Teacher Rubrics by evJE4k

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									                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements


Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy

                                                                                                                                                          Needs
Element                                                             Highly Effective                               Effective                      Improvement/Developing                       Unsatisfactory
Knowledge of content and the structure                     Teacher displays extensive knowledge      Teacher displays solid knowledge of the      Teacher is familiar with the           In planning and practice,
of the discipline                                          of the important concepts in the          important concepts in the discipline and     important concepts in the discipline   teacher makes content errors
                                                           discipline and how these relate both to   how these relate to one another.             but may display lack of awareness      or does not correct errors made
                                                           one another and to other disciplines.                                                  of how these concepts relate to one    by students.
                                                                                                     Look Fors:                                   another.
                                                                                                         Essential question(s)
                                                                                                         Skill building simple to rigorous
                                                                                                         Long term goal(s)
                                                                                                         Questions showing relationships to
                                                                                                          other content areas
                                                                                                         Differentiated content activities
                                                                                                          that may include: small group,
                                                                                                          independent, student choice,
                                                                                                          various resources

Knowledge of prerequisite relationships                    Teacher's plans and practices reflect     Teacher's plans and practice reflect         Teacher's plans and practice           Teacher's plans and practice
                                                           understanding of prerequisite             accurate understanding of prerequisite       indicate some awareness of             display little understanding of
                                                           relationships among topics and            relationships among topics and concepts.     prerequisite relationships, although   prerequisite relationships
                                                           concepts and a link to necessary                                                       such knowledge may be inaccurate       important to student learning
                                                           cognitive structures by students to       Look Fors:                                   or incomplete.                         of the content.
                                                           ensure understanding.                          Evidence of review of previous
                                                                                                           learning
                                                                                                          Questions/activitaing strategies
                                                                                                           which access background
                                                                                                           knowledge may include: CCC on
                                                                                                           demand, Adv organizers, Graphic
                                                                                                           organizers, Thinking Maps
                                                                                                          Evidence of vocabulary
                                                                                                           development may include: Frayer,
                                                                                                           Close Rdg, Word Walls-active use
Knowledge of content-related pedagogy                      Teacher's plans and practice reflect      Teacher's plans and practice reflect         Teacher's plans and practice reflect   Teacher displays little or no
                                                           familiarity with a wide range of          familiarity with a wide range of effective   a limited range of pedagogical         understanding of the range of
                                                           effective pedagogical approaches in the   pedagogical approaches in the discipline.    approaches or some approaches          pedagogical approaches
                                                           discipline, anticipating student                                                       that are not suitable to the           suitable to student learning of
                                                           misconceptions.                           Look Fors:                                   discipline or to the students.         the content.
                                                                                                         Questions for text complexity
                                                                                                         Bridging the gap from one discipline
                                                                                                          to another, designated transitions
                                                                                                         Effective plan for centers
                                                                                                         Examples of student application of
                                                                                                          knowledge learned; Rubric, project,
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012                                          outcome or goal stated, next step
                                                                                                          listed, model
                                    Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                          Evidence of various strategies; list
                                                                                                           or description




Component 1b: Demonstrating Knowledge of Students

                                                                                                                                                           Needs
Element                                                             Highly Effective                                 Effective                     Improvement/Developing                      Unsatisfactory
Knowledge of child and adolescent development              In addition to accurate knowledge of       Teacher displays accurate understanding      Teacher displays partial knowledge     Teacher displays little or no
                                                           the typical developmental                  of the typical developmental                 of the developmental characteristics   knowledge of the
                                                           characteristics of the age group and       characteristics of the age group, as well    of the age group.                      developmental characteristics
                                                           exceptions to the general patterns,        as exceptions to the general patterns.                                              of the age group.
                                                           teacher displays knowledge of the
                                                           extent to which individual students        Look Fors:
                                                           follow the general patterns.                    Age/developmentally appropriate
                                                                                                            strategies and/or lessons/activities
                                                                                                           Accommodations: ESE, ELL, 504
                                                                                                           Tier appropriate
Knowledge of the learning process                          Teacher displays extensive and subtle      Teacher's knowledge of how students          Teacher recognizes the value of        Teacher sees no value in
                                                           understanding of how students learn        learn is accurate and current. Teacher       knowing how students learn, but        understanding how students
                                                           and applies this knowledge to individual   applies this knowledge to the class as a     this knowledge is limited or           learn and does not seek such
                                                           students.                                  whole and to groups of students.             outdated.                              information.

                                                                                                      Look Fors:
                                                                                                          Types of activities – how are
                                                                                                           activities carried out (Ask For)
                                                                                                          Time allotted is appropriate
                                                                                                          Lesson Plans for whole/small group
                                                                                                           - varied
                                                                                                          Small group lists, times, skill,
                                                                                                           rotational schedule, procedure for
                                                                                                           grouping students
                                                                                                          Teaching strategies/Best Practices,
                                                                                                           gradual release, modeling,
                                                                                                           questioning




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Knowledge of students' skills, knowledge, and language     Teacher displays understanding of         Teacher recognizes the value of           Teacher recognizes the value of        Teacher displays little or no
proficiency                                                individual students' skills, knowledge,   understanding students' skills,           understanding students' skills,        knowledge of students' skills,
                                                           and language proficiency and has a        knowledge, and language proficiency and   knowledge, and language                knowledge, and language
                                                           strategy for maintaining such             displays this knowledge for groups of     proficiency but displays this          proficiency and does not
                                                           information.                              students.                                 knowledge only for the class as a      indicate that such knowledge is
                                                                                                                                               whole.                                 valuable.
                                                                                                     Look Fors:
                                                                                                         Informal, formative assessment
                                                                                                          activity
                                                                                                         Data showing knowledge (Ask For)

Knowledge of students' interests and cultural heritage     Teacher recognizes the value of           Teacher recognizes the value of           Teacher recognizes the value of        Teacher displays little or no
                                                           understanding students' interests and     understanding students' interests and     understanding students' interests      knowledge of students'
                                                           cultural heritage and displays this       cultural heritage and displays this       and cultural heritage but displays     interests or cultural heritage
                                                           knowledge for individual students.        knowledge for groups of students.         this knowledge only for the class as   and does not indicate that such
                                                                                                                                               whole.                                 knowledge is valuable.
                                                                                                     Look Fors:
                                                                                                          Teachers include multicultural
                                                                                                           lesson plans that are: age
                                                                                                           appropriate, high interest, group
                                                                                                           specific
                                                                                                          Technology use
                                                                                                          Choice of activity
Knowledge of students' special needs                       Teacher possesses information about       Teacher is aware of students' special     Teacher displays awareness of the      Teacher displays little or no
                                                           each student's learning and medical       learning and medical needs.               importance of knowing students'        understanding of students'
                                                           needs, collecting such information from                                             special learning or medical needs,     special learning or medical
                                                           a variety of sources.                                                               but such knowledge may be              needs or why such knowledge is
                                                                                                     Look Fors:                                incomplete or inaccurate.              important.
                                                                                                         List of accommodations and/or
                                                                                                          learning strategies
                                                                                                         Student Specific
                                                                                                         Medical needs noted




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                 Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Component 1c: Setting Instructional Outcomes

                                                                                                                                                         Needs
                       Element                                      Highly Effective                              Effective                      Improvement/Developing                   Unsatisfactory
Value, sequence, and alignment                             All outcomes represent high             Most outcomes represent high                  Outcomes represent moderately       Outcomes represent low
                                                           expectations and rigor and important    expectations and rigor and important          high expectations and rigor. Some   expectations for students and
                                                           learning in the discipline. They are    learning in the discipline. They are          reflect important learning in the   lack of rigor. They do not
                                                           connected to a sequence of learning     connected to a sequence of learning.          discipline and at least some        reflect important learning in
                                                           both in the discipline and in related                                                 connection to a sequence of         the discipline or a connection
                                                           disciplines.                            Look Fors:                                    learning.                           to a sequence of learning.
                                                                                                       Lesson plans are aligned with
                                                                                                        state/district curriculum guides and
                                                                                                        focus calendars (pacing)
                                                                                                       Plans list specific skill from
                                                                                                        curriculum guide/focus calendars
                                                                                                       Unit Plan
                                                                                                                    Progressive extensions
                                                                                                                     of requirements
                                                                                                                    Linkage to previous
                                                                                                                     content
                                                                                                                    Subsequent content
                                                                                                                     progression clear
                                                                                                                    Higher order tasks
                                                                                                                     building on each other
                                                                                                       Rigor
                                                                                                                    Higher order skills and
                                                                                                                     questions
                                                                                                                    Extension activities
                                                                                                                    Synthesis skills
                                                                                                                    Projects
                                                                                                                    Student driven work
                                                                                                                    High standards for
                                                                                                                     completion (Evidenced
                                                                                                                     in rubric and/or grading)
                                                                                                       High Effect Strategies
                                                                                                                    Identifying similarities
                                                                                                                     and differences
                                                                                                                    Summarizing
                                                                                                                    Reinforcing effort and
                                                                                                                     providing recognition
                                                                                                                    Homework and practice
                                                                                                                    Non linguistic
                                                                                                                     representation
                                                                                                                    Cooperative learning
                                                                                                                    Setting objectives and
                                                                                                                     providing feedback
                                                                                                                    Generating and testing
                                                                                                                     hypotheses


Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements

                                                                                                                     Questions, cues and
                                                                                                                      advanced organizers

Clarity                                                    All the outcomes are clear, written in    All the instructional outcomes are clear,     Outcomes are only moderately clear      Outcomes are either not clear
                                                           the form of student learning, and         written in the form of student learning.      or consist of a combination of          or are stated as activities, not
                                                           permit viable methods of assessment.      Most suggest viable methods of                outcomes and activities. Some           as student learning. Outcomes
                                                                                                                                                   outcomes do not permit viable           do not permit viable methods
                                                                                                     assessment.
                                                                                                                                                   methods of assessment.                  of assessment.
                                                                                                     Look Fors:
                                                                                                          Lesson plans are aligned with
                                                                                                           state/district assessment calendars
                                                                                                          Plans list specific assessment(s)
                                                                                                           from calendar
                                                                                                          Expand assessment options
                                                                                                           (rubrics, projects, knowledge
                                                                                                           checks/assessment prompts)
                                                                                                          Use of Essential Questions
Balance                                                    Where appropriate, outcomes reflect       Outcomes reflect several different types      Outcomes reflect several types of       Outcomes reflect only one type
                                                           several different types of learning and   of learning and opportunities for             learning, but teacher has made no       of learning and only one
                                                           opportunities for both coordination and   coordination.                                 attempt at coordination or              discipline or strand.
                                                           integration.                                                                            integration.
                                                                                                     Look Fors:
                                                                                                         Inclusion of rubrics and scaffolding
                                                                                                          different levels within the
                                                                                                          assignment
                                                                                                         Differentiation in
                                                                                                          activities/projects/culuminating
                                                                                                          activities; different activities for
                                                                                                          different needs
                                                                                                         Integration of multiple subjects
                                                                                                          (Social Studies, Writing, Reading)
                                                                                                          through different reading material,
                                                                                                          center activities and projects with
                                                                                                          multiple components
Suitability for diverse learners                           Outcomes are based on a                   Most of the outcomes are suitable for all     Most of the outcomes are suitable       Outcomes are not suitable for
                                                           comprehensive assessment of student       students in the class and are based on        for most of the students in the class   the class or are not based on
                                                           learning and take into account the        evidence of student proficiency.              based on global assessments of          any assessment of student
                                                           varying needs of individual students or                                                 student learning.                       needs.
                                                                                                     However, the needs of some individual
                                                           groups.
                                                                                                     students may not be accommodated.

                                                                                                     Look Fors:
                                                                                                         Group scaffolding by activity and
                                                                                                          assignment. Scaffolding allows for
                                                                                                          choices based on student need
                                                                                                         Identify students (tailored activities
                                                                                                          based on data)
                                                                                                         Evidence of groups vs. individual.
                                                                                                          Groups are organized by some
                                                                                                          logical/planned method (data,

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                            need, reading level, etc)




Component 1d: Demonstrating Knowledge of Resources

                                                                                                                                                           Needs
Element                                                             Highly Effective                                 Effective                     Improvement/Developing                       Unsatisfactory
Resource for classroom use                                 Teacher's knowledge of resources for        Teacher displays awareness of resources     Teacher displays awareness of           Teacher is unaware of
                                                           classroom use is extensive, including       available for classroom use through the     resources available for classroom       resources for classroom use
                                                           those available through the school or       school or district and some familiarity     use through the school or district      available through the school or
                                                           district, in the community, through         with resources external to the school and   but no knowledge of resources           district.
                                                           professional organizations and              on the Internet.                            available more broadly.
                                                           universities, and on the Internet.
                                                                                                       Look Fors:
                                                                                                           Documentation in lesson plans of
                                                                                                            internet sites, technology
                                                                                                            resources, human resources, print
                                                                                                            resources in addition to those
                                                                                                            offered at the school and district
                                                                                                            level may include: Staff
                                                                                                            Development, ESOL, Brain Pop, CCC,
                                                                                                            SMART Tech, Super Teacher
                                                                                                            Worksheets, GALE Resources, SMS,
                                                                                                            Fasttmath, tec.
                                                                                                           Guest speakers

                                                                                                           Collaboration with Media Specialist,
                                                                                                            Academic Coaches, outside
                                                                                                            specialists

Resources to extend content knowledge and pedagogy         Teacher's knowledge of resources to         Teacher displays awareness of resources     Teacher displays awareness of           Teacher is unaware of
                                                           enhance content and pedagogical             to enhance content and pedagogical          resources to enhance content and        resources to enhance content
                                                           knowledge is extensive, including those     knowledge available through the school      pedagogical knowledge available         and pedagogical knowledge
                                                           available through the school or district,   or district and some familiarity with       through the school or district but no   available through the school or
                                                           in the community, through professional      resources external to the school and on     knowledge of resources available        district.
                                                           organizations and universities, and on      the Internet.                               more broadly.
                                                           the Internet.
                                                                                                       Look Fors:
                                                                                                           Discussion with teachers regarding
                                                                                                            resources where they have initiated
                                                                                                            a search for better
                                                                                                            understanding/improvement of
                                                                                                            their own grasp of the skills. May
                                                                                                            include; print, internet, human etc.
                                                                                                           Documentation in IPDP for
                                                                                                            professional development
                                                                                                           Discussion regarding research
                                                                                                            resources to meet needs for
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                             differentiation for upper and lower
                                                                                                             levels of students may include:
                                                                                                             Math Dailies, Curriculum Maps,
                                                                                                             Units of Study, newspapers, other
                                                                                                             outside sources
                                                                                                            Current Events, media, technology
                                                                                                             and resources
Resources for students                                     Teacher's knowledge of resources for        Teacher displays awareness of resources      Teacher displays awareness of           Teacher is unaware of
                                                           students is extensive, including those      for students available through the school    resources for students available        resources for students available
                                                           available through the school or district,   or district and some familiarity with        through the school or district but no   through the school or district.
                                                           in the community, and on the Internet.      resources external to the school and on      knowledge of resources available
                                                                                                       the internet.                                more boadly.

                                                                                                       Look Fors:
                                                                                                           District Curriculum Maps and FCA
                                                                                                            calendars highlighted or referenced
                                                                                                            in plans (may include: CPALMS, V
                                                                                                            Math, AM, AR, MyOn, Study Island,
                                                                                                            Brain Pop, FCAT Explorer)
                                                                                                           Updated teacher website with links
                                                                                                            to resouorces
                                                                                                           A range of texts and use of different
                                                                                                            texts
                                                                                                           Guest Speakers
                                                                                                           Materials from conferences and
                                                                                                            Professional Organizations may
                                                                                                            include: Sample books, technology,
                                                                                                            program contacts, hands-on
                                                                                                            materials
                                                                                                           Community Resources may include:
                                                                                                            Summer programs, Boys/Girls
                                                                                                            Clubs, Good News Clubs
                                                                                                           Commercial Resources may include:
                                                                                                            Turbo Math, Critical Reading, Word
                                                                                                            Power, REWARDS, Kagan, AIMS
                                                                                                           Other Resources may include:
                                                                                                            After school tutoring, guidance
                                                                                                            help, assistive technology




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Component 1e: Designing Coherent Instruction


                                                                                                                                                              Needs
                         Element                                    Highly Effective                                   Effective                      Improvement/Developing                      Unsatisfactory
Learning activities                                        Learning activities are highly suitable to   All of the learning activities are suitable   Only some of the learning activities   Learning activities are not
                                                           diverse learners and support the             to students or to the instructional           are suitable to students or to the     suitable to students or to
                                                           instructional outcomes. They are all         outcomes, and most represent significant      instructional outcomes. Some           instructional outcomes and are
                                                           designed to engage students in high-         cognitive challenge, with some                represent a moderate cognitive         not designed to engage
                                                           level cognitive activity and are             differentiation for different groups of       challenge, but with no                 students in active intellectual
                                                           differentiated, as appropriate, for          students.                                     differentiation for different          activity.
                                                           individual learners.                                                                       students.
                                                                                                        Look Fors:
                                                                                                              Instructional Maps: Evidence of
                                                                                                               alignment to standard, timeline,
                                                                                                               materials
                                                                                                              Structured plan with opportunities
                                                                                                               for higher level thinking skills and
                                                                                                               application of those skills
                                                                                                              Data usage to include:
                                                                                                               previous/lagging, leading data
                                                                                                              Thoughtfully planned learning
                                                                                                               groups and associated activities
                                                                                                              Use of varied resources may
                                                                                                               include: manipulatives, graphic
                                                                                                               organizers, technology, projects
                                                                                                              Reasonable time allocations
                                                                                                              Activities support the standard and
                                                                                                               are age appropriate
                                                                                                              Cooperative learning groups
Instructional materials and resources                      All of the materials and resources are       All of the materials and resources are        Some of the materials and              Materials and resources are not
                                                           suitable to students, support the            suitable to students, support the             resources are suitable to students,    suitable for students and do not
                                                           instructional outcomes, and are              instructional outcomes, and are designed      support the instructional outcomes,    support the instructional
                                                           designed to engage students in               to engage students in meaningful              and engage students in meaningful      outcomes or engage students in
                                                           meaningful learning. There is evidence       learning.                                     learning.                              meaningful learning.
                                                           of appropriate use of technology and of
                                                           student participation in selecting or        Look Fors:
                                                           adapting materials.                              Age/Grade Level/Skill appropriate
                                                                                                            Resources/materials including ESE
                                                                                                             resource classrooms
                                                                                                            Connection to EQ and/or
                                                                                                             Benchmarks
                                                                                                            Engagement strategies e.g. Kagan,
                                                                                                             Learning Focused, etc.
                                                                                                            Cooperative learning groups and
                                                                                                             differentiated groups
                                                                                                            Varied resources and format of
                                                                                                             resources; use of manipulativies,
                                                                                                             technology, internet
                                                                                                            Higher Order/extended activities

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                 Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Instructional groups                                       Instructional groups are varied as          Instructional groups are varied as           Instructional groups partially         Instructional groups do not
                                                           appropriate to the students and the         appropriate to the students and the          support the instructional outcomes,    support the instructional
                                                           different instructional outcomes. There     different instructional outcomes.            with an effort at providing some       outcomes and offer no variety.
                                                           is evidence of student choice in                                                         variety.
                                                           selecting the different patterns of         Look Fors:
                                                           instructional groups.                            Documentation of “group fluidity”
                                                                                                             and movement from group to
                                                                                                             higher or lower group as needed
                                                                                                            Documentation of grouping based
                                                                                                             on age, level and/or skill needed
                                                                                                            Reference to qualitative and
                                                                                                             quantitative sources used to form
                                                                                                             groups
Lesson and unit structure                                  The lesson's or unit's structure is clear   The lesson or unit has a clearly defined     The lesson or unit has a               The lesson or unit has no clearly
                                                           and allows for different pathways           structure around which activities are        recognizable structure, although the   defined structure, or the
                                                           according to diverse student needs.         organized. Progression of activities is      structure is not uniformly             structure is chaotic. Activities
                                                           The progression of activities is highly     even, with reasonable time allocations.      maintained throughout. Progression     do not follow an organized
                                                           coherent.                                                                                of activities is uneven, with most     progression, and time
                                                                                                       Look Fors:                                   time allocations reasonable.           allocations are unrealistic.
                                                                                                           Evidence of alignment of plans with
                                                                                                            district maps/standards/EQ’s
                                                                                                           Evidence of a plan for remediation
                                                                                                            and enrichment
                                                                                                           Key Activities are structured and
                                                                                                            timed and may include: bell work,
                                                                                                            check outs/closure activity,
                                                                                                            whiteboards, clickers, pair share,
                                                                                                            exit ticket, oral responses
                                                                                                           Time references needed
                                                                                                           Distributed summarization



Component 1f: Designing Student Assessments

                                                                                                                                                            Needs
Element                                                             Highly Effective                                 Effective                      Improvement/Developing                       Unsatisfactory
Congruence with Instructional outcomes                     Proposed approach to assessment is          All the instructional outcomes are           Some of the instructional outcomes     Assessment procedures are not
                                                           fully aligned with the instructional        assessed through the approach to             are assessed through the proposed      congruent with instructional
                                                           outcomes in both content and process.       assessment; assessment methodologies         approach, but many are not.            outcomes.
                                                           Assessment methodologies have been          may have been adapted for groups of
                                                           adapted for individual students, as         students.
                                                           needed.
                                                                                                       Look Fors:
                                                                                                           Varied assessment opportunities
                                                                                                            and formats, student may choose
                                                                                                            when appropriate: PowerPoint,
                                                                                                            video, poem, essay, drawing
                                                                                                           Accommodations of assessments by
                                                                                                            group or individual student: oral,
                                                                                                            written, time, various tools, teacher
                                                                                                            assistance
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                  Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                         Evidence that assessment aligns
                                                                                                          with instructional rigor
                                                                                                         Learning goals within assessments
                                                                                                         Evidence of summarizing
                                                                                                          opportunities




Criteria and standards                                     Assessment criteria and standards are     Assessment criteria and standards are       Assessment criteria and standards   Proposed approach contains no
                                                           clear; there is evidence that the         clear.                                      have been developed, but they are   criteria or standards.
                                                           students contributed to their                                                         not clear.
                                                           development.                              Look Fors:
                                                                                                         Criteria for mastery using class or
                                                                                                          student data charts may include:
                                                                                                          Grading scale, Performance Matters
                                                                                                          data sheet, Successmaker reports,
                                                                                                          Fast For Word data, STAR reports,
                                                                                                          Benchmark Reports, FAIR, AR
                                                                                                          Reports, Demand Writing scores
                                                                                                         Rubrics
                                                                                                         Syllabus
                                                                                                         Study Guide
                                                                                                         Curriculum Maps/FCA Calendar
                                                                                                         Essential Question(s) & Objective(s)


Design of formative assessments                            Approach to using formative               Teacher has a well-developed strategy to    Approach to the use of formative    Teacher has no plan to
                                                           assessment is well designed and           using formative assessment and has          assessment is rudimentary,          incorporate formative
                                                           includes student as well as teacher use   designed particular approaches to be        including only some of the          assessment in the lesson or
                                                           of the assessment information.            used.                                       instructional outcomes.             unit.

                                                                                                     Look Fors:
                                                                                                         Triple i groups and strategies
                                                                                                          differentiated based on data
                                                                                                         FCA/Benchmark results
                                                                                                          incorporated
                                                                                                         Projects with rubrics
                                                                                                         Designed Assessements for age
                                                                                                          appropriate mastery of skills
                                                                                                         Enrichment/remediation
                                                                                                          indicated in lesson plan based on
                                                                                                          results of formative assessments
                                                                                                          (examples: centers, groupings,
                                                                                                          questioning strategies, exit slips,
                                                                                                          thumbs up/clickers)
                                                                                                         Consistent use of formative
                                                                                                          assessment results


Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                    Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Use for planning                                           Teacher plans to use assessment results     Teacher plans to use assessment results      Teacher plans to use assessment          Teacher has no plans to use
                                                           to plan future instruction for individual   to plan for future instruction for groups    results to plan for future instruction   assessment results in designing
                                                           students.                                   of students.                                 for the class as a whole.                future instruction.

                                                                                                       Look Fors:
                                                                                                           Long range goals based on
                                                                                                            assessment results
                                                                                                           Evidence of lesson
                                                                                                            modification/revision/repeat
                                                                                                           Reflection conference
                                                                                                            form/question
                                                                                                           Remediation plan for
                                                                                                            individuals/groups




Domain 2: The Classroom Environment
Component 2a: Creating an Environment of Respect and Rapport

                                                                                                                                                            Needs
                        Element                                     Highly Effective                                  Effective                     Improvement/Developing                        Unsatisfactory
Teacher Interaction with students                          Teacher interactions with students          Teacher-student interactions are friendly    Teacher-student interactions are         Teacher interaction with at
                                                           reflect genuine respect and caring for      and demonstrate general caring and           generally appropriate but may            least some students is negative,
                                                           individuals as well as groups of            respect. Such interactions are               reflect occasional inconsistencies,      demeaning, sarcastic, or
                                                           students. Students appear to trust this     appropriate to the age and cultures of       favoritism, or disregard for             inappropriate to the age or
                                                           teacher with sensitive information.         the students. Students exhibit respect       students' cultures. Students exhibit     culture of the students.
                                                                                                       for the teacher.                             only minimal respect for the             Students exhibit disrespect for
                                                                                                                                                    teacher.                                 the teacher.
                                                                                                       Look Fors:
                                                                                                           Students freely ask questions about
                                                                                                            content and relevant items.
                                                                                                           Teacher responds to student
                                                                                                            questions consistently in a caring,
                                                                                                            respectful, fair manner
                                                                                                           Teacher’s tone, volume, body
                                                                                                            language encourages sincerity (no
                                                                                                            sarcasm, bark or screaming)
                                                                                                           Evidence of teacher connection
                                                                                                            with students is genuine, not
                                                                                                            condescending
                                                                                                           Conversations are age appropriate
                                                                                                            and culturally sensitive to students’
                                                                                                            lifestyle, background, abilities (ex:
                                                                                                            no slang references, stereotypes,
                                                                                                            embarrassing comments)
                                                                                                           Teacher conversations also include
                                                                                                            student interests outside the
                                                                                                            classroom/school during non-
                                                                                                            instruction time such as when
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                          student arrives, etc.
                                                                                                         Teacher has good listening skills and
                                                                                                          attempts to hear/understand
                                                                                                          students’ needs




Student interactions with other students                   Students demonstrate genuine caring       Student interactions are generally polite    Students do not demonstrate              Student interactions are
                                                           for one another and monitor one           and respectful.                              disrespect for one another, however      characterized by conflict,
                                                           another's treatment of peers,                                                          there is also not a climate of           sarcasm, or put-downs.
                                                           correcting classmates respectfully when   Look Fors:                                   respect.
                                                           needed.                                       Students consistently demonstrate
                                                                                                          respect for each other with talk and
                                                                                                          actions including listening
                                                                                                         Students helping other students
                                                                                                         Students encouraging each other
                                                                                                         Students initiate appropriate
                                                                                                          conversations about learning
                                                                                                         Students do not belittle others
                                                                                                         Students respect each others’
                                                                                                          backgrounds and cultures and
                                                                                                          differences
                                                                                                         Healthy, fun competition




Component 2b: Establishing a Culture for Learning

Importance of the content                                  Students demonstrate through their        Teacher conveys genuine enthusiasm for       Teacher communicates importance          Teacher or students convey a
                                                           active participation, curiosity, and      the content, and students demonstrate        of the work but with little conviction   negative attitude toward the
                                                           taking initiative that they value the     consistent commitment to its value.          and only minimal apparent buy-in         content, suggesting that it is
                                                           importance of the content.                                                             by the students.                         not important or has been
                                                                                                     Look Fors:                                                                            mandated by others.
                                                                                                         Student body language indicates
                                                                                                          involvement and engagement, they
                                                                                                          should not be yawning, have heads
                                                                                                          down, or have arms crossed, having
                                                                                                          side bars conversation, be a clock
                                                                                                          watcher
                                                                                                         Teacher body language visibly
                                                                                                          motivational, inspirational,
                                                                                                          encouraging tone of voice
                                                                                                         Students involved evidenced by
                                                                                                          being engaged in the content,
                                                                                                          asking questions and taking notes
                                                                                                         The classroom should NOT be
                                                                                                          robotic




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                  Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Expectations for learning and achievement                  Instructional outcomes, activities and    Instructional outcomes, activities and       Instructional outcomes, activities       Instructional outcomes,
                                                           assignments, and classroom                assignments, and classroom interactions      and assignments, and classroom           activities and assignments, and
                                                           interactions convey high expectations     convey high expectations for most            interactions convey only modest          classroom interactions convey
                                                           for all students. Students appear to      students.                                    expectations for student learning        low expectations for at least
                                                           have internalized these expectations.                                                  and achievement.                         some students.
                                                                                                     Look Fors:
                                                                                                          Post samples of high quality, top
                                                                                                           scores from previous years’ student
                                                                                                           work as initial model and current
                                                                                                           work to motivate and provide
                                                                                                           exemplar
                                                                                                          Use of clearly defined
                                                                                                           rubrics/expectations
                                                                                                          Post agenda, recent assignments,
                                                                                                           essential questions
                                                                                                          Student and class goals for
                                                                                                           academics and behavior posted or
                                                                                                           otherwise clear
                                                                                                          Student/class recognition routinely
                                                                                                           given
                                                                                                          Low quality work not accepted-
                                                                                                           student must correct
                                                                                                          List of employers that have hired
                                                                                                           previous students
                                                                                                          Wages listed for state, regional and
                                                                                                           national levels in jobs prepared by
                                                                                                           vocational program taught
                                                                                                          Completion rates of programs and
                                                                                                           job placement rates
                                                                                                          Dates for state and national
                                                                                                           certifications posted in classes
                                                                                                           where certification tests are given
                                                                                                           to students
Student pride in work                                      Students demonstrate attention to         Students accept the teacher's insistence     Students minimally accept the            Students demonstrate little or
                                                           detail and take obvious pride in their    on work of high quality and demonstrate      responsibility to do good work but       no pride in their work. They
                                                           work, initiating improvements in it by,   pride in that work.                          invest little of their energy into its   seem to be motivated by the
                                                           for example, revising drafts on their                                                  quality.                                 desire to complete a task rather
                                                           own or helping peers.                     Look Fors:                                                                            than to do high-quality work.
                                                                                                         Teacher conveys importance of
                                                                                                          work and relevance/why work is
                                                                                                          important
                                                                                                         Quality grade level appropriate
                                                                                                          work is posted
                                                                                                         Student samples as
                                                                                                          exemplars/model
                                                                                                         Student excitement in sharing work
                                                                                                         Student work or artifacts showing
                                                                                                          teacher feedback
                                                                                                         Inquiry on improving work; rubric
                                                                                                         Absence of complaints from
                                                                                                          students/parents relative to
                                                                                                          element
                                                                                                         Recognition of effort, quality and
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                 Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                           persistence




Component 2c: Managing Classroom Procedures

                                                                                                                                                           Needs
Element                                                             Highly Effective                                Effective                      Improvement/Developing                       Unsatisfactory
Management of Instructional groups                         Small-group work is well organized, and    Small-group work is well organized, and      Students in only some groups are       Students not working with the
                                                           students are productively engaged at all   most students are productively engaged       productively engaged in learning       teacher are not productively
                                                           times, with students assuming              in learning while unsupervised by the        while unsupervised by the teacher.     engaged in learning.
                                                           responsibility for productivity.           teacher.

                                                                                                      Look Fors:
                                                                                                           Students are productive when
                                                                                                            unsupervised
                                                                                                           Students are on task, roles are
                                                                                                            clearly defined
                                                                                                           Actively engaged; depending on
                                                                                                            activity ie: worksheet, experiment
                                                                                                           Product is related to meaningful
                                                                                                            content or discussion
                                                                                                           Conversation without sidebar
                                                                                                           Expectations are posted/evident
                                                                                                           Materials are organized and readily
                                                                                                            available, no downtime
Management of transitions                                  Transitions are seamless, with students    Transitions occur smoothly, with little      Only some transitions are efficient,   Transitions are chaotic, with
                                                           assuming responsibility in ensuring        loss of instructional time.                  resulting in some loss of              much time lost between
                                                           their efficient operation.                                                              instructional time.                    activities or lesson segments.
                                                                                                      Look Fors:
                                                                                                          Procedure for movement clearly in
                                                                                                           place and practiced-fluid movement
                                                                                                          Students know where to go without
                                                                                                           questioning
                                                                                                          Amount of time for movement
                                                                                                           (track and multiply to see total
                                                                                                           instructional time lost)
                                                                                                          Materials and supplies for
                                                                                                           transitional center/activity in place
                                                                                                           or readily accessible causing no
                                                                                                           further loss of time




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Management of materials and supplies                       Routines for handling materials and         Routines for handling materials and            Routines for handling materials and    Materials and supplies are
                                                           supplies are seamless, with students        supplies occur smoothly, with little loss of   supplies function moderately well,     handled inefficiently, resulting
                                                           assuming some responsibility for            instructional time.                            but with some loss of instructional    in significant loss of
                                                           smooth operation.                                                                          time.                                  instructional time.
                                                                                                       Look Fors:
                                                                                                           Materials and supplies in place,
                                                                                                            ready, or easily accessible
                                                                                                           Students know where to get
                                                                                                            materials and what to get
                                                                                                           Clearly practiced routine/procedure
                                                                                                            for acquiring materials



Component 2c: Managing Classroom Procedures

                                                                                                                                                              Needs
                        Element                                     Highly Effective                                  Effective                       Improvement/Developing                       Unsatisfactory
Performance of non-instructional duties                    Systems for performing non-                 Efficient systems for performing non-          Systems for performing non-            Considerable instructional time
                                                           instructional duties are well               instructional duties are in place, resulting   instructional duties are only fairly   is lost in performing non-
                                                           established, with students assuming         in minimal loss of instructional time.         efficient, resulting in some loss of   instructional duties.
                                                           considerable responsibility for efficient                                                  instructional time.
                                                           operation.                                  Look Fors:
                                                                                                           Teacher multi-tasking; (taking
                                                                                                            attendance while students are
                                                                                                            involved in instructional tasks)
                                                                                                           Established signals, systems for
                                                                                                            classroom procedures;( traffic
                                                                                                            patterns, restroom, pencil
                                                                                                            sharpening, turning in assignments)
                                                                                                           Maintaining instructional
                                                                                                            momentum; (clear beginnings and
                                                                                                            endings)
                                                                                                           Emergency procedures posted and
                                                                                                            practiced
                                                                                                           Students know what to do and
                                                                                                            where to go; (bell ringers,
                                                                                                            procedures posted,
                                                                                                            evidence/observe students using
                                                                                                            procedures without reminders

Supervision of volunteers and paraprofessionals            Volunteers and paraprofessionals make       Volunteers and paraprofessionals are           Volunteers and paraprofessionals       Volunteers and
                                                           a substantive contribution to the           productively and independently engaged         are productively engaged during        paraprofessionals have no
                                                           classroom environment.                      during the entire class.                       portions of class time but require     clearly defined duties and are
                                                                                                                                                      frequent supervision.                  idle most of the time.
                                                                                                       Look Fors:
                                                                                                           Volunteers under direct supervision
                                                                                                            of teacher
                                                                                                           Paras working with students using
                                                                                                            specific plan provided by teachers
                                                                                                           Volunteers and paras know what to
                                                                                                            do and where to go
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                 Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                       Teacher determines role with
                                                                                                        written directions if needed
                                                                                                       Students understand the roles of
                                                                                                        volunteer/parapro and their
                                                                                                        functions within the classroom
Component 2d: Managing Student Behavior

Expectations                                               Standards of conduct are clear to all   Standards of conduct are clear to all         Standards of conduct appear to      No standards of conduct appear
                                                           students and appear to have been        students.                                     have been established, and most     to have been established, or
                                                           developed with student participation.                                                 students seem to understand them.   students are confused as to
                                                                                                   Look Fors:                                                                        what the standards are.
                                                                                                       Modeling the rules
                                                                                                       Procedures listed or
                                                                                                        evident/students using
                                                                                                       Smooth transitions
                                                                                                       Agenda/Flow of activities
                                                                                                       Rules- age appropriate
                                                                                                        (words/pictures)
                                                                                                       Progression of discipline and
                                                                                                        plan/system; consequences and
                                                                                                        rewards
                                                                                                       Conversation/relationship
                                                                                                        reminding students of standards
Monitoring of student behavior                             Monitoring by teacher is subtle and     Teacher is alert to student behavior at all   Teacher is generally aware of       Student behavior is not
                                                           preventative. Students monitor their    times.                                        student behavior but may miss the   monitored, and teacher is
                                                           own and their peers’ behavior,                                                        activities of some students.        unaware of what the students
                                                           correcting one another respectfully.    Look Fors:                                                                        are doing.
                                                                                                       Teacher is walking around or
                                                                                                        positioned/seated where all
                                                                                                        students can be seen
                                                                                                       Teacher is alert to student behavior
                                                                                                        at all times; withitness; subtle
                                                                                                        refocus, aware of individual
                                                                                                        students
                                                                                                       Teacher makes positive
                                                                                                        group/individual comments to
                                                                                                        reinforce behavioral expectations;
                                                                                                        specify the acceptable or expected
                                                                                                        behavior
                                                                                                       Proximity and non-verbal cues as
                                                                                                        reminders-“the look”
                                                                                                       Evidence of behavior system being
                                                                                                        used; Kagan Strategies, charts, team
                                                                                                        leader
                                                                                                       Appropriately correcting behavior
                                                                                                        issues in a timely manner
                                                                                                       No loss of instructional momentum




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                  Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Response to student misbehavior                            Teacher response to misbehavior is       Teacher response to misbehavior is           Teacher attempts to respond to        Teacher does not respond to
                                                           highly effective and sensitive to        appropriate and successful and respects      student misbehavior but with          misbehavior, or the response is
                                                           students' individual needs, or student   the student's dignity, or student behavior   uneven results, or there are no       inconsistent, is overly
                                                           behavior is entirely appropriate.        is generally appropriate.                    major infractions of the rules.       repressive, or does not respect
                                                                                                                                                                                       the student's dignity.
                                                                                                    Look Fors:
                                                                                                        Taking student aside for correction;
                                                                                                         deal with specific student or
                                                                                                         students rather than whole group
                                                                                                        Using proximity/eye contact
                                                                                                        Reminding of appropriate behavior;
                                                                                                         Question: “How do we best handle
                                                                                                         the situation?” “What was our class
                                                                                                         decision about the best way to
                                                                                                         react when ____ happens?”
                                                                                                        Using system: (example: Red,
                                                                                                         yellow, green or other appropriate
                                                                                                         system)
                                                                                                        Modeling appropriate behavior
                                                                                                        Positive reinforcement; verbal
                                                                                                         praise, treasure, PBS
                                                                                                        Complimenting other students who
                                                                                                         are behaving
                                                                                                        Identify specific behavior, behavior
                                                                                                         is improved as a result of teacher
                                                                                                         intervention


Component 2e: Organizing Physical Space

                                                                                                                                                         Needs
Element                                                             Highly Effective                               Effective                     Improvement/Developing                      Unsatisfactory
Safety and accessibility                                   The classroom is safe, and students      The classroom is safe, and learning is       The classroom is safe, and at least   The classroom is unsafe, or
                                                           themselves ensure that all learning is   equally accessible to all students.          essential learning is accessible to   learning is not accessible to
                                                           equally accessible to all students.                                                   most students.                        some students.
                                                                                                    Look Fors:
                                                                                                        Hazards identified/marked
                                                                                                        Safetly guidelines posted, modeled
                                                                                                         and understandable
                                                                                                        Teacher proximity; equal access to
                                                                                                         all students
                                                                                                        Exits clearly marked and
                                                                                                         unobstructed
                                                                                                        District/School emergency
                                                                                                         procedures posted, practiced during
                                                                                                         drills; Code Red/Yellow, Fire
                                                                                                         evacuation
                                                                                                        All student work areas offer ease of
                                                                                                         access to classroom learning tools
                                                                                                        LEP’s addressed; Non-English
                                                                                                         signage

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                        Disabled student access
                                                                                                        Arrangement of classroom allows
                                                                                                         for student/teacher flow
                                                                                                        Neat and orderly environment;
                                                                                                         room to move around, uncluttered,
                                                                                                         trash free, things in their place,
                                                                                                         students know where to find
                                                                                                         learning tools, materials,
                                                                                                         procedures




Arrangement of furniture and use of physical resources     Both teacher and students use physical   Teacher uses physical resources skillfully,   Teacher uses physical resources    The furniture arrangement
                                                           resources easily and skillfully, and     and the furniture arrangement is a            adequately. The furniture may be   hinders the learning activities or
                                                           students adjust the furniture to         resource for learning activities.             adjusted for a lesson, but with    the teacher makes poor use of
                                                           advance their learning.                                                                limited effectiveness.             physical resource.
                                                                                                    Look Fors:
                                                                                                        Furniture arrangement provides for
                                                                                                         student safety and is conducive to
                                                                                                         cooperative learning/transitions
                                                                                                         and controlling behaviors
                                                                                                        Procedure for use of materials;
                                                                                                         pencils, books, center materials
                                                                                                        Access for special needs of students
                                                                                                        Teacher uses technology skillfully
                                                                                                                   Smart board is more
                                                                                                                    than a projection screen
                                                                                                                   Students interact with
                                                                                                                    technology
                                                                                                                   Appropriate technology
                                                                                                                    is used for lesson




Domain 3: Instruction
Component 3a: Communicating with Students

                                                                                                                                                          Needs
                        Element                                    Highly Effective                                Effective                      Improvement/Developing                   Unsatisfactory



Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Expectations for learning                                  Teacher makes the purpose of the              Teacher's purpose for the lesson or unit     Teacher attempts to explain the       Teacher's purpose in a lesson or
                                                           lesson or unit clear, including where it is   is clear, including where it is situated     instructional purpose, with limited   unit is unclear to students.
                                                           situated within broader learning, linking     within broader learning.                     success.
                                                           that purpose to student interests.
                                                                                                         Look Fors:
                                                                                                              Clear purpose or objective
                                                                                                              Relationship to expectations and
                                                                                                               learning may include: Learning
                                                                                                               Focused essential questions used,
                                                                                                               Student Learning Map, Thinking
                                                                                                               Maps, graphic organizer, interactive
                                                                                                               notebook, discussion about
                                                                                                               previous/next/other content
                                                                                                              Students know expectations
                                                                                                              Distributed summarizing with
                                                                                                               preview and link to previous
                                                                                                               content
Directions and procedures                                  Teacher's directions and procedures are       Teacher's directions and procedures are      Teacher's directions and procedures   Teacher's directions and
                                                           clear to students and anticipate              clear to students                            are clarified after initial student   procedures are confusing to
                                                           possible student misunderstanding.                                                         confusion.                            students.
                                                                                                         Look Fors:
                                                                                                             Oral and/or written directions clear
                                                                                                             Students rephrasing directions
                                                                                                             Students perform activity
                                                                                                              (directions) without confusion
                                                                                                             Teacher continuously monitors to
                                                                                                              ensure that directions are carried
                                                                                                              out effectively
                                                                                                             Agenda posted daily
                                                                                                             Non-verbal cues
                                                                                                             Rubric for assignment
                                                                                                             Examples and non-examples are
                                                                                                              given/posted
Explanations of content                                    Teacher's explanation of content is           Teacher's explanation of content is          Teacher's explanation of the          Teacher's explanation of the
                                                           imaginative and connects with                 appropriate and connects with students'      content is uneven; some is done       content is unclear or confusing
                                                           students' knowledge and experience.           knowledge and experience.                    skillfully, but other portions are    or uses inappropriate language.
                                                           Students contribute to explaining                                                          difficult to follow.
                                                           concepts to their peers.                      Look Fors:
                                                                                                             May hear teacher’s explanation
                                                                                                              which is grade appropriate, utilizes
                                                                                                              “hook” (story/experience) to
                                                                                                              engage the student:
                                                                                                                        student summarization
                                                                                                                        student body language
                                                                                                                        excitement
                                                                                                                        student discussion
                                                                                                             Students can successfully begin and
                                                                                                              complete assignment
                                                                                                             Discussion of background
                                                                                                              knowledge as it relates to content
                                                                                                             Students explain concepts to peers
                                                                                                             Reference to essential question
                                                                                                             Student response to questions
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                             demonstrates understanding of
                                                                                                             content
                                                                                                            Review/Preview of content (ex:
                                                                                                             distributed summarization)
                                                                                                            Content explanation relates to
                                                                                                             student interest
                                                                                                            Teacher utilizes curriculum map
                                                                                                            Activating strategies/advanced
                                                                                                             organizers
                                                                                                            Appropriate vocabuarly/use of key
                                                                                                             words/use of word wall
                                                                                                            Use of journals or interactive
                                                                                                             notebooks for students to
                                                                                                             summarize understanding of
                                                                                                             concepts

Use of oral and written language                           Teacher's spoken and written language        Teacher's spoken and written language is    Teacher's spoken language is           Teacher's spoken language is
                                                           is correct and conforms to standard          clear and correct and conforms to           audible, and written language is       inaudible, or written language is
                                                           English. It is also expressive, with well-   standard English. Vocabulary is             legible. Both are used correctly and   illegible. Spoken or written
                                                           chosen vocabulary that enriches the          appropriate to the students' ages and       conform to standard English.           language contains errors of
                                                           lesson. Teacher finds opportunities to       interests.                                  Vocabulary is correct but limited or   grammar or syntax. Vocabulary
                                                           extend students' vocabularies.                                                           is not appropriate to the students'    may be inappropriate, vague, or
                                                                                                        Look Fors:                                  ages or backgrounds.                   used incorrectly, leaving
                                                                                                            Written and verbal communications                                             students confused.
                                                                                                             are grammatically accurate and
                                                                                                             spelled correctly, communication is
                                                                                                             clear and concise and is void of
                                                                                                             “uhms”, “you know” and “ok”
                                                                                                            Evidence of communication: board,
                                                                                                             agendas, notes home, email
                                                                                                            Volume appropriate
                                                                                                            No jargon
                                                                                                            Legible handwriting
                                                                                                            Vocabulary used correctly based on
                                                                                                             students’ age and ability
                                                                                                            Use “teachable moments” to build
                                                                                                             on words to extend students’
                                                                                                             vocabulary
                                                                                                            Teacher models correct language;
                                                                                                             vocabulary embedded in instruction
                                                                                                            Use word walls, newsletters,
                                                                                                             websites, classroom environment
                                                                                                            Student assignments use correct
                                                                                                             vocabulary
                                                                                                            Vocabulary/communication
                                                                                                             appropriate to audience (ex: parent
                                                                                                             conferences, community members,
                                                                                                             supervisors, peers, students, others
                                                                                                             with whom the teacher
                                                                                                             communicates)
                                                                                                            Use of appropriate and correct
                                                                                                             content-specific vocabulary

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Component 3b: Using Questioning and Discussion Techniques

                                                                                                                                                          Needs
Element                                                             Highly Effective                                 Effective                    Improvement/Developing                      Unsatisfactory
Quality of questions                                       Teacher's questions are of uniformly       Most of the teacher's questions are of      Teacher's questions are a             Teacher's questions are
                                                           high quality, with adequate time for       high quality. Adequate time is provided     combination of low and high           virtually all of poor quality, with
                                                           students to respond. Students              for students to respond.                    quality, posed in rapid succession.   low cognitive challenge and
                                                           formulate many questions.                                                              Only some invite a thoughtful         single correct responses, and
                                                                                                      Look Fors:                                  response.                             they are asked in rapid
                                                                                                          Higher order questions in both                                               succession.
                                                                                                           oral/written formats, teacher
                                                                                                           reference sheet that has higher
                                                                                                           order questions already noted,
                                                                                                           higher order question grid, tied to
                                                                                                           essential question
                                                                                                          Sufficient wait time; 5-10 seconds
                                                                                                           using timer. 5-10 mins for longer
                                                                                                           discussions

Discussion techniques                                      Students assume considerable               Teacher creates a genuine discussion        Teacher makes some attempt to         Interaction between teacher
                                                           responsibility for the success of the      among students, stepping aside when         engage students in genuine            and students is predominantly
                                                           discussion, initiating topics and making   appropriate.                                discussion rather than recitation,    recitation style, with the
                                                           unsolicited contributions.                                                             with uneven results.                  teacher mediating all questions
                                                                                                      Look Fors:                                                                        and answers.
                                                                                                          Meaningful topic tied to Essential
                                                                                                           Question
                                                                                                          Teacher facilitates, not leads
                                                                                                          Ground rules/expectations for
                                                                                                           classroom discussions and
                                                                                                           collaboration
                                                                                                          Learning Focused strategies
                                                                                                          Posted discussion rules using
                                                                                                           discussion placemats with ground
                                                                                                           rules
                                                                                                          Large, small pair/share groups
                                                                                                          Teacher circulating/monitoring
                                                                                                          Discussion topic clearly defined and
                                                                                                           posted
                                                                                                          Discussions are on topic- no
                                                                                                           sidebars




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Student participation                                      Students themselves ensure that all         Teacher successfully engages all students    Teacher attempts to engage all         A few students dominate the
                                                           voices are heard in the discussion.         in the discussion.                           students in the discussion, but with   discussion.
                                                                                                                                                    only limited success.
                                                                                                       Look Fors:
                                                                                                           Students actively participate in
                                                                                                            lesson at high level of engagement
                                                                                                            throughout lesson; (example; Kagan
                                                                                                            chips, think-pair-share, stand up-
                                                                                                            pair up, Popsicle, use of
                                                                                                            manipulatives, collaborative groups,
                                                                                                            cooperative learning
                                                                                                           Protocol for classroom participation
                                                                                                            (example: hand signals, journal
                                                                                                            writing, clickers, etc.)
                                                                                                           Teacher expands on student input
                                                                                                            (Ex: Socratic Method)
                                                                                                           Students have defined role for
                                                                                                            group work
                                                                                                           Teacher is circulating; redirects off
                                                                                                            task students, mediates, motivates
                                                                                                           All students on task and
                                                                                                            contributing to discussion
                                                                                                           All views are valued and recognized




Component 3c: Engaging Students in Learning

                                                                                                                                                            Needs
                         Element                                    Highly Effective                                 Effective                      Improvement/Developing                      Unsatisfactory
Activities and assignments                                 All students are cognitively engaged in     Most activities and assignments are          Activities and assignments are         Activities and assignments are
                                                           the activities and assignments in their     appropriate to students, and almost all      appropriate to some students and       inappropriate for students' age
                                                           exploration of content. Students            students are cognitively engaged in          engage them mentally, but others       or background. Students are
                                                           initiate or adapt activities and projects   exploring content.                           are not engaged.                       not mentally engaged in them.
                                                           to enhance their understanding.
                                                                                                       Look Fors:
                                                                                                           Meaningful work that is on grade
                                                                                                            level and aligned with standards
                                                                                                            and curriculum map
                                                                                                           Students comprehend task;
                                                                                                            formative monitoring by teacher,
                                                                                                            students discuss content with each

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                              other
                                                                                                             Work itself is motivating (example:
                                                                                                              ask questions and get student
                                                                                                              feedback, students helping each
                                                                                                              other, students ask questions,
                                                                                                              activating strategies, high-interest
                                                                                                              materials
                                                                                                             Students are involved in exploration
                                                                                                              of content; computer/book
                                                                                                              research
                                                                                                             Students take ownership/initiative
                                                                                                              of content (manipulating, defining,
                                                                                                              discussing)
Grouping of students                                       Instructional groups are productive and     Instructional groups are productive and       Instructional groups are only           Instructional groups are
                                                           fully appropriate to the students or to     fully appropriate to the students or to the   partially appropriate to the students   inappropriate to the students
                                                           the instructional purposes of the lesson.   instructional purposes of the lesson.         or only moderately successful in        or to the instructional
                                                           Students take the initiative to influence                                                 advancing the instructional             outcomes.
                                                           the formation or adjustment of              Look Fors:                                    outcomes of the lesson.
                                                           instructional groups.                           Groups are fluid and flexible,
                                                                                                            students move according to need
                                                                                                           Teacher generated seating chart
                                                                                                            designating group (implementation)
                                                                                                           Varied leveled activities based on
                                                                                                            Essential Question/formative
                                                                                                            assessments to meet student need
                                                                                                           Teacher led group when
                                                                                                            appropriate
                                                                                                           Variety of instructional grouping
                                                                                                            formats; small/independent /by
                                                                                                            interests/ability/whole
                                                                                                           Group product; all individuals have
                                                                                                            performing roles and
                                                                                                            responsibilities

Instructional materials and resources                      Instructional materials and resources       Instructional materials and resources are     Instructional materials and             Instructional materials and
                                                           are suitable to the instructional           suitable to the instructional purposes and    resources are only partially suitable   resources are unsuitable to the
                                                           purposes and engage students                engage students mentally.                     to the instructional purposes, or       instructional purposes or do not
                                                           mentally. Students initiate the choice,                                                   students are only partially mentally    engage students mentally.
                                                           adaptation, or creation of materials to     Look Fors:                                    engaged with them.
                                                           enhance their learning.                         Selected resource is aligned with
                                                                                                            skill/content
                                                                                                           Students effectively utilizing
                                                                                                            resources
                                                                                                           Prepared and organized materials;
                                                                                                            interesting, engaging, rigorous,
                                                                                                            varied levels
                                                                                                           Effective use of : Maps/Charts,
                                                                                                            manipulatives, state aligned
                                                                                                            textbooks, print materials,
                                                                                                            technology, lab materials, etc.




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                 Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Structure and pacing                                       The lesson's structure is highly           The lesson has a clearly defined structure    The lesson has a recognizable         The lesson has no clearly
                                                           coherent, allowing for reflection and      around which the activities are               structure, although it is not         defined structure, or the pace
                                                           closure. Pacing of the lesson is           organized. Pacing of the lesson is            uniformly maintained throughout       of the lesson is too slow or
                                                           appropriate for all students.              generally appropriate.                        the lesson. Pacing of the lesson is   rushed, or both.
                                                                                                                                                    inconsistent.
                                                                                                      Look Fors:
                                                                                                          Essential questions
                                                                                                          Agenda
                                                                                                          Structure of critical elements; read,
                                                                                                           discuss, write; gradual release
                                                                                                          Distributed summarization
                                                                                                          Wrap-up, exit ticket, verbal quiz
                                                                                                          Definitive triggers within lesson
                                                                                                          Instructional momentum
                                                                                                          Age appropriate pacing

Component 3d: Using Assessment in Instruction

                                                                                                                                                            Needs
Element                                                             Highly Effective                                 Effective                      Improvement/Developing                     Unsatisfactory
Assessment criteria                                        Students are fully aware of the criteria   Students are fully aware of the criteria      Students know some of the criteria    Students are not aware of the
                                                           and performance standards by which         and performance standards by which            and performance standards by          criteria and performance
                                                           their work will be evaluated and have      their work will be evaluated.                 which their work will be evaluated.   standards by which their work
                                                           contributed to the development of the                                                                                          will be evaluated.
                                                           criteria.                                  Look Fors:
                                                                                                          Essential question with discussion
                                                                                                          Study guide/rubric, reflecting
                                                                                                           criteria
                                                                                                          Standards presented in student
                                                                                                           friendly language
                                                                                                          Syllabus, outlined grading criteria
                                                                                                           posted; agenda and due dates,
                                                                                                           assignments, rubrics, grading scales
                                                                                                          Assessment prompts/knowledge
                                                                                                           prompts throughout lessons
                                                                                                          Summarizing strategies
                                                                                                          Anchor papers/examples

Monitoring of student learning                             Teacher actively and systematically        Teacher monitors the progress of groups       Teacher monitors the progress of      Teacher does not monitor
                                                           elicits diagnostic information from        of students in the curriculum, making         the class a as whole but elicits no   student learning in the
                                                           individual students regarding their        limited use of diagnostic prompts to elicit   diagnostic information.               curriculum.
                                                           understanding and monitors the             information.
                                                           progress of individual students.
                                                                                                      Look Fors:
                                                                                                          Indivudal and group feedback
                                                                                                          Teacher circulation to monitor
                                                                                                           understanding
                                                                                                          Teacher offers suggestions
                                                                                                          Teacher checks student work
                                                                                                          Guided classroom/small group
                                                                                                           discussion
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                  Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                          Ask student to demonstrate
                                                                                                           understanding; (example: use
                                                                                                           manipulatives, distributed
                                                                                                           summarization, answer essential
                                                                                                           questions, etc.)




Feedback to students                                       Teacher's feedback to students is timely   Teacher's feedback to students is timely     Teacher's feedback to students is   Teacher's feedback to students
                                                           and of consistently high quality, and      and of consistently high quality.            uneven, and its timeliness is       is of poor quality and not
                                                           students make use of the feedback in                                                    inconsistent.                       provided in a timely manner.
                                                           their learning.                            Look Fors:
                                                                                                          Provides adequate wait time
                                                                                                           appropriate to the group, level
                                                                                                          Provides corrective feedback
                                                                                                          Provides feedback to enrich,
                                                                                                           challenge, or reinforce
                                                                                                          Provides timely and high quality
                                                                                                           feedback; student portal,
                                                                                                           parent/teacher, FCA’s-assignments
                                                                                                           returned
                                                                                                          Students provided opportunity to
                                                                                                           evaluate other’s work
                                                                                                          Students learn to apply rubrics
                                                                                                          Students’ understanding of teacher
                                                                                                           feedback (Ask About-talk to
                                                                                                           students)
                                                                                                          Use of responses from exit tickets
                                                                                                           to give feedback; quick responses
                                                                                                           on sticky notes

Student self-assessment and monitoring of progress         Students not only frequently assess and    Students frequently assess and monitor       Students occasionally assess the    Students do not engage in self-
                                                           monitor the quality of their own work      the quality of their own work against the    quality of their own work against   assessment or monitoring of
                                                           against the assessment criteria and        assessment criteria and performance          the assessment criteria and         progress.
                                                           performance standards but also make        standards.                                   performance standards.
                                                           active use of that information in their
                                                           learning.                                  Look Fors:
                                                                                                          Rubrics:
                                                                                                                      Students use rubric
                                                                                                                      Rubrics are displayed or
                                                                                                                       otherwise evident
                                                                                                          Academic notebooks, interactive
                                                                                                           notebooks, portfolios
                                                                                                          Data folders/current data including
                                                                                                           graphs may include: SuccesMaker,
                                                                                                           FastMath, AR, Fast For Word,
                                                                                                           Benchmark
                                                                                                          Use of student portal
                                                                                                          Self correcting/editing
                                                                                                          Summarizing strategies; exit tickets,
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                      jot thoughts, think-pair-share
                                                                                                     Use of anchor papers and correct
                                                                                                      examples
                                                                                                     Timelines




Component 3e: Demonstrating Flexibility and Responsiveness

                                                                                                                                                   Needs
                       Element                                     Highly Effective                            Effective                   Improvement/Developing                     Unsatisfactory
Lesson adjustment                                          Teacher successfully makes a major    Teacher makes a minor adjustment to a     Teacher attempts to adjust a lesson   Teacher adheres rigidly to an
                                                           adjustment to a lesson when needed.   lesson, and the adjustment occurs         when needed, with only partially      instructional plan, even when a
                                                                                                 smoothly.                                 successful results.                   change is clearly needed.

                                                                                                 Look Fors:
                                                                                                     Shifts in questioning, pacing,
                                                                                                      definition or explanation;
                                                                                                      withitness, “teachable moments”
                                                                                                      connected to content
                                                                                                     Reteach/review/redesign
                                                                                                     Seamless adjustment in response
                                                                                                      to: technology failure, drills
                                                                                                      disruption, student
                                                                                                      misunderstanding, other disruption
                                                                                                     Alteration of planned assignment




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Response to students                                       Teacher seizes a major opportunity to    Teacher successfully accommodates            Teacher attempts to accommodate        Teacher ignores or brushes
                                                           enhance learning, building on student    students' questions or interests.            students' questions or interests,      aside students' questions or
                                                           interests or a spontaneous event.                                                     although the pacing of the lesson is   interests.
                                                                                                    Look Fors:                                   disrupted.
                                                                                                         Teacher responding appropriately;
                                                                                                          ask for clarification, restate
                                                                                                          question depending on age and
                                                                                                          ability
                                                                                                         Response time is adequate for level,
                                                                                                          content, and grouping
                                                                                                         Responds with knowledge of
                                                                                                          personal/generic interests
                                                                                                         “Teachable moments” for clarity
                                                                                                         Responds with real world examples
                                                                                                         Making it safe for questions
                                                                                                         Redirecting off topic questions back
                                                                                                          to essential question
Persistence                                                Teacher persists in seeking effective    Teacher persists in seeking approaches       Teacher accepts responsibility for     When a student has difficulty
                                                           approaches for students who need         for students who have difficulty learning,   the success of all students but has    learning, the teacher either
                                                           help, using an extensive repertoire of   drawing on a broad repertoire of             only a limited repertoire of           gives up or blames the student
                                                           strategies and soliciting additional     strategies.                                  instructional strategies to draw on.   or the student's home
                                                           resources from the school.                                                                                                   environment.
                                                                                                    Look Fors:
                                                                                                        Evidence of:
                                                                                                                    Small groups
                                                                                                                    Different modalities
                                                                                                                    Media; technology
                                                                                                                     (movies, websites etc.)
                                                                                                                    Manipulatives
                                                                                                                    Reteaching differently
                                                                                                                    Peer assistance
                                                                                                                    Curricular resources
                                                                                                                     modified for student
                                                                                                                     need
                                                                                                                    Adjustments in small
                                                                                                                     group instruction
                                                                                                        Referrals to guidance counselors,
                                                                                                         peer coaches, deans, adminstrators,
                                                                                                         outside agencies
                                                                                                        Differentiated instruction evident in
                                                                                                         lessons, tasks, assignments, centers
                                                                                                        RTI/SAT inititation
                                                                                                        Teacher assessses lesson learning
                                                                                                         outcomes


Domain 4: Professional Responsibilities
Component 4a: Reflecting on Teaching

                                                                                                                                                         Needs
                       Element                                      Highly Effective                              Effective                      Improvement/Developing                      Unsatisfactory
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Accuracy                                                   Teacher makes a thoughtful and                Teacher makes an accurate assessment         Teacher has a generally accurate      Teacher does not know
                                                           accurate assessment of a lesson's             of a lesson's effectiveness and the extent   impression of a lesson's              whether a lesson was effective
                                                           effectiveness and the extent to which it      to which it achieved its instructional       effectiveness and the extent to       or achieved its instructional
                                                           achieved its instructional outcomes,          outcomes and can cite general references     which instructional outcomes were     outcomes, or teacher
                                                           citing many specific examples from the        to support the judgment.                     met.                                  profoundly misjudges the
                                                           lesson and weighing the relative                                                                                                 success of a lesson.
                                                           strengths of each.                            Look Fors:
                                                                                                             Informal assessments through
                                                                                                              observations
                                                                                                             Skilled questioning/probing
                                                                                                             Use of higher order thinking skills
                                                                                                              and questions to assess outcomes
                                                                                                             Student understanding by restating,
                                                                                                              summarizing and application
                                                                                                             Note any lesson adjustments
                                                                                                              effective/ineffective

                                                                                                         Artifacts:
                                                                                                              Collegial conversations (notes)
                                                                                                              Journal writing (Professional
                                                                                                               journal)
                                                                                                              Reflection sheet
                                                                                                              Notes in/on lesson plans
                                                                                                              Assessments
Use in future teaching                                     Drawing on an extensive repertoire of         Teacher makes a few specific suggestions     Teacher makes general suggestions     Teacher has no suggestions for
                                                           skills, teacher offers specific alternative   of what could be tried another time the      about how a lesson could be           how a lesson could be
                                                           actions, complete with the probable           lesson is taught.                            improved another time the lesson is   improved another time the
                                                           success of different courses of action.                                                    taught.                               lesson is taught.
                                                                                                         Look Fors:
                                                                                                             Revise instructional groups
                                                                                                             Scaffolds in future lessons based on
                                                                                                              assessments
                                                                                                             New or additional instructional
                                                                                                              strategies
                                                                                                             Discussion in PLC , Lesson Study, or
                                                                                                              collaborative planning
                                                                                                             Suggestions to IEP
                                                                                                             Action plan reflection


                                                                                                         Artifacts:
                                                                                                              Revised lesson plans
                                                                                                              Revised groups
                                                                                                              Reflection sheet

                                                                                                             Modified lesson plans from
                                                                                                              PLC/Lesson Study/collaboration

                                                                                                             IEP/PBIP/PMP revisions

Component 4b: Maintaining Accurate Records

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                    Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Student completion of assignments                          Teacher's system for maintaining           Teacher's system for maintaining           Teacher's system for maintaining         Teacher's system for
                                                           information on student completion of       information on student completion of       information on student completion        maintaining information on
                                                           assignments is fully effective. Students   assignments is fully effective.            of assignments is rudimentary and        student completion of
                                                           participate in maintaining the records.                                               only partially effective.                assignments is in disarray.
                                                                                                      Look Fors:
                                                                                                          Assignment completion charts
                                                                                                          Posted data and progress charts,
                                                                                                           work samples
                                                                                                          Current gradebook
                                                                                                          Clear policy posted for regular and
                                                                                                           daily make up work and
                                                                                                           calendar/planner

                                                                                                      Artifacts:
                                                                                                           Power Teacher
                                                                                                           SMS reports
                                                                                                           PM reports
                                                                                                           Teacher webpage
                                                                                                           Electronic/hard copy of make up
                                                                                                            work
                                                                                                           Student planners
                                                                                                           Documentation of ISS work
                                                                                                            completion
Student progress in learning                               Teacher's system for maintaining           Teacher's system for maintaining           Teacher's system for maintaining         Teacher has no system for
                                                           information on student progress in         information on student progress in         information on student progress in       maintaining information on
                                                           learning is fully effective. Students      learning is fully effective.               learning is rudimentary and only         student progress in learning, or
                                                           contribute information and participate                                                partially effective.                     the system is in disarray.
                                                           in interpreting the records.               Look Fors:
                                                                                                          SMS graphs
                                                                                                          Student progress charts
                                                                                                          Student grouping (academic)
                                                                                                           rotation charts
                                                                                                          Student comments

                                                                                                      Artifacts:
                                                                                                           PM remediation data
                                                                                                           Power Teacher & SMS, STAR,
                                                                                                            Alternative Program reports
                                                                                                           Student progress charts
                                                                                                           FAIR data
                                                                                                           FCA Data
                                                                                                           Data notebooks/academic
                                                                                                            notebooks/portfolios
                                                                                                           RtI/PMP data and graphs

Non-instructional records                                  Teacher's system for maintaining           Teacher's system for maintaining           Teacher's records for non-               Teacher's records for non-
                                                           information on non-instructional           information on non-instructional           instructional activities are adequate,   instructional activities are in
                                                           activities is highly effective, and        activities is fully effective.             but they require frequent                disarray, resulting in errors and
                                                           students contribute to its maintenance.                                               monitoring to avoid errors.              confusion.
                                                                                                      Look Fors:
                                                                                                          Attendance taking procedures
                                                                                                          Attendance submitted in timely
                                                                                                           manner
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                  Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                        Discipline tracking
                                                                                                        Payroll signatures
                                                                                                        Morning sign-in

                                                                                                    Artifacts:
                                                                                                         Records of candy sales, field trips,
                                                                                                          permission slips, club
                                                                                                          participation/sponsorship,
                                                                                                          temporary duty forms
                                                                                                         Peer teacher log/para logs
                                                                                                         SMS attendance reports
                                                                                                         Receipt books/Monies collected
                                                                                                          forms
                                                                                                         Fundraising recap sheet
                                                                                                         Check in/Check out sheets
                                                                                                         Behavior tracking sheets
                                                                                                         Phone logs to parents

Component 4c: Communicating with Families

                                                                                                                                                         Needs
Element                                                            Highly Effective                                Effective                     Improvement/Developing                       Unsatisfactory
Information about the Instructional program                Teacher provides frequent information    Teacher provides frequent information to     Teacher participates in the school's   Teacher provides little or no
                                                           to families, as appropriate, about the   families, as appropriate, about the          activities for family communication    information about the
                                                           instructional program. Students          instructional program.                       but offers little additional           instructional program to
                                                           participate in preparing materials for                                                information.                           families.
                                                           their families.                          Look Fors:
                                                                                                        Frequency of contact
                                                                                                        Contacts with parents (ex: teacher
                                                                                                         called regarding assignment/test)
                                                                                                        Essential questions, test dates,
                                                                                                         rubrics posted on teacher website
                                                                                                        Communication to parents using
                                                                                                         planner/ALERT NOW
                                                                                                        Classroom newsletter system

                                                                                                    Artifacts:
                                                                                                         Newsletters
                                                                                                         Websites – up to date
                                                                                                         Course syllabus
                                                                                                         Meeting agendas
                                                                                                         Email distribution list
                                                                                                         Report cards/progress report
                                                                                                          comments
                                                                                                         Invitations to family night events
                                                                                                         Parent assignment sign-off sheet




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Information about individual students                      Teacher provides information to            Teacher communicates with families          Teacher adheres to the school's      Teacher provides minimal
                                                           families frequently on student progress,   about students' progress on a regular       required procedures for              information to families about
                                                           with students contributing to the design   basis, respecting cultural norms, and is    communicating with families.         individual students, or the
                                                           of the system. Response to family          available as needed to respond to family    Responses to family concerns are     communication is inappropriate
                                                           concerns is handled with great             concerns.                                   minimal or may reflect occasional    to the cultures of the families.
                                                           professional and cultural sensitivity.                                                 insensitivity to cultural norms.     Teacher does not respond, or
                                                                                                      Look Fors:                                                                       responds insensitively, to family
                                                                                                          Sensitive to ethnic groups                                                  concerns about students.
                                                                                                           evidenced by comments, inclusion
                                                                                                           of diversity in assignments, etc.
                                                                                                          Parent/Teacher conference
                                                                                                           attendance
                                                                                                          Leadership roles in parent
                                                                                                           involvement; part of PTA/PTO/SAC,
                                                                                                           etc.
                                                                                                          Communication systems in place to
                                                                                                           include distribution email list,
                                                                                                           translated documents/info, regular
                                                                                                           progress reporting, etc.
                                                                                                          Open house/Orientation
                                                                                                           participation records
                                                                                                          Parent complaints and/or
                                                                                                           compliments

                                                                                                      Artifacts:
                                                                                                           Grade book current
                                                                                                           Discipline referral log
                                                                                                           Lesson Plans for various cultural
                                                                                                            events (ex: Black history month,
                                                                                                            Cinco de Mayo, Hispanic awareness
                                                                                                            month, etc.)
                                                                                                           Behavior sheet
                                                                                                           Notes home/emails
                                                                                                           Web page
                                                                                                           Parent phone contact document
                                                                                                           Translated document
Engagement of families in the instructional program        Teacher's efforts to engage families in    Teacher's efforts to engage families in     Teacher makes modest and partially   Teacher makes no attempt to
                                                           the instructional program are frequent     the instructional program are frequent      successful attempts to engage        engage families in the
                                                           and successful. Students contribute        and successful.                             families in the instructional        instructional program, or such
                                                           ideas for projects that could be                                                       program.                             efforts are inappropriate.
                                                           enhanced by family participation.          Look Fors:
                                                                                                          Events with parents invitations (ex:
                                                                                                           Classroom presentations,
                                                                                                           ceremonies, special events,
                                                                                                           curriculum fairs, etc.)
                                                                                                          Frequency of contact- phone, email,
                                                                                                           notes
                                                                                                          Conferences

                                                                                                      Artifacts:
                                                                                                           Class event photos, scrapbooks,
                                                                                                            other memorabilia
                                                                                                           Newsletters, notes, report sheets,
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                           contact sheets




Component 4d: Participating in a Professional Community

                                                                                                                                                           Needs
                         Element                                    Highly Effective                                 Effective                     Improvement/Developing                    Unsatisfactory
Relationships with colleagues                              Relationships with colleagues are          Relationships with colleagues are            Teacher maintains cordial           Teacher's relationship with
                                                           characterized by mutual support and        characterized by mutual support and          relationships with colleagues to    colleagues is negative or self-
                                                           cooperation. Teacher takes initiative in   cooperation.                                 fulfill duties that the school or   serving.
                                                           assuming leadership among the faculty.                                                  district requires.
                                                                                                      Look Fors:
                                                                                                          Participation, positive contribution,
                                                                                                           and active engagement in PLC,
                                                                                                           Lesson Study, department
                                                                                                           meetings, team meetings, faculty
                                                                                                           meetings, Action Research
                                                                                                          Freely sharing ideas and materials
                                                                                                          Working collaboratively and
                                                                                                           mutually supportive of peers
                                                                                                          Respectfully disagree without
                                                                                                           attacks
                                                                                                          Building consensus
                                                                                                          Listen for colleague commentary;
                                                                                                           feedback from meetings and
                                                                                                           trainings on and off campus

                                                                                                      Artifacts:
                                                                                                           Agendas and minutes, emails to
                                                                                                            peers, lesson plan development
                                                                                                           Placemat agreements, group
                                                                                                            norms, rules
                                                                                                           Professional web groups
                                                                                                           Book Study groups




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                    Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Involvement in a culture of professional inquiry           Teacher takes a leadership role in       Teacher actively participates in a culture    Teacher becomes involved in the    Teacher avoids participation in
                                                           promoting a culture of professional      of professional inquiry.                      school's culture of inquiry when   a culture of inquiry, resisting
                                                           inquiry.                                                                               invited to do so.                  opportunities to become
                                                                                                    Look Fors:                                                                       involved.
                                                                                                        Participates in professional
                                                                                                         development (PLC, Lesson Study,
                                                                                                         Action Research, obtain a higher
                                                                                                         degree, or other activities relying on
                                                                                                         active research rather than
                                                                                                         attendance)
                                                                                                        RtI/PMP
                                                                                                        Professional organizations example:
                                                                                                         PDK
                                                                                                        Lead teachers for district initiatives

                                                                                                    Artifacts:
                                                                                                         IPDP reflecting participation
                                                                                                         Sign in sheets
                                                                                                         Data, lesson plan, graphs relating to
                                                                                                          PLC, Lesson Study, Action Research,
                                                                                                          etc.
                                                                                                         Published in academic journals
Service to the school *                                    Teacher participates in school events,   Teacher participates in school events,        Teacher participates in school     Teacher avoids becoming
                                                           making a substantial contribution, and   making a substantial contribution.            events when specifically asked.    involved in school events.
                                                           assumes a leadership role in at least
                                                           one aspect of school life.

                                                           *HE can be achieved during contract      *E can be achieved during contract hours
*HE and E can be achieved during contract hours            hours
                                                                                                    Look Fors:
                                                                                                        Participates actively in PLC
                                                                                                        Special Olympics
                                                                                                        Yearbook
                                                                                                        Remediation
                                                                                                        Union Rep
                                                                                                        Department Chair
                                                                                                        Grade Level Chair
                                                                                                        Lead Teacher
                                                                                                        Open House/Orientation
                                                                                                        PBS activities
                                                                                                        Carnival
                                                                                                        Academic Nights
                                                                                                        Committees
                                                                                                        Promotes for the greater good
                                                                                                         (Jump Rope 40, grants, ecology,
                                                                                                         United Way)
                                                                                                        Interns/Mentor teachers/student
                                                                                                         teachers
                                                                                                        Staff development
                                                                                                        Recruiting volunteers
                                                                                                        4H
                                                                                                        SAC/PTO

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                     Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                         Career Day

                                                                                                     Artifacts:
                                                                                                          Sign in sheets
                                                                                                          Event pictures
                                                                                                          Staff development records
                                                                                                          Student data
                                                                                                          Flyers
                                                                                                          Evaluations for mentors and interns
                                                                                                          Volunteer reports
                                                                                                          Committee end results
                                                                                                          Schedules
                                                                                                          Financial record keeping
                                                                                                          Agendas, minutes
                                                                                                          Grant paperwork
                                                                                                          Club attendance records
                                                                                                          SIP (listed as a person responsible
                                                                                                           for a task)
Participation in school and district projects              Teacher volunteers to participate in      Teacher volunteers to participate in        Teacher participates in school and    Teacher avoids becoming
                                                           school and district projects, making a    school and district projects, making a      district projects when specifically   involved in school and district
                                                           substantial contribution, and assumes a   substantial contribution.                   asked.                                projects.
                                                           leadership role in a major school or
                                                           district project.                         Look Fors:
                                                                                                         Curriculum committees
                                                                                                         Textbook committees
                                                                                                         Staff development
                                                                                                         PICC/Learning Academy teachers
                                                                                                         Recruiting volunteers
                                                                                                         United Way
                                                                                                         March of Dimes
                                                                                                         4H
                                                                                                         Club leaders
                                                                                                         AR committee
                                                                                                         Sunshine committee
                                                                                                         PBS committee
                                                                                                         Lead teachers

                                                                                                     Artifacts:
                                                                                                          Emails
                                                                                                          Agendas
                                                                                                          Sign in sheets
                                                                                                          Volunteer reports
                                                                                                          Flyers
                                                                                                          Club attendance records
                                                                                                          Financial record keeping
                                                                                                          Committee end results and
                                                                                                           products
                                                                                                          Action plans from committee
                                                                                                           meetings




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                 Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Component 4e: Growing and Developing Professionally

                                                                                                                                                     Needs
Element                                                            Highly Effective                             Effective                    Improvement/Developing                      Unsatisfactory
Enhancement of content knowledge and pedagogical skill     Teacher seeks out opportunities for    Teacher seeks out opportunities for        Teacher participates in professional   Teacher engages in no
                                                           professional development and makes a   professional development to enhance        activities to a limited extent when    professional development
                                                           systematic effort to conduct action    content knowledge and pedagogical skill.   they are convenient.                   activities to enhance knowledge
                                                           research.                                                                                                                or skill.
                                                                                                  Look Fors:
                                                                                                      Non-mandatory training
                                                                                                       involvement
                                                                                                      District trainings
                                                                                                      School In service
                                                                                                      Book Studies
                                                                                                      PLC’s
                                                                                                      Lesson Studies
                                                                                                      Observation with feedback
                                                                                                       reflection and action plan
                                                                                                      Seeking to observe colleagues (on
                                                                                                       or off of campus)
                                                                                                      PD Videos
                                                                                                      Collaborative reflection (with
                                                                                                       coaches and peers)
                                                                                                      Webinars
                                                                                                      PDU Courses
                                                                                                      Distance learning (Moodle, TV
                                                                                                       Training channel, CCC, video on
                                                                                                       demand, Educational Impact, etc.)

                                                                                                  Artifacts:
                                                                                                       Sign in roster
                                                                                                       MIP cumulative report
                                                                                                       PLC minutes/product
                                                                                                       Lesson Plans
                                                                                                       3-2-1
                                                                                                       TDE for attending a
                                                                                                        conference/calendar/lesson plans
                                                                                                       Written request to attend training
                                                                                                       Documentation of attending
                                                                                                        training on their own time/dime




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                  Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
Receptivity to feedback from colleagues                    Teacher seeks out feedback on teaching      Teacher welcomes feedback from                Teacher accepts, with some          Teacher resists feedback on
                                                           from both supervisors and colleagues.       colleagues when made by supervisors or        reluctance, feedback on teaching    teaching performance from
                                                                                                       when opportunities arise through              performance from both supervisors   either supervisors or more
                                                                                                       professional collaboration.                   and professional colleagues.        experienced colleagues.

                                                                                                       Look Fors:
                                                                                                           Observation of grade level PLC
                                                                                                           Pre/Post conference;
                                                                                                            walkthrough/formal or informal
                                                                                                            (observation/evaluation)
                                                                                                           After school event
                                                                                                           Body language (trainings/feedback)
                                                                                                           Conversations
                                                                                                           Appropriate/positive written
                                                                                                            feedback

                                                                                                       Artifacts:
                                                                                                            Grade level PLC notes/minutes
                                                                                                            Conference form
                                                                                                            Written request asking for feedback
                                                                                                             (emails, etc.)
                                                                                                            Evidence of follow-through;
                                                                                                             (examples: lesson plans, room
                                                                                                             arrangement, instructional
                                                                                                             strategies)
Service to profession                                      Teacher initiates important activities to   Teacher participates actively in assisting    Teacher finds limited ways to       Teacher makes no effort to
                                                           contribute to the profession.               other educators.                              contribute to the profession.       share knowledge with others or
                                                                                                                                                                                         to assume professional
                                                                                                       Look Fors:                                                                        responsibilities.
                                                                                                           Participate in Train the Trainer
                                                                                                           Peer teacher to 1st year/grade
                                                                                                            level/subject teacher
                                                                                                           Facilitate research, Action Research,
                                                                                                            PLC, Lesson Study, Book Study,
                                                                                                            collaborative planning group, etc.
                                                                                                           Department Chair/Grade level chair
                                                                                                           Sit on District/School committees
                                                                                                           Share ideas with others
                                                                                                           Volunteers to chair/participate on
                                                                                                            events and or committees
                                                                                                           Feedback from peers
                                                                                                           Host interns
                                                                                                           Peer mentoring
                                                                                                           Model teacher (welcomes others to
                                                                                                            observe lessons)

                                                                                                       Artifacts:
                                                                                                            Certification in Train the Trainer or
                                                                                                             other areas
                                                                                                            Notes/Power Points from Action
                                                                                                             Research
                                                                                                            Mentoring logs (beginning teacher,
                                                                                                             peer teacher, ACP, other)
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                          PLC notes/committee notes
                                                                                                          Emails
                                                                                                          Announcements
                                                                                                          Blogs/Forums
                                                                                                          Teacher website contribution
                                                                                                           (example: “Teachers Pay Teachers”)
                                                                                                          Clinical Ed certification
                                                                                                          Video of lesson to share within and
                                                                                                           outside of school as model




Component 4f: Showing Professionalism

                                                                                                                                                           Needs
                         Element                                    Highly Effective                                 Effective                     Improvement/Developing                     Unsatisfactory
Integrity and ethical conduct                              Teacher can be counted on to hold the      Teacher displays high standards of           Teacher is honest in interactions    Teacher displays dishonesty in
                                                           highest standards of honesty, integrity,   honesty, integrity and confidentiality in    with colleagues, students, and the   interactions with colleagues,
                                                           and confidentiality and takes a            interactions with colleagues, students,      public.                              students, and the public.
                                                           leadership role with colleagues.           and the public.

                                                                                                      Look Fors:
                                                                                                          Confidentiality – verbal/written
                                                                                                          Appropriate interaction with all
                                                                                                          Appropriate attire
                                                                                                          Adhere to professional practices
                                                                                                           document
                                                                                                          Respectful and
                                                                                                           appropriate/professional language
                                                                                                          Lack of complaints about behavior
                                                                                                          Honesty
                                                                                                          No gossip/rumor spreading

                                                                                                      Artifacts:
                                                                                                           Social media usage is appropriate to
                                                                                                            the standards of the profession
                                                                                                            (Facebook, email, Twitter)
                                                                                                           District techonology agreement
                                                                                                           Written communication
Service to students                                        Teacher is highly proactive in serving     Teacher is active in serving students.       Teacher's attempts to serve          Teacher is not alert to students'
                                                           students, seeking out resources when                                                    students are inconsistent.           needs.
                                                           needed.                                    Look Fors:
                                                                                                          RtI involvement/support
                                                                                                          List of students in lesson plans –
                                                                                                           (interventions and enrichment)
                                                                                                          Advocating for students ; students
                                                                                                           first priority, activities and class
                                                                                                           structure to support affectively and

Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                          cognitively, interactions

                                                                                                         Awareness of special needs of all
                                                                                                          students in class (staffings, RtI,
                                                                                                          PMP, parent conferences, medical
                                                                                                          accomodations, financial needs)
                                                                                                         PBS (Positive Behavior Support)
                                                                                                         Resourceful in finding what student
                                                                                                          needs
                                                                                                         Mentoring
                                                                                                         Mandatory reporting

                                                                                                     Artifacts:
                                                                                                          RtI graph
                                                                                                          Documentation at PMP meetings
                                                                                                          Centers/Groups listed in lessons
                                                                                                          Checklists
                                                                                                          Portfolios
                                                                                                          Student IEP/504/ELL
                                                                                                          Behavior plan/contract
                                                                                                          Lesson plans
                                                                                                          DCF report
Advocacy                                                   Teacher makes a concerted effort to       Teacher works to ensure that all students   Teacher does not knowingly          Teacher contributes to school
                                                           challenge negative attitudes or           receive a fair opportunity to succeed.      contribute to some students being   practices that result in some
                                                           practices to ensure that all students,                                                ill served by the school.           students being ill served by the
                                                           particularly those traditionally          Look Fors:                                                                      school.
                                                           underserved, are honored in the school.       Provides opportunities for students
                                                                                                          underserved (internet access,
                                                                                                          books, tutoring)
                                                                                                         Alternative assessments (oral
                                                                                                          presentations)
                                                                                                         Gifted referrals
                                                                                                         Record of students submitted or
                                                                                                          referred for opportunities outside
                                                                                                          school in the community
                                                                                                         Obtain resources from guidance

                                                                                                     Artifacts:
                                                                                                          Conference log/parents
                                                                                                          Guidance communication (student
                                                                                                           needs school supplies, shoes)
                                                                                                          Social worker referrals
                                                                                                          ESE/504 accomodations listed in
                                                                                                           lesson plans
                                                                                                          ESE Referral

Decision making                                            Teacher takes a leadership role in team   Teacher maintains an open mind and          Teacher's decisions and             Teacher makes decisions and
                                                           or departmental decision making and       participates in team or departmental        recommendations are based on        recommendations based on
                                                           helps ensure that such decisions are      decision making.                            limited though genuinely            self-serving interests.
                                                           based on the highest professional                                                     professional considerations.
                                                           standards.                                Look Fors:
                                                                                                         Observations by Administrator and
                                                                                                          participation in: team meetings,
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                   Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                                            collaborative meetings, data
                                                                                                            meetings, planning meetings, PLC
                                                                                                            meetings, SAC meetings, faculty
                                                                                                            meetings
                                                                                                           Conversations with staff members
                                                                                                           Positive attitude when change
                                                                                                            occurs
                                                                                                           Cooperation/compliance in group
                                                                                                            setting
                                                                                                           Prepared for decision making topic
                                                                                                            (example: educational research)
                                                                                                           Agree to disagree respectfully but
                                                                                                            supports concensus decision of
                                                                                                            group

                                                                                                       Artifacts:
                                                                                                            Grade level planning forms
                                                                                                            Team created lesson plans
                                                                                                            Action plans from data meetings
                                                                                                            Meeting agendas
                                                                                                            Emails/written respnses are positive
Compliance with school and district regulations            Teacher complies fully with school and      Teacher complies fully with school and       Teacher complies minimally with    Teacher does not comply with
                                                           district regulations, taking a leadership   district regulations.                        school and district regulations,   school and district regulations.
                                                           role with colleagues.                                                                    doing just enough to get by.
                                                                                                       Look Fors:
                                                                                                           On time for work, and all other
                                                                                                            scheduled activities during the day
                                                                                                           Following district and school
                                                                                                            calendars, maps, discipline
                                                                                                            procedures, schedules
                                                                                                           MTSS interventions
                                                                                                           Possession of lesson plans
                                                                                                           Adheres and in compliance with
                                                                                                            safety and medical procedures: (fire
                                                                                                            drill, Code Red, etc.)
                                                                                                           Attendance
                                                                                                           Prepared for
                                                                                                            meetings/Implementation projects
                                                                                                            (PMPs, SATs, IEPs, 504s
                                                                                                           Adherence to Pupil Progression Plan
                                                                                                            and Code of Conduct
                                                                                                           Adherence to Code of Ethics from
                                                                                                            Florida Education Standards
                                                                                                            Commission

                                                                                                       Artifacts:
                                                                                                            Accurate and timely paperwork
                                                                                                                      FCA scan sheets
                                                                                                                      Attendance
                                                                                                                      Grades
                                                                                                                      Monies collected forms
                                                                                                                      Student portfolios/MTSS
                                                                                                                       graphs
Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012
                                Marion County Instructional Evaluation System-Teacher Performance Rubrics Unwrapping Elements
                                                                                Individual school procedures
                                                                                            Student data folders
                                                                                             updated weekly
                                                                                            Lesson plans posted on
                                                                                             SharePoint
                                                                                            Lesson plans
                                                                                             documenting standards
                                                                                Leave forms/TDE’s
                                                                                IPDP
                                                                                Documentation of accomodations
                                                                                 in plans




Teacher Performance Rubrics Unwrapping Domains-Effective 08/2012

								
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