Teacher
Effectiveness
Framework
An Internal Teacher Evaluation Document of
Chinook’s Edge School Division No. 73
November 2007
A. Introduction
This document has been prepared with the intent of improving teacher appraisal, enhancing professionalism and
encouraging communication and discussion about teaching practice. It is based on the Alberta School Act,
Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta, but relies on the
practical suggestions of many recent documents published in the area of teacher evaluation.
Thank you to all the school based administrators in Chinook’s Edge School Division, who continue to provide
suggestions for this document’s continued improvement. This is just a starting point with which to focus
thinking about professional practice. It will continue to grow and change with application and with
advancement of the understanding and value of appraisal systems.
This evaluation document borrows heavily from one particular document and its practical applications:
Danielson, Charlotte, Enhancing Professional Practice: A Framework for Teaching, Association for
Supervision and Curriculum Development, 1996
It has been supplemented with materials from:
Teacher Evaluation: To Enhance Professional Practice, Danielson, Charlotte and McGreal, Thomas,
Association for Supervision and Curriculum Development, 2000
Teacher Evaluation: A Comprehensive Guide to New Directions and Practice, Peterson, Kenneth, 2nd edition,
Bradshaw, L., Glatthorn, A., Teacher Evaluation for Better Learning, Pro-Active Publications, 2001
Chinook’s Edge Teacher Effectiveness Framework Fall 2007 2
Levels of Performance
Each element of a component has four levels of performance: unsatisfactory, basic, proficient, and exemplary.
The levels range from describing teachers who are still striving to master the rudiments of teaching
(unsatisfactory) to highly accomplished professionals who are able to share their expertise (exemplary).
The levels of performance are especially useful if the components are used for supervision and evaluation. But
even when they are employed to help with self-assessment or to support mentoring or coaching relationships,
they can inform a professional discussion and suggest areas for further growth.
Exemplary
Teachers at this level are master teachers and make a contribution to the field, both in and outside their
school. Their classrooms operate at a qualitatively different level, consisting of a community of
learners, with students highly motivated and engaged and assuming considerable responsibility for
their own learning
Proficient
The teacher clearly understands the concepts underlying the component and implements it well. Most
experienced, capable teachers will regard themselves and be regarded by others as performing at this
level.
Basic
The teacher appears to understand the concepts underlying the component and attempts to implement
its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful.
Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly
supported by a mentor) will enable the teacher to become proficient in this area.
For supervision or evaluation, this level is minimally competent, and improvement is likely with
further experience.
Unsatisfactory
The teacher does not yet appear to understand the concepts underlying the component. Working on
the fundamental practices associated with the elements will enable the teacher to grow and develop in
this area.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007 3
#1 – Planning
3e) Teacher Engages in a Range of Planning Activities
Advance Planning
Teachers translate provincially legislated curriculum into meaningful learning experiences for students. Intimate knowledge of that curriculum is
required to plan a logical, thorough presentation of the required learning with linkages to previous learning. However, planning is most effective
when it addresses individual needs and learning styles. Knowledge of resources to assist student learning is all part of the teachers’ responsibility.
This can include special services available within the division and may require liaising with other professionals.
Schools are increasingly becoming learning communities and collaborative planning is the key to defining the vision for any school. Student learning
is what schools do and collaborative strategies to achieve goals and results are proven to be the most effective methods.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Teacher has long-range plans
Teacher has long-range Teacher does not have
that suitably indicate timelines,
Teacher has long-range plans but they long-range plans or the
1a. objectives, resources and
plans that suitably indicate insufficiently indicate plans fail to indicate
Develops Long-Range evaluation. They also indicate
timelines, objectives, timelines, objectives, timelines, objectives,
Plans possible enrichment and
resources and evaluation. resources or evaluation resources or evaluation
alternatives based on student
procedures. procedures.
interest or ability.
Teacher’s planning is
Teacher’s planning shows Teacher’s planning does
Teacher’s planning is aligned aligned with the
correlation to some of the not show a correlation to
with the provincial or local curriculum. Timelines,
1b. timelines, objectives or the provincial or local
curriculum. Evidence of objectives, resources and
Curriculum evaluation procedures as timelines, objectives,
enrichment activities to evaluation procedures
Alignment established in the resources or evaluation
directly extend the curriculum have been established with
provincial or local procedures as established
and exceed standards is shown. provincial or local
curriculum. in the curriculum.
documents as the basis.
Teacher’s plans and Teacher displays little
Teacher actively builds on Teacher indicates some
1c. practices reflect understanding of the
knowledge of prerequisite awareness of prerequisite
Knowledge of understanding of prerequisite curriculum
curriculum when describing learning, although such
Prerequisite prerequisite curriculum important for student
instruction or seeking causes knowledge may be
Curriculum relationships among the learning of the present
for student misunderstanding. incomplete or inaccurate.
topics and concepts. content.
The lesson or unit has a
The lesson or unit has
The lesson or unit structure is recognizable structure, The lesson or unit has no
1d. clearly defined structure
clear and anticipates and although the structure is clearly defined structure or
Lesson and Unit that activities are
allows for different pathways not uniformly maintained is chaotic. Time
Structure organized around. Time
according to student needs. throughout. Most time allocations are unrealistic.
allocations are reasonable.
allocations are reasonable.
Teacher displays Teacher displays Teacher recognizes the
Teacher displays little
1e. understanding of student skills understanding of student value of knowing student
understanding of student
Knowledge of and knowledge for each skills and knowledge for skills and knowledge but
skills and knowledge and
Students Skills and student, including those with groups of students and displays this knowledge
does not indicate that such
Knowledge special needs and gifted recognizes the value of for the class only as a
knowledge is valuable.
students. this knowledge. whole.
Teacher is aware of resources Teacher displays limited Teacher is unaware of
Teacher is fully aware of
1f. available and actively seeks awareness of the resources resources available
all resources available
Resources for out supplementary material to available through the through the school or
through school or district.
Teaching enhance instruction. school or district. district.
Teacher provides plans for
substitute teachers and plans
Teacher provides plans for Teacher provides plans for Teacher does not provide
are complete and contain
substitute teachers and substitute teachers but plans for substitute
required materials (attendance,
1g. plans are complete and plans are incomplete or do teachers or plans are
school schedules, etc.) for
Plans for Substitute contain required materials not contain required incomplete or insufficient
successful lesson delivery.
Teachers (attendance, school materials (attendance, for a successful lesson
Lessons supplied are effective
schedules, etc.) for school schedules, etc.) for delivery.
in the progression of learning
successful lesson delivery. successful lesson delivery.
expectations within present
units of study.
Teacher is aware of school
Teacher does not
goals, values and visions and Teacher is aware of school Teacher infrequently
1h. collaborate with other staff
collaborates with other staff in goals, values and visions collaborates with other
Collaborative and/or does not have
common planning to improve and collaborates with other staff and/or does little to
Planning planning that addresses the
results. Students reflect these staff in common planning address school values or
core school values or
goals and values in their to improve results. vision in their planning.
vision.
learning.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
4
Daily Instructional Planning
Teaching is a purposeful activity with specific goals and methods. Similar to any travel, you must have a destination in mind and a
route chosen if you expect to reach your desired location. Each day the teacher must have specific objectives and expectations of the
learning that will occur. Activities must be well defined and enhance or support the learning outcomes as well as engage students.
Addressing individual student needs and learning styles results in increased effectiveness.
Effective planning is the key to all learning in the classroom!
Performance
LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Daily instructional plans
contain information on Daily instructional plans
Daily instructional plans are
objectives, timelines, contain information on
1i. prepared but contain limited Daily instructional plans are
assessment and linkage with objectives, timelines,
Daily information on objectives, not prepared or show little
previous and future plans. assessment and linkage with
Instructional timelines, assessment and correlation with the activities
Align directly with long- previous and future plans.
Planning linkage with previous and carried out in the classroom.
range and unit plans and Align with long-range and
future plans.
indicate consideration of unit plans.
individual student needs.
Objectives take into account
1j. Objectives are suitable for Most of the objectives are
the varying learning needs of Objectives are not suitable
Suitability for most of the students in the suitable for most of the
individual students or for the class.
Diverse Students class. students.
groups.
All materials and resources
support the instructional All materials and resources Some of the materials and
1k. Materials and research do
objectives and engage support the instructional resources support
Instructional not reflect instructional
students in meaningful objectives and engage most instructional objectives and
Materials and objectives or engage students
learning. There is evidence students in meaningful engage some students in
Resources in meaningful learning.
of student consideration in learning. meaningful activities.
adapting materials.
Learning activities are highly Some of the learning Learning activities are not
relevant to instructional Most learning activities are activities are suitable to suitable to students or
1l. objectives. Progression is suitable to instructional instructional objectives. instructional objectives.
Learning coherent, organized, even objectives. Progression is Progression of the activities They do not follow an
Activities and reflect recent even and activities reflect is uneven and only some organized progression and
professional research. recent professional research. activities reflect recent do not reflect recent
professional research. professional research.
Teacher displays solid Teacher displays basic
Teacher displays extensive content knowledge and content knowledge but
1m. Teacher makes content errors
content knowledge, with makes connections between cannot articulate connections
Knowledge of or does not correct content
evidence of continuing the content and other parts of with other parts of the
Content errors students make.
pursuit of such knowledge. the discipline and other discipline or with other
disciplines. disciplines.
Teacher is unfamiliar with
1n. Teacher uses, where
Teacher displays solid Teacher displays general the different approaches to
Knowledge of appropriate, knowledge of
understanding of the understanding of the learning that students
Students’ Varied varied approaches to
different approaches to different approaches to exhibit, such as learning
Approaches to learning in instructional
learning. learning. styles, modalities and
Learning planning.
multiple intelligences.
Assessment criteria and
1o. standards are clear and have Assessment criteria and
Criteria and been clearly communicated Assessment criteria and standards have been
The proposed approach
Standards to students. There is standards are clear and have developed but they are either
contains no clear criteria or
(Expectations as evidence students have been clearly communicated not clear or have not been
standards.
part of daily contributed to the to students. clearly communicated to
planning) development of criteria and students.
standards.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
5
Follow-Up Planning
Thomas Edison was quoted as saying “Just because something doesn't do what you planned it to do doesn't mean it's useless”. This is
very true of lesson planning. Based on the objectives and outcomes set out in the daily plan, teachers must determine the effectiveness
of each lesson to improve planning for subsequent days. For both teaching and learning to occur, the teacher must reflect on the
lesson based on the measure of learning that occurred. The result will be improved lessons that address the individual needs of
students.
The culture of learning that exists in a classroom is directed by the teacher and in their absence effective planning will allow the
students to carry on that responsibility. The teacher must leave effective thorough planning to allow the substitute teacher meet the
individual needs of each student in an effective learning environment.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Teacher makes a
thoughtful and accurate
Teacher makes an accurate
assessment of a lesson’s Teacher has a generally
assessment of a lesson’s Teacher does not know if
effectiveness and the accurate impression of a
1p. effectiveness and the a lesson was effective or
extent to which it achieved lesson’s effectiveness and
Reflecting on the extent to which it achieved achieved its goals, or
its goals, citing many the extent to which
Lesson and Plan its goals and can cite profoundly misjudges the
specific examples from instructional goals were
general references to success of a lesson.
the lesson and weighing met.
support the judgment.
the relative strength of
each.
Drawing on an extensive
repertoire of skills, the
1q. Teacher makes a few Teacher has no
teacher offers specific Teacher makes general
Revision of Lessons for specific suggestions of suggestions for how a
alternative actions, suggestions about how a
Future Teaching what he may try another lesson may be improved
complete with probable lesson may be improved.
time. another time.
successes of different
approaches.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
6
#2 – Instructional Strategies, Learning Styles and Special Needs
3d) Teachers Know There Are Many Approaches to Teaching and Learning
3g) Teachers Translate Curriculum Content and Objectives Into Meaningful Learning
Activities
Culture of Learning
Teaching begins by establishing relationships with students that reflect a sense of belonging, and mutual respect. Without first
creating an environment for learning, even the best instruction will be only marginally effective. Teachers must develop an inclusive
environment with dignity and respect for all learners and all learning styles. Students must feel safe and valued and comfortable in
taking risks to advance their understanding. Individually, teachers have varying styles but it is essential that students sense a caring
atmosphere between teacher and students and between students themselves.
Teachers must understand the characteristics of the students they teach and the individual needs that have been identified. Based on
this information, teachers are required to develop individual strategies in conjunction with division coordinators to enhance learning.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Teacher displays thorough
Teacher displays knowledge
2a. understanding of typical Teacher displays generally Teacher displays minimal
of typical developmental
developmental accurate knowledge of knowledge of
Knowledge of characteristics of age group,
characteristics of age developmental developmental
Characteristics of exceptions to the patterns,
group as well as characteristics of age characteristics of age
Age Group and the extent to which each
expectation to general group. group.
student follows patterns.
patterns.
Teacher displays a Teacher recognizes the
2b. Teacher displays a Teacher displays little
knowledge of student value of understanding
knowledge of student skills knowledge of student
Knowledge of skills and knowledge for student skills and
and knowledge for each skills and knowledge and
Students’ Skills groups of students and knowledge but displays
student including those with does not indicate that such
and Knowledge recognizes the value of this knowledge only for
special needs. knowledge is valuable.
this knowledge. the class as a whole.
Teacher uses student
Teacher uses student
2c. information history in Teacher accesses student
information history in Teacher has little
cumulative files to gain information history in
Use and Knowledge cumulative files to gain knowledge of, or doesn’t
understanding of individual cumulative files to gain
of Cumulative understanding of, and access student cumulative
student needs and in understanding of
Records adapt to, individual records.
planning to meet individual individual student needs.
student needs.
student needs.
Teacher displays extensive Teacher displays
knowledge of Individual knowledge of structuring
Program Plans. Written and preparation of Teacher writes and uses
Teacher does not use
plans coordinate with Individual Program Plans Individual Program Plans,
2d. Individual Program Plans
curriculum objectives, are to meet student needs. but objectives, strategies
Use and Knowledge objective and include Plans coordinate with and outcomes are not
for students displaying
of I.P.P. documents special needs or individual
strategies that are curriculum objectives and effective in advancing
learning disabilities.
implemented throughout strategies and outcomes individual learning.
each day. Outcomes are are observable and
observable and measurable. measurable.
Teacher displays an
extensive knowledge of how
Teacher displays
and where to use Teacher displays some
knowledge and Teacher displays little
2e. accommodations for knowledge of basic
accommodates students knowledge of how to
Accommodations individual student needs (i.e.
individual needs (i.e.
accommodations for
accommodate individual
for Students Teacher utilizes a variety of individual students needs
utilizing scribes, readers, student needs.
accommodations linked to a (i.e. extra time on tests).
visual supports).
student’s strengths and
learning style).
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
7
Culture of Learning
A culture of learning suggests a safe, caring environment where students challenge ideas and take risks. It also implies effective
environments that maximize learning through high expectations and realistic assessment of outcomes. The human factor requires the
teacher to find many ways to engage and involve students in the learning process. Teachers must present learning using varied
approaches that link to student knowledge, previous learning and the real world. A true culture values all input and involves everyone
in the direction and presentation of instruction. Therefore, students, as well as the teacher, must demonstrate that the culture has been
established.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
2f. Teacher seizes a major Teacher attempts to
Teacher successfully
opportunity to enhance accommodate students’ Teacher ignores or
Promotes Active accommodates students’
learning by building on a questions or interests. The brushes aside students’
Student questions or interests into
spontaneous event, question effects on the coherence of questions or interests.
Participation a lesson seamlessly.
or interest of the students. a lesson are uneven.
Presentation of the content is
Presentation of the content
appropriate and links well Presentation of the content
is inconsistent. Some is Presentation of the content
2g. with student prerequisite is appropriate and links
done skillfully with good is inappropriate, unclear or
Presentation of knowledge and experience. well with student
examples while other uses poor examples and
Content Students contribute to the prerequisite knowledge
portions are difficult to analogies.
presentation and are actively and experience.
follow.
involved.
Instruction provided actively Instruction provided
challenges students, meets actively challenges
Instruction provided Instruction provided does
the requirements as set out in students at times but loses
2h. actively challenges not actively engage
the curriculum and provides students when it exceeds
Appropriate Level for students input to extend
students and meets the
their abilities or leads to
students because it is
Instruction requirements as set out in below or above students
the curriculum in meaningful unwanted behaviours
the curriculum. ability.
directions to enhance when not sufficiently
understanding. challenging.
Both students and teacher Instructional goals,
Instructional goals, Instructional goals,
2i. establish and maintain activities and interactions
activities and interactions activities and interactions
through planning of learning in the classroom
Challenging activities, goals and
in the classroom convey a in the classroom convey
environment convey a low
Academic high expectation for inconsistent expectations
interactions, high expectation for student
Expectations student achievement. for student achievement.
expectations for all learners. achievement.
Teacher persists in seeking Teacher persists in
effective approaches for seeking approaches for Teacher accepts When a student has
students who need help or students who have responsibility for the difficulty learning, the
2j. who are gifted, using an difficulty learning, or who success of all students but teacher either gives up or
Persistence in extensive repertoire of exceed learning only has a limited blames the student or the
Student Learning strategies and soliciting requirements possessing a repertoire of instructional environment for student
additional resources from the moderate repertoire of strategies to use. lack of success.
school. strategies.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
8
Instruction
While there are a variety of different instructional methods they all share many of the same components. Many people believe the
term routine is synonymous with boring or repetitive. In fact, it is better aligned with the terms comfortable and predictable. Each
lesson must prepare students for the learning that will occur in a comfortable, predictable manner. This atmosphere is enhanced
through a clear structure that has been related to students, and by providing sufficient time for learning activities so that students do
not feel rushed or have excessive time.
Even the best planning may need to be altered to fit the learning situation. Based on feedback continuously being provided by
students, the teacher may be required to alter the lesson midstream to improve effectiveness.
Teachers know there are many learning styles and as a result, many different instructional strategies. Teachers must employ a variety
of strategies to increase understanding and engage all learning styles. For students to maximize their learning, activities and
assignments must challenge students to give meaning to their learning through relevant authentic applications.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Teacher routines
Teacher routines streamline
streamline the initial Teacher does not have a
student actions and provide a Teacher has routines to
2k. actions of the class. The routine to begin class or
comfortable setting to begin begin class but does not
Lesson learning. Introduction of the
lesson explanation links to
introduce the lesson or
fails to introduce the
Introduction and previous learning giving lesson or link to previous
lesson stimulates interest and link to previous learning.
Routines the lesson continuity and learning.
links to previous learning.
flow.
The lesson structure is highly The lesson has a
coherent, allowing for The lesson has a clearly recognizable structure The lesson has no clearly
reflection and closure as defined structure around although it is not defined structure or the
2l.
appropriate. Pacing of the which the activities are uniformly maintained pacing of the lesson is too
Structure and lesson is appropriate, organized. Pacing of the throughout the lesson. slow or rushed or, at
Pacing monitored and adjusted as lesson is consistent. Pacing of the lesson is times, both.
required for all students. inconsistent.
Teacher assesses the learning
Teacher makes a minor
environment and Teacher adheres rigidly to
adjustment to a lesson and Teacher attempts to adjust
successfully makes a major an instructional plan, even
2m. adjustment to a lesson
the adjustment occurs a lesson with mixed
when a change will clearly
Lesson Adjustment smoothly and improves results.
resulting in a marked improve a lesson.
the overall lesson.
improvement.
Instructional strategies vary
and are well understood and
Instructional strategies
2n. implemented by the teacher.
vary and a variety of Instructional strategies
Variety of A wide variety of
instructional resources are vary and a variety of
instructional resources are Instruction uses only one
Instructional employed. Strategies fit instructional resources are
employed with direct strategy/technique/style
Strategies relation to the learning.
the learning activity and employed but may not
and few resources are
(cooperative students are encouraged or best fit the learning
Strategies fit the learning employed.
learning, inquiry required to make choices activity or promote
activity and students are
process, problem and take initiative in their student interest.
encouraged or required to
learning.
solving, etc.) make choices and take
initiative in their learning.
Some activities and
All students engaged in the Most activities and Activities and assignments
assignments are
activities and assignments. assignments are are inappropriate for
2o. appropriate to students
Students initiate or adapt appropriate to students. students in terms of their
Activities and and engage them
activities and projects to Almost all students are age or backgrounds.
Assignments cognitively, but others do
enhance understanding. engaged. Students are not engaged.
not.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
9
Enhancing Learning - Feedback
Feedback is provided to enhance the learning and individualize instruction. Through comments, either verbally or in written form, the
teacher can comment on the level of understanding and correct or explain concepts that were misunderstood. It is essential that
teacher’s provide feedback at every opportunity to minimize the correction and simplify the learning acquisition. Feedback must be
meaningful as comments such as “good work” or “very good” are positive encouragement, but provide little in the way of substantive,
constructive feedback. Similarly, challenging students through effective higher level questioning can help focus and frame learning.
It provides a further opportunity for informal feedback.
Effective learning must link the instructional goals to specific outcomes. Students must be aware of the outcomes and expectations
and provided with feedback on whether those outcomes have been met.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Feedback is consistently
provided in a timely manner. Feedback is consistently
2p. Timeliness of feedback is Feedback is not provided
Students make prompt use of provided in a timely
Timeliness of inconsistent. in a timely manner.
the feedback in their manner.
Feedback learning.
2q. Feedback is consistently Feedback is inconsistent
Feedback is either not
Quality: Accurate, high quality. Provision is Feedback is consistently in quality: Some elements
provided or is of
Substantive, made for students to use high quality. of high quality are present;
uniformly poor quality.
Constructive, and feedback in their learning. others are not.
Specific Feedback
Students are required to Students are required to
2r. The lesson requires The lesson requires
analyze, see patterns, apply, illustrate,
students to interpret, students to observe, recall
Higher Thinking synthesize, generalize, calculate, solve,
compare/contrast predict facts and record
Skills compare and discriminate experiment or discover
or infer information in the knowledge or ideas in the
(Bloom’s Taxonomy) information in the subject information in the
subject area. subject area.
area. subject area.
Teacher’s questions are of
Most of the teacher’s Teacher’s questions are a
uniformly high quality.
questions are of high combination of low and Teacher’s questions are of
Adequate time is given for
quality. Adequate time high quality, do not poor quality, do not
2s. students to respond and all
is given for students to encourage higher level encourage extended
Effective Questioning students have the
respond and all students thinking and only invite thinking or only invite
opportunity to answer.
have the opportunity to yes/no or limited yes/no responses.
Students formulate many
answer. responses.
questions.
The end of the lesson is
The end of the lesson is
consistently The end of the lesson is
2t. characterized with students The end of the lesson is
characterized with a disorganized but lesson
summarizing lesson disorganized and students
Closure, Summary summary of objectives objectives have been met.
objectives and conclusions. are confused about the
and Future and a statement of Students may be unclear
Students understand lesson objectives or
Expectations conclusions. Students of expectations or
expectations and assessment expectations.
understand expectations assessment tasks.
tasks fully.
and assessment tasks.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
10
Enhancing Learning – Communication/Expectations
For students to meet expectations and be engaged in learning, clear direction and accurate communication are important. When student work
independently or in small groups, valuable learning time is lost if they are confused or unclear about what was learned. Good clear direction takes
into account learning styles of students. Directions and procedures must be clear so that students are aware of expectations and can use time
effectively.
Oral and written language must also be clear, concise and expressive to enhance learning and understanding. Insufficient communication, excessive
communication, or language not appropriate for student ages can result in a lack of clarity. Proper use of vocabulary is important to accurately
describe the subject or discipline and students will often reflect the teachers’ language in their own descriptions.
Students may be grouped in one large group, cooperative learning teams or work independently. The grouping chosen must reflect the activity and
the instructional goals. Consideration must be given to learning styles and the need for homogeneity or heterogeneity based on the activity.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Teacher directions and Teacher directions and
Teacher directions and
2u. procedures are clear to procedures are clarified Teacher directions and
procedures are clear to
Directions and students and anticipate
students and contain an
after initial student procedures are confusing
Procedures possible student confusion or are to students.
appropriate level of detail.
misunderstanding. excessively detailed.
Teacher’s spoken
Teacher’s spoken language language is inaudible or
Teacher’s spoken
and written language are written language is
Teacher’s spoken language is audible and
clear and correct with illegible. Spoken or
language and written written language is
2v. expressive, well-chosen written language may
language clear and correct. legible. Spoken or written
Oral and Written vocabulary appropriate to
Vocabulary is appropriate language are used
contain many grammar
Language student ages and interests. and syntax errors.
to student ages and correctly but are limited or
The communication Vocabulary may be
interests. not appropriate to student
enhances and enriches the inappropriate, vague or
ages or backgrounds.
lesson. used incorrectly, leaving
students confused.
Groups working Tasks for the group work
2w. independently are Tasks for group work are are partially organized, Students not working with
Management of productively engaged at all organized and groups are resulting in some off-task the teacher are not
Instructional times with students assuming managed so most students behavior when the teacher productively engaged in
Groups responsibility for are engaged at all times. is involved with one learning.
productivity. group.
Instructional groups are
productive and fully Instructional groups are
appropriate to the Instructional groups are only partially appropriate
2x. Instructional groups are
instructional goals of the productive and fully to the students or only
inappropriate to the
Grouping of lesson. Students have input appropriate to the students moderately successful in
students or to the
Students and their character or to the instructional advancing the
instructional goals.
influences the instructional goals of the lesson. instructional goals of the
groups to advance their lesson.
understanding.
Teacher attempts to
2y. Students ensure that all Teacher successfully Only a few students
engage all students in the
Engages Students voices are heard in the engages all students in the
discussion, but with
participate in the
in Discussions discussion. discussion. discussion.
limited success.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
11
#3 – Learning Environmental and Classroom Management
3f) Teachers Create and Maintain Environments that are Conducive to Student Learning
Safe Environment
The physical space and how the teacher arranges the environment sends a signal to students on how they view learning. Chairs arranged in a circle,
in groups, in learning centers or in straight-forward rows create different environments for discussion and learning.
Regardless of the setting, the space must be safe, accessible, efficient, and allow for easy movement during the operation of the class. Any special
equipment must be appropriately identified and safety training should be provided for and documented. Teachers do not have control over the
complete environment and in those cases where the space is unsafe, the proper administration should be notified.
Often, volunteers or paraprofessionals are involved in the classroom setting to enhance the level of student learning. They may be used in small
group settings or in one-on-one instruction. However, they are only as effective as the direction and involvement with the teacher allows. Planning
and consideration must be given to the best use of these valuable persons in the learning setting.
Performance LEVEL OF PERFORMANCE
Measure
Exemplary Proficient Basic Unsatisfactory
3a. Both teacher and students use
Accessibility to Teacher uses physical Teacher uses physical Teacher uses physical
physical resources optimally and
resources skillfully and all resources adequately, and at resources poorly, or learning
Learning and Use students and teacher ensure that
learning is equally accessible least essential learning is is not accessible to some
of Physical all learning is equally accessible
to all students. accessible to all students. students.
to all students.
Resources
The classroom is safe and
3b. The classroom is safe and The classroom is safe and the classroom furniture is The classroom is unsafe or
Safety and teacher or students adjust the furniture arrangement is a adjusted for a lesson or if the furniture arrangement is
Arrangement of furniture to advance their own resource for learning necessary a lesson is adjusted not suited to the lesson
purposes in learning. activities. to the furniture but with activities or both.
Furniture limited effectiveness.
The classroom environment is
safe. Training and assessment
The classroom environment is
has been provided and The classroom environment is
safe. Training and The classroom environment is
documented on unsafe and training and
assessment has been provided safe with some training and
3c. equipment/materials being used.
on equipment/materials being assessment provided on
assessment has not been
Health and Safety Assessment materials are filed as provided on
used. Assessment materials equipment/materials being
a record of appropriate training. equipment/materials being
are filed as a record of used.
Both students and teacher used.
appropriate training.
continue to monitor the safety of
the environment.
3d. Volunteers and Para- Volunteers and Para-
Volunteers and Para- Volunteers and Para-
professionals make a substantive professionals are productively
Supervision of contribution to the classroom
professionals are productively
engaged during portions of
professionals have no clearly
Volunteers and and independently engaged defined duties or do nothing
environment by being actively the class but require frequent
during the entire class. effective most of the time.
Para-professionals engaged with students. supervision or reassignment.
Use of Time
Classroom teachers often struggle with having sufficient time to complete the desired learning. Therefore, an efficient, well-organized classroom is
essential to use time effectively to meet learning outcomes. Teachers must develop procedures to allow for smooth operation and minimize the
amount of time taken by non-learning directed tasks. This requires the development of routines and procedures to handle non-instructional duties and
the distribution of learning materials. Clear communication of tasks and an expectation of effective use of time are requirements. As well, giving
students responsibility for work routines and their effectiveness can also promote pride and learning effectiveness.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Systems for performing non-
Efficient systems for
instructional duties are well Systems for performing non-
3e. performing non-instructional Considerable instructional
established with students instructional duties are fairly
Performance of Non- assuming considerable
duties are in place, resulting
efficient resulting in little loss
time is lost in performing
Instructional Duties in minimal loss of non-instructional duties.
responsibility for efficient of instructional time.
instructional time.
operation.
Routines for handling material
3f. Routines for handling
distribution and supplies are Routines for handling
material distribution and Material distribution is
Management of seamless with students assuming material distribution and
supplies occurs smoothly with handled inefficiently resulting
Handouts and much of the responsibility for supplies functions moderately
little loss of instructional in a loss of instructional time.
Supplies efficient operation with little loss well.
time.
of time.
Tasks are unclear, poorly
Tasks are clearly Tasks are somewhat
Tasks are clearly communicated communicated, poorly
3g. communicated and structured structured or supervised
and structured resulting in structured or supervised
Time on Task resulting in effective use of which may lead to student
excellent use of class time. leading to significant student
learning time. confusion.
time off task.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
12
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
13
Student Interactions
Classroom management begins with clear expectations and it is more likely to be effective if developed in conjunction with students.
These should be posted so that everyone is aware of the requirements in that learning environment. Consistent monitoring and
response to misbehaviour with dignity and sensitivity creates a positive setting even when dealing with disruptive actions. Teachers
must maintain their composure and deal with all situations using caring, warmth and respect. Teachers know that building a
relationship by getting to know students, understanding their individual differences and interests, and giving positive praise and
encouragement eliminate many behavioural problems.
Learning does not occur in a classroom with frequent disruptions or in a classroom that is out of control. Teachers must develop
standards of conduct and implement them effectively.
Performance LEVEL OF PERFORMANCE
Measure Exemplary Proficient Basic Unsatisfactory
Standards of conduct are clear to Standards of conduct have No standards of conduct have
3h. all students and have been Standards of conduct are clear been established for most been established or students
Expectations developed with student to all students. situations and most students are confused as to what the
participation. seem to understand them. standards are.
3i. Monitoring by teacher is subtle
Teacher is generally aware of Student behavior is not
and preventive. Students
Monitoring of monitor their own and their
Teacher is alert to student student behavior but may monitored and/or teacher is
Student Behaviour behavior at all times. miss the activities of some unaware of what students are
peers’ behavior, correcting one
students. doing.
another respectfully.
3j. Student interactions are
Student interactions are Students do not demonstrate
Students are polite and characterized by negative
Student Interaction respectful.
generally polite and negative behavior toward one
behavior i.e.: conflict,
respectful. another.
sarcasm, or put-downs.
Teacher response to
Teacher response to misbehavior Teacher attempts to respond Teacher does not respond to
3k. misbehavior is appropriate
is highly effective and sensitive to student misbehavior but misbehavior or the response
and successful and respects
Response to to students’ individual needs or
the student’s dignity or
with uneven results or no is inconsistent, overly
Student student behavior is entirely serious disruptive behavior repressive or does not respect
student behavior is generally
appropriate. occurs. the student’s dignity.
appropriate.
Teacher-student interactions Teacher interaction with some
3l. Teacher demonstrates respect to are generally appropriate but students is negative,
individual students. Students Teacher-student interactions may reflect occasional demeaning, sarcastic, or
Teacher exhibit respect for teacher as an are friendly and demonstrate inconsistencies, favoritism or inappropriate to the age,
Interaction with individual, beyond that of the general warmth and respect. disregard for cultural identity gender or culture of the
Students role. or gender. Students exhibit students. Students exhibit
minimal respect for teacher. disrespect for teacher.
Teacher and Students give Teacher gives very little
positive praise and Teacher gives positive praise Teacher gives praise and positive praise and
3m. encouragement and recognize and encouragement and encouragement but misses encouragement and
student accomplishments. There recognizes student opportunities to recognize frequently misses
Teacher is an atmosphere of support and accomplishments. Student student accomplishments. opportunities to recognize
Encouragement respect. Student work is work is displayed on a regular Little acknowledgement of student accomplishments or
acknowledge/displayed on a basis. student work occurs. recognizes mostly negative
regular basis. actions.
Teacher displays a knowledge
Teacher displays a knowledge
3n. of students’ individual Teacher displays little
Teacher displays a knowledge of of students’ individual
differences, interests or knowledge of students’
Appreciation of the students’ individual differences,
cultural heritage but displays
differences, interests or
individual differences,
Student interests or cultural heritage. cultural heritage but only for
this knowledge for student interests or cultural heritage.
the class as a whole.
groups.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
14
#4 - Use of Technology
3h) Teachers Apply a Variety of Technologies to Meet Students’ Learning Needs
Communication Technology
Teachers must be able to access many resources that are increasingly only available online. This includes both provincial documents
and division documents available through the respective websites. Communication has also become increasingly electronic and
teachers must access and regularly use these means to exchange information. School record systems have also become increasingly
electronic documents and teachers must be able to access and effectively use the software to enter and retrieve information.
Teachers must be able to provide support and instruction to students on effective electronic research.
Performance LEVEL OF PERFORMANCE
Measure
Exemplary Proficient Basic Unsatisfactory
Teacher is aware of
4a. Teacher is aware of provincial
provincial learning resources Teacher is aware of Teacher is not aware of
learning resources on-line and
Use and Accessibility on-line and ensures that all provincial learning resources provincial learning resources
regularly accesses and uses them
of Provincial required documents are on-line but does not access on-line or is not able to access
in planning and program
Resources On-line accessed when required as provincial learning resources. provincial learning resources.
development.
learning resources.
Teacher has set up a division e-
Teacher has set up a division Teacher has set up a division Teacher has not set up a
4b. mail account, and effectively
e-mail account, and e-mail account but does not division e-mail account or
Communication uses e-mail as a communication
effectively uses e-mail as a effectively use e-mail as a does not access e-mail as a
through E-mail tool for staff, parent and student
communication tool. communication tool. communication tool.
communications.
4c. Teacher is aware of Division Teacher is aware of Division
Teacher is not aware of
resources on-line and regularly resources on-line and ensures Teacher is aware of Division
Access Division accesses and uses for planning that all required documents resources on-line but does not
Division resources on-line or
Resources available is not able to access Division
and program development and are accessed when required as access Division resources.
On-line resources.
as professional resources. professional resources.
Teacher makes use of School
records on-line and records Teacher makes use of School Teacher makes use of School Teacher is not aware of
4d.
information in school records as records on-line and records records on-line but does not School records on-line or
Access School Record required. Teacher is a resource information in school records record all information in does not record information
Systems to other staff who have difficulty as required. school records as required. in school records as required.
accessing School technology.
Teacher uses on-line research
and is able to direct students in Teacher uses on-line research Teacher may use on-line Teacher does not use on-line
4e.
the use of on-line research tools. and is able to direct students research but is not able to research or is not able to
Access Research Teacher is a resource to other in the use of on-line research direct students in the use of direct students in the use of
Information staff who have difficulty tools. on-line research tools. on-line research tools.
accessing on-line research.
Communication / ICT Outcomes
Use of the internet in the classroom raises a number of ethical issues. Inappropriate use, or accessing inappropriate sites must be
closely monitored. However, the ability to plagiarize is greatly increased with the ability to cut, paste and reformat information.
Teachers must monitor and enforce all policies on appropriate usage.
Using information based technologies in the classroom and integrating technologies into classroom learning is a requirement of the
ICT outcomes. Teachers must be aware of and address ICT outcomes within each of the curriculums.
Performance LEVEL OF PERFORMANCE
Measure
Exemplary Proficient Basic Unsatisfactory
Teacher is aware of, and
promotes, ethical computer use Teacher is aware of, and Teacher is aware of, and Teacher is not aware of
4f. including division policies on promotes, ethical computer promotes, ethical computer ethical issues involving
Ethical Use of the use of copyrighted materials. use including division use including copyright computer use or ignores
Technology Teacher understands and policies on the use of restrictions on some computer unethical use by of computer
enforces division policies on e- copyrighted materials. software. resources by others.
mail and internet use.
Teacher encourages and models
the use of information and Teacher is aware of
Teacher encourages the use of
4g. communication technologies in
information and
curriculum and division ICT
ICT Outcomes student learning and requires all outcomes. Teacher accepts Teacher does not blend the
communication technologies
students to use information and work produced electronically, use of computer based
(Information and communication technologies for
in student learning. Students
but does not require it. technologies into classroom
Communication demonstrate evidence of ICT
some portion of their learning. Provincial ICT outcomes are learning activities.
integration in core subject
Technology) Students demonstrate
areas.
integrated into long range and
sophisticated knowledge and daily planning.
skills related to ICT outcomes.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
15
#5 – Assessment for Learning / Assessment of Learning
3i) Teachers Gather and Use Information About Students’ Learning Needs and Progress
The only way for teachers to know if students are learning is through regular assessment. This may be formal or informal but it must reflect the
instructional goals of the lesson or unit. As well, students have a variety of different learning styles and therefore a variety of assessment tools must
be used to reflect the varying abilities. The type of assessment must also match the instructional goals. Factual tests cannot be used to assess
collaborative skills or hands-on analysis abilities. The assessment must be congruent in both content and process.
Criteria and standards must be determined and related to students prior to the learning situation. This allows students to self-assess and encourages
clear communication to students about the criteria expectations.
Most importantly, assessment must be used to plan for future teaching as it provides the individual knowledge to tailor the learning environment to
meet individual needs. Assessment must first be used for informing the instructional process rather than as a means of score keeping.
Performance LEVEL OF PERFORMANCE
Measure
Proficient Basic Unsatisfactory
Overall summation grades are not based on
learner outcomes. Non-achievement factors
have a major impact on grades. Cheating,
The teacher regularly refers to the The focus of assessment is primarily
5a. late work, and missing work result in a zero
Program of Studies and overall on learner outcomes from the Program
Program of (or a radically lower score) in the grade
summative grades are based on of Studies. Non-achievement
Studies book. There is no opportunity to make up
learner outcomes. indicators have minimal impact.
such work, except in a few cases.
Borderline-grade cases are handled by
considering non-achievement factors.
Student work is accessed frequently
(formative assessment) and graded
occasionally (summative
assessment). “Scores” on formative
Formative and summative assessment Assessment procedures are all summative.
5b. assessments and other practice work
practices are generally consistent. The procedures are inconsistent and records
Assessment (e.g. home work) are used
Outcomes are occasionally discussed are in disarray. Outcomes are rarely
Purpose descriptively to inform teachers and
with students. discussed with students.
students of what has been learned
and the next steps in learning.
Grades are based only on summative
assessments.
Grades are based only on accurate
assessment results. Questionable
results are not included.
The teacher can articulate standards
of quality, and can show evidence of
consideration of these standards in There is little evidence of consideration of
his/her classroom assessments. The teacher tries to base grades on the accuracy/quality of the individual
Clear and appropriate learning accurate assessment results only. Some assessments on which grades are based.
5c. targets. standards of quality are adhered to in Quality standards for classroom assessment
Verifying Choosing the best assessment judging the accuracy of the assessment are not considered and the teacher has
Assessment method. results on which grades are based. trouble articulating standards for quality.
Quality Writing clear, unambiguous Assessments are modified for special Assessments are rarely modified for special
questions. needs students, but the procedures used needs students when such modifications
Evidence of learning collected may not match provisions in the IPP. would provide much more accurate
in many ways. information about student learning.
Avoiding potential sources of
bias and poor measurement.
Assessments are modified for
special need students in ways that
match the differentiated instruction.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
16
Performance LEVEL OF PERFORMANCE
Measure
Proficient Basic Unsatisfactory
Grades are not a surprise to students
because (a) students understand the
basis for the grades received; (b)
students have been involved in their
own assessment throughout the Grades are a surprise because (a) students
process (they understand the don’t understand the basis on which grades
Grades are somewhat of a surprise to
learning targets they are to hit, self- are determined; (b) students have not been
students because student involvement
5d. assess in relation to the target, track involved in their own assessment (learning
practices and descriptive feedback are
Student their own progress towards the targets are not clear to them, and/or they do
too limited to give them insight into
Involvement targets, and/or (c) teacher not self-assess and track progress towards
the nature of the learning targets being
communication to students to the targets); or (c) teacher feedback is only
pursued and their own performance.
frequent, descriptive, and focuses on evaluative (a judgment of level of quality)
what they have learned, as well as and includes no descriptive component.
the next steps in learning.
Descriptive feedback is related
directly to specific and clear
learning targets.
The evidence of learning is collected
5e. Evidence of learning is collected in
in a wide variety of ways and there
Assessment several ways in addition to Q & A’s, Insufficient evidence of learning
is a clear distinction between
Records quizzes and exams.
formative and summative records.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
17
#6 – School and Community Partnerships
3j) Teachers Establish and Maintain Partnerships Among School, Home and Community
and Within Their Own Schools
Teaching is an activity that takes place directly between teacher and student. However, learning is a partnership between teacher, student and
parent. Parents must be informed about the instructional program in the school and within each classroom. Teachers have a responsibility to
involve parents through frequent, meaningful communication. This involves identifying concerns that may require the partnership of home
but also providing positive feedback on successes; both are important in maintaining a good relationship.
It is well documented that schools can be negative, harmful places for some students due to bullying, verbal abuse or other mistreatments
from fellow students. It is the teachers responsibility to be an advocate of students and vigilant in monitoring student practices and
interactions that contribute to a unacceptable student interactions.
Performance LEVEL OF PERFORMANCE
Measure
Exemplary Proficient Basic Unsatisfactory
Teacher provides frequent and
6a. timely information to parents Teacher participates in the Teacher provides little
Teacher provides information
Information about regarding the instructional
to parents about the
school’s activities for parent information about the
the Instructional program. Students understand communication but offers instructional program to
instructional program.
and can communicate the little additional information. families.
Program information.
Teacher provides information to
6b. Teacher communicates Teacher adheres to the Teacher provides minimal
parents frequently on both
regularly with parents about school’s required procedures information to parents and
Information about positive and negative aspects of
students’ progress and for communicating to parents. does not respond or responds
Individual Students student progress. Response to
willingly responds to parent Responses to parent concerns insensitively to parent
parent concerns is handled with
concerns. are minimal. concerns about students.
great sensitivity.
Teacher documents
Teacher documents Teacher documents
6c. communications with parents or
communications with parents communications with parents
Teacher does not document
students including mutual communications with parents
Keeps decisions reached and follows-
or students including mutual or students but does not
or students which may require
Documentation up with consistent monitoring
decisions reached and always follow-up on
follow-up of further
follows-up on these to meet outcomes decided through
Records and future communication to
expected outcomes. these communications.
communication.
reach desired outcomes.
School Community Relationships
Professional educators make many contributions to the life of a school outside of the classroom. Whether representing their peers
professionally, participating in instructional professional development, coaching school athletics teams, working with yearbook students or
advising student clubs and activities, teachers are involved in many projects at the school. They maintain the role of teacher in all such
activities and represent their colleagues and the profession.
This extends to relationships with peers which must be categorized by professionalism and support. All personal interests are put aside and
teachers open-mindedly participate in professional interactions to improve the atmosphere and practices of the school. This includes sharing
of knowledge and resources with peers, being involved in mentoring and professional development
Leadership characterizes each of the activities or roles listed above. Teachers maintain a leadership role in all activities in which they
participate.
Performance LEVEL OF PERFORMANCE
Measure
Exemplary Proficient Basic Unsatisfactory
6d. Teacher participates in school
and district projects, making a Teacher participates in school Teacher participates in school Teacher avoids becoming
Participation in substantial contribution, and/or and district projects, making a and district projects when involved in school and district
School and District assumes a leadership role in a substantial contribution. specifically asked. projects.
Projects major school or district project.
Support and cooperation
6e. Teacher maintains cordial
characterize relationships with Support and cooperation Teacher’s relationships with
relationships with colleagues
Relationships with colleagues. Teacher takes characterize relationships
to fulfill the duties that the
colleagues are negative or
colleagues initiative in assuming leadership with colleagues. self-serving.
school or district requires.
among the faculty.
Teacher takes a leadership role
6f. in team or departmental
Teacher willingly participates Teacher’s decisions are Teacher makes decisions
decision-making and helps
Decision making ensure that such decisions are
in team or departmental limited to classroom based on self-serving
decision-making. perspective only. interests.
based on the highest
professional standards.
Teacher initiates important
6g. activities to contribute to shared
Teacher actively shares Teacher makes no effort to
Sharing of knowledge and resources, such
knowledge and resources with
Teacher shares knowledge
share knowledge or resources
Knowledge and as mentoring new teachers, and resources when asked.
others. with others.
writing articles for publication
Resources and making presentations.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
18
#7 – Professional Conduct, Responsibilities and Growth
3b) Teachers Understand the Legislated, Moral and Ethical Frameworks Within Which They Work
3K) Teachers are Career-Long Learners
Teachers are required to follow a professional code of conduct, including the rights and responsibilities of a teacher. As well, teachers must
meet the requirements under the Teaching Quality Standards as set out in the School Act. Failure to meet these legal requirements can result
in de-certification.
The curriculum as set out in the Program of Studies details the learning programs that must be taught at each level. Teachers must adhere to
the requirements set out in this document.
Local District policies detail the specific requirements within each school district. Teachers must be familiar with these policies and
implement them as required.
Performance LEVEL OF PERFORMANCE
Measure
Exemplary Proficient Basic Unsatisfactory
7a.
Adherence to the
Teacher adheres to the code of Teacher adheres to the code of Teacher adheres to the code of Teacher clearly violates the
Alberta Teachers’ conduct. conduct. conduct. code of professional conduct.
Association Code of
Professional Conduct
7b. Teacher does not comply with
Rights and the rights and responsibilities
Teacher adheres to the rights Teacher adheres to the rights for Teachers or demonstrates an
Responsibilities for Teacher adheres to the rights and
and responsibilities for and responsibilities for unwillingness to accept the
Teachers as part of responsibilities for Teachers.
Teachers. Teachers. corresponding responsibilities
the Alberta Teachers’ as set out by the Alberta
Association Teachers’ Association.
Teacher adheres to the Teacher adheres to the Teacher adheres to the Teacher does not comply with
responsibilities under the School responsibilities under the responsibilities under the the responsibilities set out by
7c. Act including the Teaching School Act including the School Act including the the School Act including the
School Act Quality Standards Applicable to Teaching Quality Standards Teaching Quality Standards Teaching Quality Standards
the Provision of Basic Education Applicable to the Provision of Applicable to the Provision of Applicable to the Provision of
in Alberta. Basic Education in Alberta. Basic Education in Alberta. Basic Education in Alberta.
Teacher fully adheres to the
Teacher generally adheres to
curriculum as set out in the Alberta Teacher fully adheres to the
7d. the curriculum as set out in the Teacher is unaware of, or
Learning Program of Studies and curriculum as set out in the
Alberta Learning Program of demonstrates an unwillingness
Program of Studies, bases planning and teaching on Alberta Learning Program of
Studies but does not to teach the curriculum as set
Legislated copies of this document. The Studies and bases planning and
consistently base planning and out in the Alberta Learning
Curriculum teacher works with colleagues to teaching on copies of this
teaching on copies of this Program of Studies.
improve curriculum alignment document.
document.
with these documents.
7f. Teacher fully adheres to the
Teacher generally adheres to
School District policies and practices required by Teacher is unaware of the
Teacher fully adheres to the the policies or on occasion is
the School District. The teacher policies or disregards policies
Policies, works with colleagues to improve
policies and practices required unaware of the policies and
and practices required by the
Requirements and by the School District. practices required by the School
their understanding of the policies School District.
District.
Responsibilities required.
Teacher is on time for meetings
and arrives for school a reasonable
Teacher is on time for meetings Teacher is late for meetings
time before school begins and
7g. stays a reasonable time after
and always arrives for school a Teacher is occasionally late for and/or does not arrive for
Punctuality reasonable time before school meetings but with valid reasons. school a reasonable time before
school to allow for professional,
begins. school begins.
parent and student interactions
outside of class.
Teacher diligently carries out all
Teacher on rare occasion misses
supervision requirements, engages Teacher meets all supervision Teacher does not carry out
7h. students while supervising and requirements as required by
supervision but generally meets
supervision requirements as
Supervision supervision requirements as
uses this as an opportunity to build school schedules. required by school schedules.
required by school schedules.
student rapport.
7i. Teacher seeks out opportunities for
Teacher seeks out opportunities Teacher participates in Teacher engages in no
professional development and
Enhancement of makes a systematic attempt to
for professional development to professional development professional development
content knowledge enhance content knowledge and activities to a limited extent activities to enhance knowledge
conduct action research in his
and pedagogical skill pedagogical skill. when they are convenient. or skill.
classroom.
Teachers has developed Teachers has developed Teachers has not developed
Teachers has developed professional growth plans that professional growth plans but professional growth plans or
professional growth plans that include a professional practice they do not include a growth plans do not include a
7j. include a professional practice component, a component professional practice professional practice
Professional Growth component, a component related to related to school goals, a component, a component component, a component
Plans school goals, a component related component related to personal related to school goals and a related to school goals, a
to personal growth and indicators growth but may not address component related to personal component related to personal
to determine attainment of goals. completely indicators to growth or indicators to growth and indicators to
determine attainment of goals. determine attainment of goals. determine attainment of goals.
Chinook’s Edge Teacher Effectiveness Framework Fall 2007
19