor Praises inconsistently Praises students regularly Elicits confidence and respect Facilitates students' self-reflection and growth Modeling and encouraging positive interaction Some activities and assignments are appropriate to students and engage them mentally Most activities and assignments are appropriate to students and engage them mentally Stimulates interest and enthusiasm Eliciting confidence and respect Praising strengths and constructively addressing weaknesses Actively listening Connecting to cultural perspectives (e.g., gender, ethnicity, etc.) Praises strengths and constructively addresses weaknesses Actively listens Connects to cultural perspectives Facilitates activities and coursework that engage all students and are appropriate to age and cultural background
INSTRUCTION AND ASSESSMENT - DOMAIN I D: The educator involves students and / or staff in meaningful. Predominately lectures to deliver Uses a variety of teaching strategies Uses a variety of teaching strategies to promote problem solving activities and task completion Facilitates regular opportunities for students to design and implement inquiries and problem solving to analyze content and draw conclusions, considering multiple perspectives within and across subject matter Activities relate to some core curriculum standards Focuses questions on fact and key concepts to support to subject matter Focuses on quality work and high expectations Creates a context for and guides students to synthesize goals and objectives with what they know and develop their own complimentary goals Using a variety of teaching strategies to promote problem solving activities and task completing Focusing on quality work and high expectations Reflecting on and evaluating student performance for the purpose of improvement Using prior knowledge to connect new knowledge, skills and understanding Teaching integrated content and skills for real world application Evaluates student performance or prior knowledge Only a few students participate in the discussion Assessment is used to provide a grade not to determine areas of needed improvement Recognizes the value of students' prior knowledge and experience Reflects on and evaluates student performance for the purpose of improvement Teaches integrated content and skills for real-world application Opportunities are provided for real-world application E: The educator makes reasonable and appropriate individual accommodations. Aware of students' needs and provides minimal accommodations Aware of students' needs and provides a few accommodations Identifies special conditions that need accommodations Anticipates special conditions that need accommodations Uses available materials and resources for academic lessons with little attention to individual needs Uses available materials and resources for academic lessons with some attention to individual needs Designs and implements a variety of accommodations Designs to build on students' prior knowledge, al needs, linguistic needs, and diversity to challenge all students Identifying special conditions that are in need of accommodations (e.g. language, disabilities, emergencies, etc.) Uses available resources to inform and support the design and implementation of accommodations Designing and implementing a variety of accommodations Using available resources to inform and support the design and implementation of accommodations F: The educator uses assessment to guide Assessment approach contains no clear criteria or and verify that meaningful is standards taking place. Uses end of unit paper-and-pencil tests as the primary assessment strategy Uses both formal and informal measures Creates and uses authentic, embedded assessments connected to the subject / content area that are accompanied by scoring rubrics Does not provide feedback to learners Feedback is provided based on test results and assignments Demonstrates flexibility and responsiveness to assessment results Uses a variety of formal and informal performance assessments Supports students in assessing their own work and making al decisions based on multiple sources of data Using both formal and informal measures Provides timely and constructive feedback to learners Demonstrating flexibility and responsiveness to assessment results Evaluates student progress by such means as class participation, performance, tests, projects, work samples, portfolios, homework, student self-evaluation, etc Providing timely and constructive feedback to learners Evaluating student progress by such means as class participation, performance, tests, projects, work samples, portfolios, homework, student self evaluation, etc
G: The educator systematically reviews and reinforces concepts to support long-term. Uses only lecture and direct Directs experiences and monitors student progress within specific lessons Provides opportunities for guided practice and independent performance Offers multiple options for independent performance Lesson plan is set and there is little review or reinforcement of concepts evident Develops lessons to address a particular concept or skill Systematically reviews essential concepts utilizing available resources Sequences to help students synthesize, apply new knowledge, and make conceptual connections within and across subject matter areas Providing opportunities for guided practice and independent performance Systematically reviewing essential concepts Using a variety of strategies for application and review of concepts Strategies are retaught using the original method of Uses a variety of strategies for application and review of concepts A: The educator uses appropriate curriculum materials in planning for. Utah state core is not used to define al content Does not use district approved materials or follow district guidelines PLANNING AND PREPARATION - DOMAIN II Focuses on core curriculum and skills Utilizes district approved materials as a supplement for personal al purposes Uses the prescribed concepts from the Utah State Core Curriculum, Board of Education Goals, and Granite School District curriculum guidelines to define al context Consistently uses materials adopted by Granite School District Approved state and national guidelines and standards are the foundation for key concepts and underlying themes within and across the curriculum Actively uses and models core curriculum and district approved materials Using the prescribed concepts from the Utah State Core Curriculum, Board of Education Goals, and the Granite School District curriculum guidelines to define al context Uses adopted materials in accordance with district guidelines Serves on or gives input to materials adoption committees Consistently using materials adopted by Granite School District Using adopted materials in accordance with district guidelines B: The educator plans and prepares for the needs of diverse learners. Instruction is targeted to content not student needs Identifies student needs and addresses some of these needs Identifies the range of student needs and applies a variety of appropriate Assesses students' prior knowledge and specific needs and applies a variety of to address those needs Modifications are not provided for individual learners Makes few modifications for different learners Utilizes a variety of al materials and methods for skill development Uses a wide range of al materials that are gathered within and outside the school (i.e. workplace, internet) to inform modifications of lessons in advance Identifying the range of student needs and applying a variety of appropriate (e.g., styles, English language learners, gifted and talented, disability, etc.) Utilizes standard material such as text books. Additional materials are not provided Varies al materials found within the classroom or school to support skill development Utilizing a variety of al materials and methods for skill development C: The educator sets goals and makes al decisions based on data gathered from multiple sources. Instruction is not connected to standardized test results or other formal and informal measures ized test data is examined but not utilized to affect Uses one or two informal sources of information to assess student and monitor student progress Uses data from standardized tests to make adjustments to lesson design and al strategies Uses data from formal and informal measures to select al strategies, materials, and opportunities for review and practice Utilizes data from standardized tests to differentiate Embeds a wide range of ongoing assessments in al activities to provide consistent guidance for planning and Utilizes data from standardized tests to make adjustments to lesson design and al strategies Using data from formal and informal measures to select al strategies, materials, and opportunities for review and practice
D: The educator applies knowledge of developmentally appropriate practices when planning. Attention is focused on presenting the lesson rather than Off-task behavior is inconsistently addressed student on-task behavior Maximizes student time on task Supports students in assessing their own on-task behavior Outcomes are not identified Performance outcomes are established Establishes performance outcomes Provides options within performance outcomes Maximizing student time on task Instruction is not differentiated Differentiation occurs sporadically Uses differentiated al strategies Understands when differentiation is needed and actively incorporates differentiated al strategies appropriately Establishing performance outcomes Using differentiated al strategies E: The educator collaborates with colleagues in planning, effectively using resources and providing support for improved student. Teacher's relationships with colleagues are non-existent Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires Participates in professional work groups Support and cooperation characterize relationships with colleagues and ancillary staff Does not exchange or discuss student needs with other colleagues Works well with others on non-al issues. Addresses personal concerns, not group issues Collaborates and exchanges student information with colleagues Participating in school-wide discipline plans. Relationships are limited ("cliques") Seeks and uses support from ancillary staff Supporting colleagues in proper discipline procedures Consulting with other adults regarding the academic, social, physical, and emotional well being of students A: The educator shows and elicits respect while developing and maintaining positive rapport. Teacher interaction is negative, demeaning, or inappropriate to the age or culture of the students Builds rapport with most students Facilitates a caring and motivating environment. Encourages positive social interaction Meets regularly with team during the school day to plan, examine student work, and monitor student progress Collaborates with individuals in and out of school to promote student / teacher LEARNING ENVIRONNMENT - DOMAIN III Fosters a safe, inclusive and equitable community Disrespect is exhibited by both teacher and students Models respectful relationships Administers constructive discipline that does not demean the individual Facilitates student participation in creating and maintaining a climate of equity, caring, and respect Facilitating a caring and motivating environment Encouraging positive social interaction Administering constructive discipline that does not demean the individual Promoting cooperative and collaborative Formulating rules and expectations collaboratively Student interactions are characterized by conflict, sarcasm, or put-downs Rules are inconsistent based on the whim of the teacher Has some strategies to respond to unfairness and disrespect Uses some strategies and activities to develop students' individual responsibility and recognition of others' rights and needs Promotes cooperative and collaborative Formulates rules and expectations collaboratively Facilitates an environment in which students take initiative socially and academically to creatively solve problems and address conflict Promotes and supports student leadership beyond the classroom
B: The educator supports colleagues. Does not follow school-wide discipline plan or procedures Inconsistently follows school-wide discipline plan and procedures Participates in school-wide discipline plans Supports creation and effective implementation of discipline plans and procedures Makes no effort to share knowledge with others or to assume professional responsibilities Interacts with staff regarding academic and social wellbeing of students Supports colleagues in proper discipline Provides opportunities to collaborate with staff to support for all students Participating in school-wide discipline plans Gossips and talks negatively about students and other staff members Initiates positive working relationships with close colleagues and support staff Consults with other adults regarding the academic, social, physical, and emotional well-being of students Provides leadership for and contributes to the of all educators in the school Supporting colleagues in proper discipline procedures Collaborates with colleagues to plan curriculum, coordinate resources, and solve problems Works with other professionals to improve the overall environment Consulting with other adults regarding the academic, social, physical, and emotional well being of students Working with other professionals to improve the overall environment Guiding and supporting new colleagues C: The educator advocates, nurtures, and sustains a culture for. Guides and supports new colleagues Inconsistent or low expectations exist in the classroom Expectations exist in some content areas Sets and maintains high expectations Students are encouraged to set personal goals and high expectations Students are not expected to engage in their own or work with peers Engagement strategies are applied Develops self-motivation and active engagement in Challenges negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honored in the school Setting and maintaining high expectations Connections are not made to other familiar environments Opportunities for group interaction are provided (i.e. cooperative ) Recognizes the importance of peer relationships in establishing a climate of Designs movement patterns and access to resources to promote individual and group engagement Developing self-motivation and active engagement in Recognizing the importance of peer relationships in establishing a climate of Connecting curriculum with other environments familiar to the learner Curriculum is connected to home and cultural environments Connects curriculum with other environments familiar to the learner D: The educator manages procedures. Minimal or no classroom rules or procedures are evident Establishes some procedures and classroom rules to support student Arranges and directs classroom and/or school procedures with minimum disruption Assists all students in developing and internalizing equitable routines, procedures and habits Directions and procedures are confusing to students Students are aware of the procedures Effectively manages transitions Arranging and directing classroom and / or school procedures with minimum disruption Effectively managing transitions Supporting school and district policies and procedures Disruptions and discipline problems consistently inhibit The majority of structured time (i.e. reading, content focus) is spent Supports school and district policies and procedures Follows procedures in responding to school crisis drills Chaos exists when responding to school crisis situations Maximizes the amount of class time spent in and situations Instructional time is lost during transitions and in performing non-al duties Applies procedures and enforces rules consistently and effectively Facilitates student ownership of classroom rules, habits and procedures Maximizing the amount of class time spent in Responds to school crisis drills and situations Applying procedures and enforcing rules consistently and effectively Responding to school crisis drills and situations
E: The educator manages student behavior. Rules are not defined or communicated to students Communicates rules and consequences Explains rules, expectations, and consequences Facilitates positive environments in which students are guided to take a strong role in maintaining and monitoring their own behavior Discipline is inconsistent and does not correlate to the infraction Responds to disruptive behavior Explains reasons for disciplinary actions Presents, adjusts, and facilitates and daily activities so all students are continually engaged Explaining rules, expectations, and consequences Explaining reasons for disciplinary action Interpersonal conflicts are ignored or dealt with inconsistently Develops some routines for classroom procedures Interpersonal conflicts are investigated Uses a range of behavior management strategies Administers discipline that fits the infraction in a calm, professional demeanor Facilitates student problem solving of interpersonal conflicts Using a range of strategies Uses fair and consistent practices Administering discipline that fits the infraction in a calm, professional demeanor Investigates and considers both sides of interpersonal conflicts Using fair and consistent practices Investigating and considering both sides of interpersonal conflict F: The educator prepares and maintains an environment conducive to. Movement patterns are awkward and resources are limited Arranges and manages room for easy movement and access to resources Designs movement patterns and access to resources to promote individual and group engagement Uses the physical environment completely as a resource to promote individual and group. Interactions are often inappropriate and disrespectful between student and teacher, and student to student Room displays represent current topics of study Room displays are used in activities Students are able to contribute to the changing design of the environment. Organizing the physical environment to maximize and to accommodate individual differences / disabilities Creating a safe environment for Managing available resources to encourage and stimulate A: The educator participates in professional growth - Reflection. Does not engage in Professional Development to enhance knowledge or skill Attends regular required professional development trainings Does not reflect on educational practice Sets goal through the PG&E process PROFESSIONAL RESPONSIBILITIES - DOMAIN IV Seeks out opportunities for professional Applies professional to individual educational settings Attends and applies professional to personal and professional growth Focus on continual Seeking out opportunities for professional Student progress is not monitored or used to plan Reflects on elements of teaching (e.g., pacing, procedures, discipline, movement, materials, etc.) Evaluates and refines educational practices on an ongoing basis Integrates analysis and reflection into daily practice Applying professional to individual educational settings Evaluating and refining educational practices on an on-going basis Engaging in annual self-reflection and evaluation of personal educational practices Demonstrating that students are (i.e. academic improvement) Staying current with advancements and developments within areas of responsibility Uses standardized testing information to determine student Engages in annual self-reflection and evaluation of personal educational practices Applies from a multitude of sources to refine student Stays current with one topic of study Demonstrates that students are Initiates collegial study to contribute to the profession Stays current with advancements and developments within areas of responsibility
B: The educator interacts and communicates Does not build relationships with parents, staff or the with all constituency groups. outside community Communicates with families at reporting periods and school events Develops positive and cooperative relationships with educational communities, students, parents, faculty, administration, staff, and community Engages families in a variety of responsive, ongoing, two-way communication in support of student success Communication is nonexistent Advises families of problems Establishes effective communications with students, parents, faculty, administration, staff, and community Structures a wide range of opportunities for families to contribute to the classroom and school community Developing positive and cooperative relationships with educational communities, students, parents, faculty, administration, Parents are unaware of student needs and/or problems staff, and community Establishing effective communications with students, parents, faculty, administration, staff, and community Consulting with individual parents regarding academic, social, and emotional needs Confidential information is freely shared Records are kept in an unsecured location Consults with individual parents regarding academic, social, and emotional needs Maintains confidentiality of records, releasing information only to those persons with legal access to information Involves parents in problem solving to address any academic, social and emotional needs of the student Actively engages all stake holders in improving student Maintaining confidentiality of records, releasing information only to those persons with legal access to information C: The educator maintains professional appearance and behavior. Dressing appropriately and practicing cleanliness Modeling and encouraging positive behaviors Demonstrating and promoting integrity, fairness, and ethical behavior Following educational codes of ethics as well as state, district, and school policies Solving problems at the appropriate level D: The educator performs necessary nonal duties. Dress and appearance inappropriate, sloppy or unkept Behavior is negative Demonstrates unethical behavior Problems are not addressed or addressed inappropriately Uses preparation time ineffectively or for outside purposes Dress is clean; but dress does not always reflect a professional standard Exhibits positive behavior but allows personal situations to impact demeanor Follows school policies. Are unaware of district and state policies Solves problems at the appropriate level Uses preparation time inconsistently Refuses to accept additional responsibilities Is easily distracted and taken off-task Utilizing consultation and preparation time for professional purposes Accepting necessary job related responsibilities including support of school programs and activities Performing necessary record keeping and reporting duties in a timely manner Directing, observing and providing feedback to para-educators, volunteers, and peer tutors E: The educator demonstrates professional leadership. Having professional vision and setting goals accordingly Does not maintain records Works alone without professional exchange with colleagues Views teaching as a job only with no vision of student growth Exists in isolation unaware of problems or goals of the school Decisions are based on immediate issues rather than long-term goals Accepts job related responsibilities when specifically asked Keeps required records Provides direction to para-educators, volunteers, and peer tutors without observation or feedback Sets goals as part of the PG&E process Participates in problem solving on select issues with select colleagues Makes decisions based on need Dresses appropriately and practices cleanliness Models and encourages positive behaviors Demonstrates and promotes integrity, fairness, and ethical behavior Follows educational codes of ethics as well as state, district, and school policies Solves problems at the appropriate level Utilizes consultation and preparation time for professional purposes Accepts necessary job related responsibilities including support of school programs and activities Performs necessary record keeping and reporting duties in a timely manner Directs, observes, evaluates, and provides feedback to para-educators, volunteers, and peer tutors Has professional vision and sets goals accordingly Participates in problem solving Participating in problem solving Feedback is avoided Feedback is accepted; but not solicited Makes informal and timely decisions Facilitating a progressive and goal-oriented environment Making informal and timely decisions Actively soliciting feedback from constituents PROFESSIONAL RESPONSIBILITIES - DOMAIN IV Sets an example to others in professional appearance and behavior Is a model of integrity, fairness, and ethical behavior Supports others in following codes of ethic as defined by state, district, and school Works with others in solving problems at the appropriate level Teacher volunteers to participate in school events, making a substantial contribution Maximizes consultation and preparation time individually and with colleagues Record keeping is accurate, timely is used to direct Supports others in growth through directing, observing, coaching and providing feedback to para-educators, volunteers and peer tutors Communicates a professional vision and collaborative focuses with others on setting goals Actively problem solves to reach goals and vision Facilitates a progressive and goal-oriented environment Makes ongoing adjustments in a timely manner Actively solicits feedback from constituents Solicits feedback and provides feedback to others within and outside of the school