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					                                                  Evaluation Report (Rating Scale with Scoring Guide)
Teacher:           Administrator/Supervisor -----------------
Grade/Subject:          School: ----------------

 Criteria                                    Exceeds                                           Meets                                       Progressing                                  Does Not Meet
  1. The instructor           The instructor causes students to actively       The instructor causes students to actively      The instructor is inconsistent in causing      The instructor shows little or no evidence
  provides students with      participate and engage in activities/learning    participate and engage in activities/learning   students to engage in activities/learning to   of causing students to actively participate
  opportunities to acquire    that integrate the skills of gathering,          to gather, analyze, and apply information       gather, analyze, and apply information and     and engage in activities/learning to gather,
  the knowledge and skills    analyzing, and applying information and          and ideas in an authentic setting/context.      ideas in an authentic setting/context. The     analyze and apply information and ideas in
  to gather, analyze, and     ideas in authentic settings/context. The         The instructor organizes and manages            instructor organizes and manages               an authentic setting/context. The instructor
  apply information and       instructor acts as a facilitator in managing     activities/learning to ensure students          activities/learning in a less than effective   shows little or no evidence or organizing
  ideas.                      activities/learning to ensure students           participate and are successful in the           manner to ensure students participate and      and managing activities/learning to ensure
                              participate and are successful in the            learning process. Instructional artifacts       are successful in the learning process.        students participate and are successful in
                              learning process. Instructional artifacts        demonstrate the development of learning         Instructional artifacts demonstrate an         the learning process. Instructional artifacts
                              demonstrate the development of learning          experiences that are appropriate to the         inconsistent development of learning           demonstrate little or no development of
                              experiences that integrate process skills in     goal.                                           experiences that are appropriate to the        learning activities that are appropriate to
                              an authentic fashion.                                                                            goal.                                          the goal.
 Scoring
  2. The instructor           The instructor causes students to actively       The instructor causes students to actively      The instructor is inconsistent in causing      The instructor shows little or no evidence
  provides students with      participate and engage in activities/learning    participate and engage in activities/learning   students to engage in activities/learning to   of causing students to actively participate
  opportunities to acquire    that integrate the skills of communicating       to communicate effectively within and           communicate effectively within and beyond      and engage in activities/learning to
  the knowledge and skills    effectively within and beyond the                beyond the classroom in an authentic            the classroom in an authentic                  communicate effectively within and beyond
  to communicate              classroom in authentic settings/context.         setting/context. The instructor organizes       setting/context. The instructor organizes      the classroom in an authentic
  effectively within and      The instructor acts as a facilitator in          and manages activities/learning to ensure       and manages activities/learning in a less      setting/context. The instructor shows little
  beyond the classroom.       managing activities/learning to ensure           students participate and are successful in      than effective manner to ensure students       or no evidence or organizing and
                              students participate and are successful in       the learning process. Instructional artifacts   participate and are successful in the          managing activities/learning to ensure
                              the learning process. Instructional artifacts    demonstrate the development of learning         learning process. Instructional artifacts      students participate and are successful in
                              demonstrate the development of learning          experiences that are appropriate to the         demonstrate an inconsistent development        the learning process. Instructional artifacts
                              experiences that integrate process skills in     goal.                                           of learning experiences that are               demonstrate little or no development of
                              an authentic fashion.                                                                            appropriate to the goal.                       learning activities that are appropriate to
                                                                                                                                                                              the goal.
 Scoring
  3. The instructor           The instructor causes students to actively       The instructor causes students to actively      The instructor is inconsistent in causing      The instructor shows little or no evidence
  provides students with      participate and engage in activities/learning    participate and engage in activities/learning   students to engage in activities/learning to   of causing students to actively participate
  opportunities to acquire    that integrate the skills of recognizing and     to recognize and solve problems in an           communicate effectively within and beyond      and engage in activities/learning to
  the knowledge and skills    solving problems in authentic                    authentic setting/context. The instructor       the classroom in an authentic                  recognize and solve problems in an
  to recognize and solve      settings/context. The instructor acts as a       organizes and manages activities/learning       setting/context. The instructor organizes      authentic setting/context. The instructor
  problems.                   facilitator in managing activities/learning to   to ensure students participate and are          and manages activities/learning in a less      shows little or no evidence or organizing
                              ensure students participate and are              successful in the learning process.             than effective manner to ensure students       and managing activities/learning to ensure
                              successful in the learning process.              Instructional artifacts demonstrate the         participate and are successful in the          students participate and are successful in
                              Instructional artifacts demonstrate the          development of learning experiences that        learning process. Instructional artifacts      the learning process. Instructional artifacts
                              development of learning experiences that         are appropriate to the goal.                    demonstrate an inconsistent development        demonstrate little or no development of
                              integrate process skills in an authentic                                                         of learning experiences that are               learning activities that are appropriate to
                              fashion.                                                                                         appropriate to the goal.                       the goal.
 Scoring
Criteria                                     Exceeds                                            Meets                                      Progressing                                  Does Not Meet
 4. The instructor            The instructor causes students to actively       The instructor causes students to actively      The instructor is inconsistent in causing      The instructor shows little or no evidence
 provides students with       participate and engage in activities/learning    participate and engage in activities/learning   students to engage in activities/learning to   of causing students to actively participate
 opportunities to acquire     that integrate the skills of making decisions    to make decisions and act as a responsible      make decisions and act as a responsible        and engage in activities/learning to make
 the knowledge and skills     and acting as responsible members of             member of society in an authentic               member of society in an authentic              decisions and act a s a responsible
 to make decisions and        society in authentic settings/context. The       setting/context. The instructor organizes       setting/context. The instructor organizes      member of society in an authentic
 act as productive            instructor acts as a facilitator in managing     and manages activities/learning to ensure       and manages activities/learning in a less      setting/context. The instructor shows little
 members of society.          activities/learning to ensure students           students participate and are successful in      than effective manner to ensure students       or no evidence or organizing and
                              participate and are successful in the            the learning process. Instructional artifacts   participate and are successful in the          managing activities/learning to ensure
                              learning process. Instructional artifacts        demonstrate the development of learning         learning process. Instructional artifacts      students participate and are successful in
                              demonstrate the development of learning          experiences that are appropriate to the         demonstrate an inconsistent development        the learning process. Instructional artifacts
                              experiences that integrate process skills in     goal.                                           of learning experiences that are               demonstrate little or no development of
                              an authentic fashion.                                                                            appropriate to the goal.                       learning activities that are appropriate to
                                                                                                                                                                              the goal.
Scoring
 5. The instructor uses       The instructor uses and maintains various        The instructor uses and maintains various       The instructor has an awareness of             The instructor shows little or no evidence
 various ongoing              or multiple ongoing informal and formal          or multiple ongoing informal and formal         informal and formal (traditional and           of the use of informal and formal
 assessment which are         (traditional and performance-based)              (traditional and performance-based)             performance-based) assessments. The            (traditional and performance-based)
 aligned with the goals,      assessments that are authentic to the            assessments. Assessments used are               types of assessment used may not be the        assessments. The types of assessment
 objectives, and              goals, objectives, and content of the            aligned with the district’s curriculum guide.   best match with the district’s curriculum      used often do not match with the district’s
 instructional strategies     instruction. Assessments are selected            The instructor maintains and uses data          guide. The instructor shows some               curriculum guide. Data collection is minimal
 of the district curriculum   based on how efficient and effective the         from his/her assessment activities to           evidence of data collection, primarily for     and insufficient for a grade or modification
 guides or IEP’s to           technique measure the district’s curriculum      modify instruction based on group need.         assignment of a grade but not for              of instruction. The instructor selects next
 monitor the                  guide proficiencies. The instructor              Connection of instructional strategies to       modification of instruction. The instructor    content pieces based on textbook or
                              maintains and uses data to reflect and           assessment is clearly evident and planned.      selects instructional strategies based on      informal sequence. Connection of
 effectiveness of
                              move beyond grading to modify                                                                    scope and sequence. Connection of              instructional strategies to assessments is
 instruction.
                              instructional practices and materials to                                                         instructional strategies to assessment is      not evident.
                              enhance the learning of all students.                                                            limited.
                              Connection of instructional strategies to
                              assessment is clearly evident and well
                              planned.
Scoring
 6. The instructor            The instructor provides frequent                 The instructor provides frequent                The instructor participates in school’s        The instructor provides little information
 provides continuous          information to student and family, as            information to student and family, as           activities for student and family              about the instructional program to students
 feedback to students and     appropriate, about the instructional             appropriate, about the instructional            communication but offers little additional     and/or families. The instructor provides
 family.                      program. Students participate in preparing       program. The instructor communicates            information. The instructor adheres to the     minimal response to parents’ concerns
                              materials for their families. The instructor     with student and family about student           school’s required procedures for student       about students. The instructor makes no
                              frequently communicates with student and         progress, using instructional and               and family communication. Responses to         attempt to engage families in the
                              family on both negative and positive             behavioral artifacts, on a regular basis and    family concerns are minimal. The               instructional program, or such attempts are
                              aspects of student progress, using               is available as needed to respond to parent     instructor’s attempts to engage families in    inappropriate.
                              instructional and behavioral artifacts, and is   concerns. The instructor’s efforts to           the instructional program are inconsistent.
                              proactive in responding to parent concerns.      engage families in the instructional
                              The instructor’s efforts to engage families      program are frequent and ongoing.
                              in the instructional program are frequent
                              and successful. Students contribute ideas
                              for projects that will be enhanced by family
                              participation.
Scoring
Criteria                                    Exceeds                                           Meets                                       Progressing                                      Does Not Meet
 7. The instructor uses       The instructor collects a variety of student   The instructor collects data on student         The instructor collects summative data and         The instructor collects summative data that
 assessment techniques        data prior to instruction. The instructor      learning prior to instruction. The instructor   some informal data prior to instruction.           is too limited to make effective judgments.
 that are appropriate to      uses a variety of constructed response,        uses a variety of constructed response,         The instructor uses limited types of               The instructor uses only post tests. The
 the varied characteristics   performance tasks, or questioning              performance tasks, or questioning               assessments. The assessment plan                   assessment plan provides a substantially
 and developmental            strategies with frequent and specific          strategies with appropriate feedback            provides a body of evidence that is not            limited body of evidence that is not
 needs of students.           feedback provided to students. The             provided to the students. The assessment        sufficient for all the decisions being made.       sufficient for all the decisions being made.
                              assessment plan provides a sufficient body     plan provides a sufficient body of evidence
                              of evidence about a student’s growth that      about students that is valid, credible
                              is valid, credible information from which      information.
                              generalizations about student growth can
                              be made.
Scoring
 8. The instructor            The instructor understands not only the        The teacher demonstrates a substantial          The instructor demonstrates a basic                The instructor demonstrates little or no
 demonstrates                 central concepts, tools of inquiry and         command of relevant subject matter, its         knowledge of the discipline(s). The                evidence of a basic knowledge of the
 appropriate preparation      structures of the discipline(s) within the     structures and tools of inquiry, and its        instructor’s work, however, may                    discipline(s). The instructor demonstrates
 for instruction.             context of a global society, but also          applicable connections to other areas of        demonstrate flaws or gaps in disciplinary          flaws or gaps in disciplinary understanding.
                              demonstrates understanding of the most         the curriculum. Instructional artifacts         understanding. Instructional and/or                Instructional and/or assessment artifacts
                              important elements/issues/strands of the       demonstrate an understanding of common          assessment artifacts tend to isolate and           are limited and tend to isolate and
                              discipline necessary for students to           misunderstandings held by the learners.         emphasize lower-level learning of the              emphasize lower-level learning of the
                              develop a deep understanding of the            Lessons are designed with an                    discipline; one cannot generalize from             discipline; one cannot generalize from
                              subject matter. The instructor chooses the     understanding of the developmental level        these that the teacher knows how to create         these that the instructor knows how to
                              most appropriate and robust examples,          of the students and builds upon students’       coherent, personally, meaningful learning          create coherent, personally meaningful
                              analogies, and experiences as                  prior knowledge. Objectives of the lesson       opportunities for students. Lessons are            learning opportunities for students.
                              opportunities for students to make meaning     are clear and developed in a logical            designed that often set too high or low an         Lessons are designed and set too high or
                              of the subject matter. Objectives of the       fashion. The instructor utilizes district       expectation for the developmental level of         low an expectation for the developmental
                              lesson are clear and developed in an           resources.                                      the students. Objectives of the lesson are         level of the students. Objectives of the
                              innovative, sequential, and logical fashion.                                                   stated but limited in connection to                lesson are seldom stated and greatly
                              The instructor utilizes district and                                                           instruction. The instructor demonstrates           limited in connection to instruction. The
                              community resources.                                                                           limited awareness of district resources.           instructor is not aware of district resources.
Scoring
 9. The instructor            The instructor selects, uses, and evaluates    The instructor uses and subsequently            The instructor uses a limited set of               The instructor shows little or no evidence
 chooses and implements       a variety of instructional strategies, based   evaluates the impact of a variety of            instructional strategies to create lessons         of using even a limited set of instructional
 appropriate methodology      on careful analysis of curriculum              instructional strategies, materials, and        mostly at the recall/recognition level. The        strategies and strategies used are at the
 and varied instructional     objectives, student needs, and                 technologies to meet individual student         instructor reveals only limited evidence of        recall/recognition level. The instructor
 strategies that address      experiences. The instructor makes use of       needs. Although artifacts demonstrate the       the ability to engage each student in active       show no evidence of the ability to engage
 the diversity of the         a rich mixture of basic and advanced           use of a variety of strategies, reflections     learning; rather, instructional artifacts          student in active learning, rather,
 learner.                     content and skills to promote students’        may not clearly establish the instructor’s      emphasize a frequently instructor-                 instructional artifacts indicate a instructor-
                              development in these areas. Reflections        ability to match specific strategies with the   centered, whole-class approach to                  centered, whole-class approach to
                              on instructional artifacts demonstrate the     content and/or skills to be taught.             instruction. Instructional groups are              instruction. Instructional groups are
                              teacher’s ability to match instructional       Instructional groups are varied, as             inconsistent in suitability to the instructional   seldom used.
                              strategies with content/or skills to be        appropriate to different instructional goals.   goals and offer minimal variety.
                              taught. Instructional groups are varied, as
                              appropriate, to the different instructional
                              goals. There is evidence of student choice
                              in selecting different patterns of
                              instructional groups.
Scoring
Criteria                                    Exceeds                                            Meets                                       Progressing                                  Does Not Meet
 10. The instructor          The instructor shows evidence that               The instructor shows evidence that               The instructor shows evidence that             The instructor shows no evidence to
 creates a positive          standards of conduct are clear to all            standards of conduct are clear to all            standards of conduct appear to have been       indicate that standards of conduct appear
 learning environment.       students and appear to have been                 students. Instructor-student interactions        established for most situations, and most      to have been established, or students are
                             developed with student participation. The        are friendly and demonstrate general             students seem to understand them.              confused as to what the standards are.
                             instructor demonstrates genuine caring           warmth, caring, and respect. Student             Instructor-student interactions are            The instructor’s interactions with at least
                             and respect for individual students.             interactions are generally polite and            generally appropriate but may reflect          some students are negative, demeaning,
                             Students demonstrate genuine caring for          respectful. Students accept instructor           occasional inconsistencies. Students do        or sarcastic. Conflict, sarcasm, or put-
                             one another as individuals and students.         insistence on work of high quality and           not demonstrate negative behaviors toward      downs characterize student interactions.
                             Students take obvious pride in their work        demonstrate pride in their work.                 on another. Students minimally accept the      Students demonstrate little or no pride in
                             and initiate improvement of work.                                                                 responsibility to do good work.                their work.
Scoring
 11. The instructor          The instructor’s monitoring of students is       The instructor is alert to student behavior      The instructor is generally aware of student   Student behavior is not monitored, and the
 effectively manages         subtle and preventive. Students monitor          at all times. The instructor’s response to       behavior but may miss the activities of        instructor is unaware of what students are
 student behaviors to        their own and their peers’ behavior,             behavior is appropriate and respects the         some students. The instructor attempts to      doing. The instructor does not respond to
 promote learning.           correcting one another respectfully. The         student’s dignity, or student behavior is        respond to student misbehavior but with        misbehavior, or the response is
                             instructor’s response to misbehavior is          generally appropriate. The instructor takes      uneven results, or no serious disruptive       inconsistent, overly repressive, or does not
                             highly effective and sensitive to students’      appropriate actions as needed, consistent        behavior occurs. The instructor usually        respect he student’s dignity. The instructor
                             individual needs, or student behavior is         with district and building rules and policies.   takes appropriate actions as needed,           does not take or inconsistently takes
                             entirely appropriate. The instructor follows                                                      consistent with district and building rules    required disciplinary action with students.
                             appropriate discipline code and serves as                                                         and policies.
                             a “significant adult” role model for students.
Scoring
 12. The instructor          The instructor is professionally appropriate     The instructor is professionally appropriate     The instructor is occasionally                 The instructor is professionally
 communicates and            and proactive when communicating and             when communicating and interacting with          professionally inappropriate when              inappropriate when communicating and
 engages in appropriate      interacting with students, parents,              students, parents, community and staff.          communicating and interacting with             interacting with students, parents,
 interpersonal               community and staff. The instructor              The instructor frequently communicates           students, parents, community and staff.        community, and staff. The instructor
 relationships with          frequently and successfully communicates         and interacts with students, parents,            The instructor adheres to the school’s         shows little evidence of communicating
 students, parents, and      and interacts with students, parents,            community, and staff in order to support         procedures for communicating and               and interacting with students, parents,
 staff.                      community, and staff in order to support         the instructional issues and is appropriately    interacting with students, parents,            community, and staff in order to support
                             the instructional school issues and              available to respond to concerns. The            community, and staff but often is              instructional school issues. The instructor
                             responds to concerns with great sensitivity      instructor models clear and articulate           unavailable to respond to concerns. The        shows little evidence of effective verbal
                             and understands differences. The                 verbal, nonverbal, and media                     instructor demonstrates effective verbal       and written communication skills.
                             instructor models, supports, and expects         communication tools and techniques in all        and written communications skills and
                             students to use effective verbal, nonverbal,     communication with students, parents,            presentation techniques. Use of media
                             and media communication tools and                community, and staff.                            communication is limited.
                             techniques as integral tools of learning.
Scoring
 13. The instructor          The instructor seeks out multiple                The instructor seeks out opportunities for       The instructor participates in professional    The instructor engages in no professional
 engages in professional     opportunities for professional development       professional development to enhance              development activities to a limited extent     development activities to enhance
 development activities      and assists the district in providing            content knowledge and pedagogical skills.        when they are convenient. Professional         knowledge or skill. The instructor does not
 consistent with the goals   professional development that enhance            Professional development is aligned to           development is often not congruent with        attend professional development events
 and objectives of the       content knowledge and pedagogical skills.        district and building goals and objectives.      district and building goals and objectives.    offered by the district and provides not
 building, district, and     Professional development is focused and                                                                                                          evidence of skill development outside of
 state.                      aligned to district and building goals and                                                                                                       the school setting.
                             objectives.
Scoring
Criteria                                        Exceeds                                             Meets                                       Progressing                                     Does Not Meet
 14. The instructor              The instructor serves as a resource to            The instructor demonstrates knowledge of         The instructor accesses appropriate               The instructor provides little evidence of
 adheres to all polices,         other teachers, either as individuals or in       Board of Education policies, building and        resources to gain direction of Board of           awareness of Board of Education policies,
 procedures, and                 groups in imparting knowledge and                 district procedures and regulations. The         Education policies, building and district         building and district procedures and
 regulations of the              direction of Board of Education policy,           instructor is consistent in completing           procedures and regulations. The instructor        regulations. The instructor fails to
 building and district.          building and district procedures and              assigned duties in a prompt and accurate         is inconsistent in completing assigned            complete assigned duties in a prompt and
                                 regulations. The instructor is proactive in       fashion. The instructor uses identified          duties in a prompt and accurate fashion.          accurate manner. The instructor has little
                                 completing assigned duties. The instructor        appropriate resources to solve professional      The instructor is aware of appropriate            or no knowledge of the appropriate
                                 uses appropriate resources to solve               conflict. The instructor completes forms,        resources to access to solve professional         resources to access to solve professional
                                 professional conflicts. The instructor            reports, and plans that meet district            conflicts. The instructor completes forms,        conflicts. The instructor does not complete
                                 produces forms, reports, and plans that           expectations.                                    reports, and plans that need minor                required forms, reports, and plans
                                 can be used as examples or models with                                                             modifications to meet district policy.            according to district policy.
                                 other district employees.
Scoring
 15. The instructor            The instructor consistently provides super        The instructor consistently provides             The instructor is inconsistent in providing       The instructor does not provide supervision
 assists in maintaining a      vision as directed by building administrators     supervision as directed by building              supervision as directed by building               as directed by building administrators.
 safe and orderly              and voluntarily supervises students as            administrators.                                  administrators.
 environment within the        needed to assist the safe operation of the
 school setting.               building.
Scoring
 16. The instructor            The instructor’s professional relationships       The instructor’s professional relationships      The instructor maintains cordial professional     The instructor’s professional relationship with
 collaborates in the           with colleagues are supportive and                with colleagues are supportive and               relationships with colleagues to fulfill duties   colleagues are negative or self-serving. The
 development and/or            cooperative. The instructor takes initiative in   cooperative. The instructor volunteers to        that the school or district requires. The         instructor avoids becoming involved in school
 implementation of the         assuming leadership among the faculty. The        participate in school events and                 instructor participates in school events and      events and building/district projects and
 district’s vision, mission,   instructor volunteers to participate in school    building/district projects and committees,       building/district projects and committees only    committees.
 and goals.                    events and building/district projects and         making a contribution.                           when specifically asked.
                               committees and assumes a leadership role in
                               at least some capacity.
Scoring
 17. The instructor will       The instructor uses technology to enhance         The instructor demonstrates a sound              The instructor demonstrates basic technical       The instructor does not demonstrate a sound
 become proficient in the      their productivity and professional practice      understanding of technology operations and       skills and has progressed into more               understanding of technology operations and
 three levels of technical     supporting ongoing professional development       concepts. The instructor can produce             advanced features. The instructor attends         concepts. The instructor understands only
 skills and                    and lifelong learning. The instructor             evidence of facilitating technology-enhanced     professional development workshops to             basic technical skills. The instructor does not
 implementation skills as      implements curriculum plans that include          experiences that address content standards       reinforce continual growth in technology,         participate in professional development
 outlined in the district      methods and strategies for apply technology       and student technology standards as stated       knowledge and application. Little evidence of     technology workshops to enhance skills and
 teacher technology            to maximize student learning while designing      in district grade level technology curriculum.   integrating implementation skills to maximize     to understand concepts. There is no
 competencies.                 effective learning environments and               Evidence of applying implementation skills is    student learning is observed.                     evidence that the instructor is meeting criteria
                               experiences supported by technology.              observed.                                                                                          in the area of implementation skills in relation
                               Technology is integrated in learning-centered                                                                                                        to applying technology-centered instructional
                               strategies that address the diverse needs of                                                                                                         strategies in the classroom.
                               students.
Scoring
Administrator’s/Supervisor’s Summary (commendable items may be included):




Recommendation for Employment:

Renewal of Employment                      Yes                    No


Instructor’s Comments:




       __________________________________________                                               __________________________________________
       Signature of Instructor             Date                                                 Signature of Administrator/Supervisor Date




        Note: My signature on this evaluation indicates that I have seen this document. It does not necessarily indicate that I agree with the evaluation. I
         understand that I have a right to respond in writing to the statements and/or evaluation within two working days and that my comments will be
         attached to the evaluation form in my personnel files.

                           1 copy – Teacher              1 copy – Administrator/Supervisor             1 copy – Personnel File

				
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