COMPETENCY 4: CURRICULUM, INSTRUCTION, SUPERVISION

Related Task: 4.3

Knowledge of a variety of instructional methods and skills
Specific Task: 4.3.7
Conduct a clinical evaluation cycle including observation in a typical classroom
Narrative Description of Task:
After reviewing state law, local policy and the collective bargaining agreement regarding
teacher evaluations, I will carry out two classroom observations and post-observation
conferences with consenting colleagues using the districts evaluation instrument and
procedures. I will prepare a final evaluation for each teacher based on the classroom
observations and using the district reporting format in the STAGES program. I will reflect
on the process and what represents good administrative practice in writing.
SMART Goal:
By April of 2015, I will participate in the full evaluation of 2 New Groningen staff members
(one tenured and one non-tenured) using the STAGES program.
Description and Rationale:

The Teacher Quality and Tenure Reform bill package, signed into effect in July of 2011 by
Governor Rick Snyder, initiated significant changes to the way that schools in the state of
Michigan evaluate teachers. The implications of these changes are being felt in public
schools across the state, and while it is my opinion that the changes brought about are
primarily positive, there are always two sides to every coin and some unforeseen
circumstances have surfaced as a result of these changes.

With this competency, I wanted to experience the full range of responsibilities that a
building principal has when evaluating a teacher. By participating in the entire evaluation

cycle for two teachers [one non-tenured and one tenured], I was able to see, firsthand, one
of the most critical and time-consuming parts of a principals job.

My experience:
New Groningen Elementary, my site for my clinical experience, uses a version of Charlotte
Danielsons tool for teacher evaluation. A few of the components have been tailored to
specifically reflect the priorities of the district (Zeeland Public Schools), but the domains
are the same. Zeeland Public Schools (ZPS) uses the online database, STAGES, to house the
evaluations.
For this competency, I completed the full evaluation of two teachers (one non-tenured and
one tenured) in the manner prescribed by my building principal. While the Danielson
model for teacher evaluation calls for a pre-observation conference, my principal does this
a bit differently. She meets briefly with each teacher at the beginning of the school year;
this is a time to informally discuss anything that is on either partys mind. This meeting
(which Mrs. Poll calls TTYN, or talk to you now), is also when teachers present their
professional goals and student pre- and post- testing goals for approval. This is technically
the beginning of the evaluation cycle. Mrs. Poll tries to hold all of her TTYN meetings
between September and October. Due to the timing of my clinical experience, I did not
participate in the TTYN meetings with either of the two teachers that I evaluated.
The formal evaluation cycle at New Groningen continues with the classroom observation.
This year, Mrs. Poll does not have any new teachers to evaluate and all of the teachers on
staff have chosen to have drop-in observations rather than full formal observations. Each
school year, Mrs. Poll strives to complete 2-3 drop-in evaluations for every staff member
before the month of April. For this competency, we completed one 20-minute drop-in
observation for each of the two teachers that we had chosen during the months of January
and February. We took detailed notes on what we observed the teachers and students
doing in each classroom, but we did not use an evaluation tool or provide any feedback to
the teachers at that time. After each observation, Mrs. Poll and I went back to her office to
compare notes and discuss what we saw. Later, we typed up our observation notes,

compared them via email, and then entered our consolidated summary into STAGES, the
districts evaluation website.
After completing the drop-in observations and entering the notes into STAGES, Mrs. Poll
emailed the two teachers to let them know that their observation summaries were ready to
be viewed. Each teacher then had to log-in to STAGES and answer the following questions:
where does the lesson that was observed fit into your instructional scope and sequence?
What state standards were addressed in the lesson? What happened in the
classroom/instructional sequence after the observation? After Mrs. Poll and I received the
teachers responses, we sat down to complete their formal evaluations.
Mrs. Poll and I each completed an evaluation form for each teacher, rating them on the
Danielson domains and components that were selected by ZPS. I used the information that I
gathered during the drop-in observations, notes that I had taken during other informal
classroom visits, the teachers goals from STAGES, and artifacts (like classroom newsletters
and samples of parent communication) that the teachers provided to me. I also considered
prior knowledge that I had about both teachers and their professional development and
involvement in ZPS, as well as information that Mrs. Poll shared with me. I wanted to have
the most complete picture possible of each teacher before completing the evaluations.
After completing each evaluation form, I sat down with each teacher (one at a time) and we
discussed what I had observed, conclusions that I had drawn, and the ratings that I had
given based on the Danielson/ZPS rubric in STAGES. This was a wonderful opportunity to
give feedback to my colleagues while acting as an administrator, and a wonderful
opportunity to accept and reflect on their feedback and thoughts on the overall evaluation
process and experience.
Reflections:
In a commentary on teacher accountability in the February 2015 issue of Educational
Leadership magazine, Marc Tucker writes, if youre in charge and someone who works for
you isnt doing the job you hired them to do, you hold them accountable. If you point out
that theyre not delivering and they still dont buckle down, you get someone who will do

the job. Simple, right? (p. 66). Obviously, Mr. Tucker was expressing sarcasm about the
reality of evaluation and accountability in the field of education today. However, he makes
a valid point. In order to ensure that the best and brightest teachers are in front of students
on a daily basis, administrators need to be thorough and diligent in their evaluating. How
do we know, as Tucker wrote, if someone is or isnt doing the job that we hired them to do?
How do we provide them with adequate feedback that is specific and direct enough to
expect a change in performance? How do we hold teachers accountable, and for how long
before realizing the need to make a staffing change? The recent changes to Michigan law
regarding teacher evaluations attempt to provide some clarification to these questions.

In my completion of this competency, I experienced the full range of emotions that an

administrator is likely to feel when completing teacher evaluations. I experienced just how
much time and energy goes into each evaluation, and I experienced the hopefulness and
frustration of providing feedback to teachers who may or may not take it to heart. I
witnessed excellent teaching, and classrooms that were desperately in need of some
change. My greatest takeaways, however, had to do with the format of the Danielson/ZPS
teacher evaluations and the process used to provide feedback to teachers.

After speaking with my building principal, I was shocked to hear what a burden teacher
evaluation has become to her since the changes to the law. In the past few years, she has
gone from conducting 5-7 teacher evaluations each year to conducting 32. While the recent
changes to our evaluation system have made the administrators feedback more specific
(and theoretically, helpful), our current evaluation system is still designed primarily for
measurement and not for development; that is where I believe we need to make some
changes if we want to see the best results. According to Marzano (2012), an evaluation
system that fosters teacher learning will differ from one whose aim is to measure teacher
competence (p. 14). My principal explained that even though she is now held accountable
to using a specific rubric and reporting on specific domains, she just cannot give each
teacher the time that a thorough evaluation requires. Therefore, her evaluations end up
looking more like theyre measuring competence for the purpose of assigning a rating
rather than fostering growth and encouraging teacher development.

During this competency, specifically through my conversations with the two teachers
whom I observed, I learned just how important feedback really is. In order to be useful,
feedback needs to be specific, relevant, and timely; if given correctly, feedback can be
incredibly beneficial to teachers. Mrs. Poll and I completed our classroom observations in
January and February, but did not truly provide feedback to the teachers until the end of
March; this is way too far removed from the initial observation. I also learned the
importance of collecting additional artifacts and pieces of anecdotal evidence before
completing the evaluation form. If an evaluation is truly going to be used as a conversation
starter and not just as a measurement tool, it needs to be based on a comprehensive view
of the teacher not just what happened during one drop-in observation.

The hours devoted to back-and-forth communication over pre- and post- testing goals,
professional goals, lesson plans (whether for formal or drop-in observations), and time
spent debriefing evaluations, answering questions, and submitting all documentation really
add up. Additionally, my principal stated that she must devote a similar amount of time to
working with the handful of teachers that need to create and maintain individualized
development plans (IDPs) as part of their evaluation process. I believe that the dramatic
increase in workload for administrators is a disheartening and unforeseen consequence of
the new teacher tenure laws.

On the positive side, when one takes into consideration the new amendments to Michigan
School Code, it becomes evident that retaining effective teachers is of a higher priority than
ever before. All of the changes made in 2011 reflect the belief that Michigan needs a
streamlined process for evaluating teachers so that administrators can support, guide, and
retain highly effective and effective educators. According to Donald Haefele, as cited in
Teacher Evaluation, (2000), a teacher evaluation system should unify teachers and
administrators in their collective efforts to educate students (p. 8). I do believe that the
positive outcomes of more regulated teacher evaluations outweigh the possible negative
consequences; and overall, these new changes to the Michigan laws are unifying to teachers
and administrators. By reforming the teacher evaluation process and taking a more holistic
look at the teacher as both a classroom manager and an instructional leader, I think that we

are on our way to ensuring that the best teachers are in front of Michigans students on a
daily basis.

Drop-In Observation Notes: Teacher #1

3rd-5th

Teacher #1 (T1)
Grade Special Education Resource Room
Tenured Teacher
Zeeland Public Schools

T1 was pushing into a 5th grade class to provide small group instruction during this observation)
1:02 pm
T1 and classroom teacher are collecting homework when Mrs. Poll (principal) and I enter
the classroom. T1 calls on a student to explain the stations of the day that are posted on the
projector. T1 asks students questions to confirm that they know which stations they are going to
and what they will be doing at each one.
1:04 pm
1/3 of the class goes out into the hall with classroom teacher to work on their homework.
1/3 of the class stays working at their seats on independent work on iPads (with the supervision of
the student teacher).
1:06 pm
T1 begins instructing a small group of 7 students in the front of the room, using information
on the projector to guide the discussion. The students are working on creating math story
problems. (Note: this is part of T1s pre- and post- testing goal for the year). T1 activates the
students prior knowledge and reminds them of the vocabulary words that theyll need right away,
What is the college word that youre learning that means person?(Answer: subject) T1 calls on
students to review the components and steps of a story problem (subject, object, operation word,
numbers, solve, answer/label.) Students are comfortable with this material and are referencing an
anchor chart posted on an easel and the vocabulary words on the projector. They know where to
look in the classroom for help.
1:10 pm
T1 reads a story problem and asks the students to write down the equation from it on their
white boards. They do not need to solve the problem. As the students are working, T1 is activating
their prior knowledge by reminding them of how theyve done this in the past (remember, we did
this when we made cookies back in December) T1 is warm and engaging and obviously has an
excellent relationship with the students in this class. The students are focused and following
directions.
1:12 pm
T1 calls on a student to share the equation that he wrote on his write board. The other
students are comparing theirs to his and then they all work together as a group to solve and check
the equation. T1 uses good questioning techniques to draw answers from the students.
1:17 pm
T1 instructs the students to get into pairs and she gives each pair a strip of paper with three
numbers (fractions). Each pair needs to use their numbers to create a story problem on one white
board and then work together to solve it on the other white board. T1 works with a student who
doesnt have a partner. The students are all engaged and on task, but still having fun, during this
time. The students are talking with quiet and respectful voices.

1:22 pm
When a student complains that the numbers for his equation (which requires him to divide
fractions) dont make sense, T1 doesnt give him the answer, but reminds him of the strategy to use:
keep, change, flip. The student then understands what to do and teachers his partner how to use
that strategy too.
1:23 pm
The timer beeps, indicating that it is time to change stations. T1 calls all of the students back
over to her on the rug in front of the projector. T1 calls on pairs of students one at a time and
reviews their equation strips and story problems with the rest of the group. The students are
supportive and encouraging of each other and T1 helps them work out any mistakes before moving
on. As each pair finishes talking through their story problem, T1 sends them to the next station
(independent work on the iPads).
1:26 pm
Students from other stations are coming into the classroom and T1 maintains control. The
other students join the small group that is remaining on the rug while T1 reviews the story
problems on their whiteboards for everyone out loud and draws all of the students in to help. She
alternates between calling on students and allowing them to raise their hands to answer her
questions. She is positive and affirming and references the anchor chart and projector often.
Because time is running out, T1 promises to return to some of the partners who had difficulty
tomorrow.
1:30 pm
Mrs. Poll and I left the classroom.

Teacher #1s 2014-2015 Goals

(as recorded in STAGES)
What is your professional goal for the upcoming school year? Include a short rationale, as
well as details such as support needed, goal timeline, and anything else you feel is relevant.
My goal is to implement team teaching in the 3rd grade Math class weekly 4-5 days a week from
November 1, 2014 to April 30, 2014. I will need support of the general education teacher who will be
planning, assessing, differentiating and implementing the curriculum alongside myself. I will also
utilize the internet and my ZPS Math Curriculum Team for outside resources. By team teaching and
planning, I want to add activities outside the TE suggested Student Workbook and Worksheet pages to
assist in the teaching and assessing of the curriculum weekly. This could include items from IPad apps,
Think Central, Hands on Activities such as games, movement and songs as well as videos to support all
of the different learners in this classroom.
How would you like to be evaluated on this goal? What is the descriptor for a rating of Highly
Effective? Effective? Minimally Effective? Ineffective?
Highly Effective: Lessons include outside activities in 3 out of 5 weekly math lessons.
Effective: Lessons include outside activities in 2 out of 5 weekly math lessons.
Minimally Effective: Lessons include outside activities in 1 out of 5 weekly math lessons.
Ineffective: Lessons include outside activities in 0 of out of 5 weekly math lessons.
What is the school-wide goal for the upcoming school year? Include a short rationale, as well
as details such as support needed, goal timeline, and anything else you feel is relevant.
Students will increase their science knowledge during the 2014-15 school year. The scores for the pretesting showed that % of our students knew 80% of the science information on the pre-test. Our goal is
to have 80% of our students achieve 80% or higher on the post test.
Staff will participate in 1-2 sessions of professional staff development on science inquiry, content
instruction in the classroom during grade level planning time or staff meeting time.
Students will complete a pre-test of 2 Battle Creek assessments. Throughout the school year, the
students will be purposefully introduced to vocabulary and content pulled from the area of science.
Pretests given and scored by November 25th
Posttests given and scored by May 1st
How would you like to be evaluated on this goal? What is the descriptor for a rating of Highly
Effective? Effective? Minimally Effective? Ineffective?
Formal Assessment: Pre/Post test of 2 grade level Battle Creek Assessments
Informal Assessments: various
Highly Effective = 80%+ of students to achieve 80% on average score of both tests
Effective = 50%-79% of students to achieve 80%
Minimally Effective = 25%-49% of students to achieve 80%
Ineffective = less than 25% of students to achieve 80%
What is your pre- and post-test goal for the upcoming school year? Include a short rationale,
as well as details such as support needed, goal timeline, and anything else you feel is
relevant.

Goal:
I have chosen the Pre and Post Test Goal to focus in on Problem Solving (Math Reasoning) in 5th Grade
Team Taught Math Class. This is an area where many of my students with literacy and language
impairments struggle to visualize and comprehend what the question entails. My current 5th grade
caseload (7 kids) all need support in this area except one. I plan to teach a specific problem solving
strategy where students MUST identify data given that is both important and nonimportant, identify
the question being asked, show how to solve the problem by visually making a drawing, choose
operations needed to solve the problem, show their work, and label their answers correctly. Students
will also be able to create and solve their own story problems as well.
Support:
I plan to get support by collaborating with the general education math teacher, possibly finding a
math training conference session on math problem solving, using the internet and ZPS Math
Curriculum Team.
Timeline:
By December 1, 2014, we will have introduced our problem solving strategy to begin our focus on
problem solving in every general education math unit taught this school year. We have given a pretest
using an adapted story problem unit test (that included story problems to solve as well as the
creation/solving of their own story problems when given an equation) and have scored it using the
following criteria on each problem...
*Identify/Include data given that is both important and nonimportant
*Identify the question being asked/Does the question make sense
*Show how to solve the problem by visually making a drawing
*Choose operations needed to solve the problem
*Show your work
*Label their answers correctly
How would you like to be evaluated on this goal? What is the descriptor for a rating of Highly
Effective? Effective? Minimally Effective? Ineffective?
Our pretest included 10 story problems or equations (to create/solve a story problem from) mixed
with addition, subtraction of both decimals and fractions. The total points possible to earn was 55
points.
Highly Effective: With 6 kids taking this assessment, at least 80% of my kids (5 students) to get 80%
(44/55 points) or better on the test.
Effective: With 6 kids taking this assessment, 60-79% of my kids (4 students) to get 60-79% (33-43 out
of 55 points)
Minimally Effective: With 6 kids taking this assessment, Less than 59% % of my kids (3 or less
students) to get 59% or lower (Less than 33 out of 55 points)

Teacher #1
2015 Final Evaluation
3rd-5th grade Special Education Resource Room
Tenured Teacher
Zeeland Public Schools

PLANNING AND PREPARATION

ELEMENT

Ineffective=1

Minimally
Effective=2

1. Knowledge of
Displays little
Demonstrates
Content
understanding of incomplete or
important
inaccurate
prerequisite
awareness of
knowledge.
prerequisite
Makes content
knowledge.
errors. Uses poor Displays basic
examples.
content
Conveys a
knowledge
negative attitude.
without
Communicates
connecting to
that the content is other disciplines.
not important.
Communicates
little conviction
for the
importance of
content.

Effective=3

Highly
Effective=4

Exhibits
Displays
understanding of extensive content
prerequisite
knowledge with
relationships
commitment to
among topics and further learning.
concepts.
Builds on
Displays solid
knowledge of
content
prerequisite
knowledge.
relationships.
Connects with
other disciplines.
Links content
with students'
knowledge and
experience.
Conveys genuine
enthusiasm for
content.
2. Knowledge of Displays minimal Displays general Displays solid
Displays
students' needs
knowledge of
knowledge of understanding of knowledge of
student needs
student needs
typical student typical student
such as
such as
needs such as
needs such as
developmental developmental developmental developmental
characteristics or characteristics or characteristics
characteristics
student
student
and the
and
skills/knowledge. skills/knowledge, skills/knowledge skills/knowledge
but only displays
of groups of
as it pertains to
this knowledge as students, as well each student,
it pertains to the as, exceptions to including those
whole class.
general patterns.
with special
needs, and
utilizes this
knowledge to

differentiate
instruction.
3. Appropriate Are ambiguous or Are moderately
Are clear and
Are clear and
instructional
unsuitable for the clear or suitable suitable for most
account for
goals
class. Represent for most students,
students.
varying learning
low expectations,
represent
Represent
needs. Represent
do not allow for
moderately
valuable
high expectations.
viable
valuable
expectations.
Demonstrate
assessment.
expectations.
Allow for
student initiative.
Reflect only one Allow for some
assessment.
Relate to
type of learning
assessment.
Reflect several
curriculum
or discipline.
Reflect several different types of frameworks.
types of learning learning with
Permit viable
with no effort at effort at content
assessment.
content
integration.
Reflect several
integration.
types of learning
with effort at
content
integration.
4. Knowledge of Is unaware of or
Displays
Is aware of and
Integrates
resources
does not utilize
awareness of
resources are
resources
resources
resources
available through available through
available through available through
the school,
the school,
the school,
the school,
district, or
district, and other
district, or
district, or
community for
organizations.
community for community for
teaching and
teaching and
teaching and
learning.
learning.
learning.
5. Plans
Instruction seems Instruction has There is a clear There is not only
coherent
to have no real some structure to and recognizable
a clear plan
instruction
plan behind it.
it, but it is
plan behind
behind
Students seem
minimally
instruction.
instruction, but
disengaged or
engaging to
Students are
the instructional
confused.
students.
engaged.
plan is shared
with students.
Students are
highly engaged
and may have
even been
involved in some
of the decision
making behind
the lesson.
6. Connects
There is no
Minimal evidence Evidence can be Everything that
lessons and
evidence that any can be shown that
shown that
happens in class

activities to state effort has been connect lessons

standards
made to connect and activities to
lessons and
state standards.
activities to state
standards.

connect lessons can relate back to

and activities to state standards
state standards. and benchmarks.

LEARNING ENVIRONMENT
ELEMENT

Ineffective

Minimally
Effective

Effective

Highly Effective

7. Climate of
Interactions
Interactions in Interactions in Interactions in the
trust and respect between teacher the classroom do the classroom are
classroom
and students in not demonstrate generally polite
demonstrate
the classroom are
negative
and respectful. genuine caring for
characterized by behavior toward
one another as
conflict, sarcasm, one another.
individuals and as
or put-downs.
students.
8. Manages
Classroom rules Classroom rules Classroom rules Classroom rules
classroom rules and procedures and procedures and procedures and procedures
and procedures do not appear to
have been
have been
are clear.
to maximize
have been
established for
established.
Standards appear
learning
established.
most situations. Standards are
to have been
Students are
Majority of
clear to all
developed with
confused about
students
students.
student
standards.
understand them.
Standards
participation.
Clarification is
contain an
Standards account
provided after appropriate level
for possible
confusion.
of detail.
student
misunderstanding.
9.
Does not make an Students are
Learning
Learning
Communicates
effort to
aware of learning objectives are objectives clearly
learning
communicate
objectives, but clear to students guide everything
objectives
learning
there seems to be and guide some of that happens
clearly
objectives to
a minimal
what happens in during the class
students.
connection
the classroom. period. Students
between the
fully expect to see
targets and what
learning
happens during
objectives on a
the class period.
daily basis.
Conversations
take place
between teacher
and students
about learning

10. Provides
supportive
learning
environment

11. Ensures
materials, aides
and facilities are
ready for
learning

12.
Demonstrates
appreciation for
diversity and
cultural customs

objectives.
Adheres rigidly to Attempts to
Makes minor
Adapts
lesson plan, even adjust lesson and adjustments
instruction
when feedback support students
effectively.
continually and
indicates changes
with mixed
Persists in
spontaneously.
are necessary. results. Accepts seeking a myriad
Persists in
Gives up or
responsibility for of approaches for seeking effective
blames the
the success of all
students.
approaches for
student or the
students. Has a
Possesses an
students as
environment for limited repertoire
adequate
individuals.
student's lack of of instructional
repertoire of
Employs
success.
strategies to use. instructional
strategies for
strategies.
increasing
metacognition.
Materials are Materials are not Materials are
Encourages
unavailable.
readily available. readily available
student
Materials do not Some materials
and well
responsibility for
support
support goals.
organized.
efficient
instructional
Some materials
Majority of
operations.
goals. Materials engage students materials support Fosters students'
do not engage
meaningfully.
instructional
choice,
students
Some effort is goals. Majority of adaptation, or
meaningfully.
made to keep materials engage
creation of
Classroom or
classroom clean
students
materials to
learning space is and well kept, but meaningfully.
enhance their
not clean and well students are
Students are
own learning.
kept.
generally not
involved in
Teacher creates a
involved.
keeping
sense of pride in
classroom clean the classroom
and well kept. space in students.
Interaction with Interactions with Interactions are
Interactions
at least some
students are
friendly and
demonstrate
students is
generally
demonstrate
genuine caring
negative,
appropriate, but general warmth, and respect for
demeaning, or
may reflect
caring, and
individual
sarcastic.
occasional
respect.
students.
Interaction is
inconsistencies, Interactions are
Successfully
inappropriate to
favoritism or
appropriate to
accommodates
students' age or
disregard for
developmental
students'
culture. Students'
students'
and cultural
questions or
questions or cultures. Students norms. Students
interests.
interests are
exhibit only
exhibit respect Students exhibit
disregarded.
minimal respect
for teacher.
respect for
Students exhibit
for teacher.
teacher as an
disrespect for
individual.

teacher.

INSTRUCTION
ELEMENT

13. Uses a
variety of
teaching
methods for
active student
learning

Ineffective

Minimally
Effective

Questions and
Questions and
activities are activities indicate
geared to lower
an attempt to
level thinking. engage students
Tends to focus on and some are
the same learning geared toward
style. Students
higher-level
seem disengaged thinking. Hits
or disinterested. more than one
learning style in a
given class
period. Student
engagement ebbs
and flows
depending on the
day or activity.

Effective

Questions and
activities
facilitate higherlevel discussion.
Teaches to
multiple learning
styles. Students
are engaged the
majority of the
time.

Highly Effective

Questions and
activities
facilitate higherlevel discussions
where students
seek to engage
entire class.
Students
occasionally lead
discussion, where
appropriate.
Multiple learning
styles are
addressed and
students are
given choices
when
appropriate.
Students are
highly engaged.
14. Gives
It is common for
Students
Students
Students not only
directions in a
students to be
generally
understand what understand what
clear and
confused about understand what they need to do they need to do,
concise manner what they need they need to do, and very rarely
but the highly
to do. This can be but instructional
have
effective teacher
reflected in
time is
misunderstandings
anticipates
clarifying
sometimes
about directions.
potential
questions or in wasted on giving
problem areas
students not
directions.
and is proactive
doing the activity
Student
in his or her
correcting.
confusion over
approach to
directions
making sure
happens, but is
students do not
relatively rare.
make these
common
mistakes.
15. Provides
Feedback is not
Feedback is
Feedback is of
Feedback is
appropriate
provided, or is provides but is of high quality. It is consistently high

feedback to
students

provided in a
haphazard
method.

low quality.
Feedback is rare
and/or partially
effective.
Sometimes there
is a delay
between when
students
complete a task
and they receive
the feedback.

provided in a
quality. It is
timely manner
timely with
and effective in
provisions for
both correcting
students' use.
and nurturing
Feedback
students.
incorporates
Feedback tends to
students'
be either written
information,
or verbal, formal achievement data
or informal, but
and the
not multiple
interpretation of
methods,
their records.
appropriate to Feedback is given
the situation. both written and
verbally, and is
both formal and
informal,
depending on the
situation.
16.
Rarely expresses Are generally Is enthusiastic no
Are always
Demonstrates
enthusiasm for enthusiastic, but matter what they
upbeat and
enthusiasm
what they are enthusiasm ebbs are teaching.
enthusiastic
while presenting teaching and/or and flows with
Students are
while presenting
content
complain about
the content.
interested in
content. Actively
what they need to
learning what
gauges student
do in front of
they are excited
morale and
students.
to be teaching.
adjusts
instruction plans
to keep student
focus and
enthusiasm at a
high level.
17. Circulates
Rarely moves Moves randomly
Regularly
Constantly
and assists
about the room to about the room
circulates
circulates the
students during assist students. periodically but
through the room and looks to
instruction
Tends to stay at does not actively classroom and
help students
their desk or
seek to help
looks to help
and/or guide
some other
students. Some students and/or them back on
location while students do not guide them back track. Students
students are seem comfortable
on track.
clearly feel very
working. Has no
approaching
comfortable
real idea if
teacher for help.
asking for help.
students are
working or not.
18. Connects
Rarely connects
Occasionally
Regularly
Constantly

learning to the
real world when
appropriate

learning to the
real world, or
forces
connections that
really are not
appropriate to
the learning at
hand.

19. Uses
technology to
enhance
instruction

Teacher uses
technology
sparingly.
Technology is
used as a
substitute for
textbooks and
worksheets and
not to enhance
instruction.

20. Provides
Rarely or never
appropriate
accommodates
accommodations for the needs of
individual
students.

makes an effort to connects learning connects learning

connect learning to the real world. to the real world.
to the real world,
Helps students
but it often seems
understands
forced and not a
where the
natural part of
content they are
the lesson.
learning fits for
them, not only in
the adult world,
but in their
student world as
well.
Teacher uses Teacher regularly Teacher regularly
technology in
uses technology
incorporates
conventional and and facilitates
technology into
procedural ways.
students in
instruction.
exploring
Students take
independently
part in higher
using technology order thinking
tools.
activities that
may not be
possible without
the use of
technology.
Only
Accommodates
Regularly
accommodates students based on differentiates
students based on their needs.
instruction to
their needs when
meet the varying
prompted, or
needs of all
required, such as
students.
by an IEP.

STUDENT GROWTH (INPUTS)

ELEMENT

Ineffective

Minimally
Effective

21. Collects data

and reflects on
assessment

Collects data on
student growth
and assessment
only because he
or she has to.
Very rarely uses
this data to guide
instruction.

Begins to use
student
assessment data
to guide
instruction, but
does so sparingly
and only when it
seems to fit.

Effective

Highly Effective

Collects student Actively seeks out

achievement data ways to collect
and often uses it
student
to make
assessment data
adjustments in
and constantly
plans for
uses it to guide
instruction.
instruction.

22.
Teacher sends
Teacher
Parents are
Teacher not only
Communicates
home a class occasionally does
frequently
informs parents
performance
newsletter or
more than the informed about
about their
expectations and
syllabus as
minimum when it
what is
expectations and
evaluation
required, and
comes to
happening in the
evaluation
system to
talks to parents at communicating classroom. This system, but allow
students and
conferences, but with families, but information is for engagement
parents
does nothing it is not a regular presented in
and interaction
more than the
part of their
multiple genres. with students and
minimum when it
classroom
Parents know in families about
comes to relating climate. Parents advance what will this information.
their expectations are not engaged be happening in This can be in
and evaluation
as an integral
the classroom. person or in an
system to
part of the
Parents are
online presence.
students and learning process. engaged as an
Parents are
parents.
integral part of
engaged as an
the learning
integral part of
process.
the learning
process.
23. Makes
Teacher will meet Teacher will meet Teacher will meet Teacher will meet
progress on an with evaluator in with evaluator in with evaluator in with evaluator in
individual
the fall to discuss the fall to discuss the fall to discuss the fall to discuss
professional
their individual their individual their individual their individual
goal throughout professional goal. professional goal. professional goal. professional goal.
the year
Part of this
Part of this
Part of this
Part of this
discussion should discussion should discussion should discussion should
include what each include what each include what each include what each
descriptor
descriptor
descriptor
descriptor
represents. This represents. This represents. This represents. This
will be different will be different will be different will be different
for each teacher for each teacher for each teacher for each teacher
based on their
based on their
based on their
based on their
goal.
goal.
goal.
goal.

STUDENT GROWTH (SCHOOL GOAL)

ELEMENT

Ineffective

Minimally
Effective

Effective

Highly Effective

24. Progress
towards schoolwide goal

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

communicated to communicated to communicated to communicated to

all teachers. The all teachers. The all teachers. The all teachers. The
group will decide group will decide group will decide group will decide
what constitutes what constitutes what constitutes what constitutes
success-meaning success-meaning success-meaning success meaning
what each
what each
what each
what each
descriptor
descriptor
descriptor
descriptor
represents. Every represents. Every represents. Every represents. Every
person in the
person in the
person in the
person in the
building will earn building will earn building will earn building will earn
the same score on the same score on the same score on the same score on
this component. this component. this component. this component.

STUDENT GROWTH (OUTPUTS)

ELEMENT

25. Pre- and

post-testing

Ineffective

Minimally
Effective

Effective

Highly Effective

Teacher will meet Teacher will meet Teacher will meet Teacher will meet
with evaluator in with evaluator in with evaluator in with evaluator in
the fall to discuss the fall to discuss the fall to discuss the fall to discuss
how they will
how they will
how they will
how they will
pre- and post-test pre- and post-test pre- and post-test pre- and post-test
students. Part of students. Part of students. Part of students. Part of
this meeting will this meeting will this meeting will this meeting will
be a discussion of be a discussion of be a discussion of be a discussion of
what constitutes what constitutes what constitutes what constitutes
success -meaning success- meaning success -meaning success -meaning
what each
what each
what each
what each
descriptor
descriptor
descriptor
descriptor
represents. This represents. This represents. This represents. This
will be slightly
will be slightly
will be slightly
will be slightly
different for each different for each different for each different for each
teacher.
teacher.
teacher.
teacher.

PROFESSIONAL RESPONSIBILITIES
ELEMENT

26. Accuracy in
self-reflection

Ineffective

Minimally
Effective

Effective

Highly Effective

Cannot gauge
Can generally
Makes accurate Makes thoughtful
his/her
gauge his/her
assessment of
assessment of
effectiveness. effectiveness. Can effectiveness. Can effectiveness,
Misjudges success make general
cite general
draws on

of instruction
profoundly. Has
very few
suggestions for
improvement.

27. Completes
records, reports
and noninstructional
tasks on time

28. Collaborates
with colleagues

29. Follows
school rules and
procedures

suggestions for
improving
instruction.

references for
support. Makes
some specific
suggestions.

extensive
repertoire of
skills, and offers
specific
suggestions for
improvement.
Teacher regularly
Teacher
Teacher rarely Teacher not only
needs to be
occasionally has any problems
regularly
reminded or is
needs to be
at all when it
completes their
late in completing reminded to
comes to
records, reports
their records,
complete their completing their
and nonreports and other records, reports records, reports
instructional
non-instructional and other non- and other non- duties on time,
duties.
instructional
instructional
but occasionally
duties.
duties.
volunteers to
help with some of
these duties, or
does more than is
expected of them.
Only collaborates Collaborates
Regularly
Collaborates
with others when occasionally with collaborates with constantly with
they are forced to colleagues, but it colleagues. Takes colleagues, giving
by the building is minimal and ideas from others their own time, or
administrator.
does not
and makes
finding creative
Generally closes
significantly
significant
ways to work
their door and
change their
changes in the
with others.
only worries
teaching.
teaching and
Extremely open
about their
learning that
to the ideas of
classroom.
occurs in their others or sharing
classroom.
what they do with
people who need
it.
Teachers has had Teacher has not Teacher follows Teacher not only
to be reminded
had to be
all school rules follows all school
more than once reminded about and procedures.
rules and
about school
any school rules
(taking
procedures(taking
rules or
or procedures
attendance,
attendance,
procedures
(taking
grades in on time, grades in on time,
(taking
attendance,
updating Infinite updating Infinite
attendance, grades in on time, Campus, etc.) Campus, etc.), but
grades in on time, updating Infinite Regularly attends
they help to
updating Infinite Campus, etc.), but all required
develop them
Campus, etc.),
there is a sense
meetings.
and/or enforce
including but not
from the
them. The highly
limited to -evaluator that
effective teacher

discipline
they are often
procedures,
looking to cut
attendance at corners or do the
staff meetings, minimum. There
tardiness to
is some concern
school or in
about missing
starting class
required
periods. There is
meetings.
significant
concern about
missing required
meetings.

30. Treats
Inconsistently
Treats others
individuals
treats others with with respect and
within the
respect and
shows a
school
shows a
commitment to
community with commitment to good internal and
dignity and
good internal and
external
respect
external
customer service.
customer service.

31. Conducts
him or herself in
a professional
manner

Seems to not
understand
professional
conduct.
Attendance is a
major concern.
Absent without
arranging for a
substitute,
without leaving
sub plans, or
leaving poor sub
plans.

Generally
conducts him or
herself in a
professional
manner. There
are concerns
about attendance,
and/or quality
sub plans being
left the substitute
teacher.

understands the
importance of
rules and
procedures in
creating a positive
school climate.
Not only regularly
attends school
meetings, but
contributes in a
leadership role
with staff or
department
meetings.
Demonstrates an Uses the unique
understanding contributions of
and appreciation
others to
of the
effectively work
contributions of
on teams.
people with
diverse
backgrounds,
abilities, and
work styles.
Consistently
Always conducts
conducts him or him or herself in
herself in a
a highly
professional
professional
manner.
manner, both at
Attendance is school and in the
good and when
community.
absent plans for Attendance is
the substitute
excellent and
teacher are in when absent the
place.
plan for the
substitute is
always thorough
and high quality.

Drop-In Observation Notes: Teacher #2

Teacher #2 (T2)
4th Grade General Education
Non-Tenured Teacher
Zeeland Public Schools
11:07 am
T2 directed students to get out their materials for writing (a notebook, pencil, and folder.)
T2 called on students and asked them to recap the story from yesterdays lesson (he called on
individual students to recap certain parts). One student got up to sharpen his pencil in the back of
the room. One student was pulled out of class for mentoring (this caused a brief distraction for
many of the students).
11:12 am
T2 discussed the components of a literary essay (title and author must be in the first
sentence) and called on students to help him recap yesterdays writing work. T2 gave students
ample wait time, affirmed and restated student responses, and didnt let students off the hook when
he called on them and they said I dont know. He moved on to someone else then returned to that
student to follow up. Most students were engaged during this time.
11:16 am
T2 pulled out his materials (similar to students materials) and displayed them on the
projection screen while students pulled out their writing materials (some had already done this.)
T2 put up a sample literary essay about Charlottes Web and used it to ask students specific
questions about the components of a literary essay. He asked them to remember what they learned
yesterday. Many students were distracted during this time, but T2 pulled them back in with a turn
and talk. The students were obviously familiar with this routine, but some were still off task. T2
did a great job of circulating around the room to check in with specific students and manage
behavior issues.
11:22 am
T2 tied the literary essay components in with students prior knowledge about persuasive
essays. The students made connections and noticed similarities and T2 affirmed them. This was a
great tie-back to what the students already knew and it got them ready to move forward.
11:24 am
T2 moved the students on to the days task by saying, Now, lets do the same thing with
Taco Head (the short story that they had been assigned to read for the day). He led the students in
a guided writing exercise about the theme of the story, following the example of Charlottes Web
and using different colored markers for different elements of the essay. During this teaching time, 2
different students expressed confusion about the task and what they were supposed to be doing;
the learning target was not clear. T2 clarified and continued to call on other students for input. The
students were engaged, on task, and understanding of their roles during the remainder of the
teaching time.
11:31 am
Mrs. Poll and I left the classroom.

Teacher #2s 2014-2015 Goals

(as recorded in STAGES)
What is your professional goal for the upcoming school year? Include a short rationale, as
well as details such as support needed, goal timeline, and anything else you feel is relevant.
This year, my professional goal is to positively connect with the parents of my students. I plan to
connect with each set of parents twice a semester this year (once via phone call, once via note/ post
card).
How would you like to be evaluated on this goal? What is the descriptor for a rating of Highly
Effective? Effective? Minimally Effective? Ineffective?
In order to be highly effective, I will make at least 80% of the contacts expected (73/92). To be
effective, I will make at least 70% of my expected contacts (64/92). To be minimally effective, I will
make at least 60% of the contacts expected (55/92). To be considered ineffective, I will make less than
60% of the expected contacts (54 or fewer).
What is the school-wide goal for the upcoming school year? Include a short rationale, as well
as details such as support needed, goal timeline, and anything else you feel is relevant.
Students will increase their science knowledge during the 2014-15 school year. The scores for the pretesting showed that % of our students knew 80% of the science information on the pre-test. Our goal is
to have 80% of our students achieve 80% or higher on the post test.
Staff will participate in 1-2 sessions of professional staff development on science inquiry, content
instruction in the classroom during grade level planning time or staff meeting time.
Students will complete a pre-test of 2 Battle Creek assessments. Throughout the school year, the
students will be purposefully introduced to vocabulary and content pulled from the area of science.
Pretests given and scored by November 25th
Posttests given and scored by May 1st
How would you like to be evaluated on this goal? What is the descriptor for a rating of Highly
Effective? Effective? Minimally Effective? Ineffective?
Formal Assessment: Pre/Post test of 2 grade level Battle Creek Assessments
Informal Assessments: various
Highly Effective = 80%+ of students to achieve 80% on average score of both tests
Effective = 50%-79% of students to achieve 80%
Minimally Effective = 25%-49% of students to achieve 80%
Ineffective = less than 25% of students to achieve 80%
What is your pre- and post-test goal for the upcoming school year? Include a short rationale,
as well as details such as support needed, goal timeline, and anything else you feel is
relevant.
This year my focus for the pre- and post test goal is in multiplication facts. This is a skill that they need
to have mastered in-order to be successful in the 4th grade math curriculum. Overall, my students
know the basic facts, but are slow at producing their answers. My goal is to increase their speed to
help them be successful this school year with our math curriculum.

How would you like to be evaluated on this goal? What is the descriptor for a rating of Highly
Effective? Effective? Minimally Effective? Ineffective?
This goal will be evaluated through a timed multiplication test. The test will be 2 minutes in length
and will cover all of the multiplication facts (total of 50). Students will be expected to complete at least
40 problems correctly in these two minutes (3 seconds per problem). In order to be highly effective, I
will have 80% of my class reach this mark. To be effective, I will have 65%. In order to be minimally
effective, I will have 50% reach the mark of 40 question. Ineffective is any less than 60% of my class
reaching 40 correct problems in 2 minutes.

Teacher #2
2015 Final Evaluation
4th grade General Education
Non-Tenured Teacher
Zeeland Public Schools

PLANNING AND PREPARATION

ELEMENT

Ineffective=1

Minimally
Effective=2

1. Knowledge of
Displays little
Demonstrates
Content
understanding of incomplete or
important
inaccurate
prerequisite
awareness of
knowledge.
prerequisite
Makes content
knowledge.
errors. Uses poor Displays basic
examples.
content
Conveys a
knowledge
negative attitude.
without
Communicates
connecting to
that the content is other disciplines.
not important.
Communicates
little conviction
for the
importance of
content.

Effective=3

Highly
Effective=4

Exhibits
Displays
understanding of extensive content
prerequisite
knowledge with
relationships
commitment to
among topics and further learning.
concepts.
Builds on
Displays solid
knowledge of
content
prerequisite
knowledge.
relationships.
Connects with
other disciplines.
Links content
with students'
knowledge and
experience.
Conveys genuine
enthusiasm for
content.
2. Knowledge of Displays minimal Displays general Displays solid
Displays
students' needs
knowledge of
knowledge of understanding of knowledge of
student needs
student needs
typical student typical student
such as
such as
needs such as
needs such as
developmental developmental developmental developmental
characteristics or characteristics or characteristics
characteristics
student
student
and the
and
skills/knowledge. skills/knowledge, skills/knowledge skills/knowledge
but only displays
of groups of
as it pertains to
this knowledge as students, as well each student,
it pertains to the as, exceptions to including those
whole class.
general patterns.
with special
needs, and
utilizes this
knowledge to

differentiate
instruction.
3. Appropriate Are ambiguous or Are moderately
Are clear and
Are clear and
instructional
unsuitable for the clear or suitable suitable for most
account for
goals
class. Represent for most students,
students.
varying learning
low expectations,
represent
Represent
needs. Represent
do not allow for
moderately
valuable
high expectations.
viable
valuable
expectations.
Demonstrate
assessment.
expectations.
Allow for
student initiative.
Reflect only one Allow for some
assessment.
Relate to
type of learning
assessment.
Reflect several
curriculum
or discipline.
Reflect several different types of frameworks.
types of learning learning with
Permit viable
with no effort at effort at content
assessment.
content
integration.
Reflect several
integration.
types of learning
with effort at
content
integration.
4. Knowledge of Is unaware of or
Displays
Is aware of and
Integrates
resources
does not utilize
awareness of
resources are
resources
resources
resources
available through available through
available through available through
the school,
the school,
the school,
the school,
district, or
district, and other
district, or
district, or
community for
organizations.
community for community for
teaching and
teaching and
teaching and
learning.
learning.
learning.
5. Plans
Instruction seems Instruction has There is a clear There is not only
coherent
to have no real some structure to and recognizable
a clear plan
instruction
plan behind it.
it, but it is
plan behind
behind
Students seem
minimally
instruction.
instruction, but
disengaged or
engaging to
Students are
the instructional
confused.
students.
engaged.
plan is shared
with students.
Students are
highly engaged
and may have
even been
involved in some
of the decision
making behind
the lesson.
6. Connects
There is no
Minimal evidence Evidence can be Everything that
lessons and
evidence that any can be shown that
shown that
happens in class

activities to state effort has been connect lessons

standards
made to connect and activities to
lessons and
state standards.
activities to state
standards.

connect lessons can relate back to

and activities to state standards
state standards. and benchmarks.

LEARNING ENVIRONMENT
ELEMENT

Ineffective

Minimally
Effective

Effective

Highly Effective

7. Climate of
Interactions
Interactions in
Interactions in
Interactions in
trust and respect between teacher the classroom do the classroom are the classroom
and students in not demonstrate generally polite
demonstrate
the classroom are negative behavior and respectful.
genuine caring
characterized by
toward one
for one another
conflict, sarcasm,
another.
as individuals and
or put-downs.
as students.
8. Manages
Classroom rules Classroom rules Classroom rules Classroom rules
classroom rules and procedures and procedures and procedures and procedures
and procedures do not appear to
have been
have been
are clear.
to maximize
have been
established for
established.
Standards appear
learning
established.
most situations. Standards are
to have been
Students are
Majority of
clear to all
developed with
confused about
students
students.
student
standards.
understand them.
Standards
participation.
Clarification is
contain an
Standards account
provided after appropriate level
for possible
confusion.
of detail.
student
misunderstanding.
9.
Does not make an Students are
Learning
Learning
Communicates
effort to
aware of learning objectives are objectives clearly
learning
communicate
objectives, but clear to students guide everything
objectives
learning
there seems to be and guide some of that happens
clearly
objectives to
a minimal
what happens in during the class
students.
connection
the classroom. period. Students
between the
fully expect to see
targets and what
learning
happens during
objectives on a
the class period.
daily basis.
Conversations
take place
between teacher
and students
about learning

10. Provides
supportive
learning
environment

11. Ensures
materials, aides
and facilities are
ready for
learning

12.
Demonstrates
appreciation for
diversity and
cultural customs

objectives.
Adheres rigidly to Attempts to
Makes minor
Adapts
lesson plan, even adjust lesson and adjustments
instruction
when feedback support students
effectively.
continually and
indicates changes
with mixed
Persists in
spontaneously.
are necessary. results. Accepts seeking a myriad
Persists in
Gives up or
responsibility for of approaches for seeking effective
blames the
the success of all
students.
approaches for
student or the
students. Has a
Possesses an
students as
environment for limited repertoire
adequate
individuals.
student's lack of of instructional
repertoire of
Employs
success.
strategies to use. instructional
strategies for
strategies.
increasing
metacognition.
Materials are Materials are not Materials are
Encourages
unavailable.
readily available. readily available
student
Materials do not Some materials
and well
responsibility for
support
support goals.
organized.
efficient
instructional
Some materials
Majority of
operations.
goals. Materials engage students materials support Fosters students'
do not engage
meaningfully.
instructional
choice,
students
Some effort is goals. Majority of adaptation, or
meaningfully.
made to keep materials engage
creation of
Classroom or
classroom clean
students
materials to
learning space is and well kept, but meaningfully.
enhance their
not clean and well students are
Students are
own learning.
kept.
generally not
involved in
Teacher creates a
involved.
keeping
sense of pride in
classroom clean the classroom
and well kept. space in students.
Interaction with Interactions with Interactions are
Interactions
at least some
students are
friendly and
demonstrate
students is
generally
demonstrate
genuine caring
negative,
appropriate, but general warmth, and respect for
demeaning, or
may reflect
caring, and
individual
sarcastic.
occasional
respect.
students.
Interaction is
inconsistencies, Interactions are
Successfully
inappropriate to
favoritism or
appropriate to
accommodates
students' age or
disregard for
developmental
students'
culture. Students'
students'
and cultural
questions or
questions or cultures. Students norms. Students
interests.
interests are
exhibit only
exhibit respect Students exhibit
disregarded.
minimal respect
for teacher.
respect for
Students exhibit
for teacher.
teacher as an
disrespect for
individual.

teacher.

INSTRUCTION
ELEMENT

13. Uses a
variety of
teaching
methods for
active student
learning

Ineffective

Minimally
Effective

Questions and
Questions and
activities are activities indicate
geared to lower
an attempt to
level thinking. engage students
Tends to focus on and some are
the same learning geared toward
style. Students
higher-level
seem disengaged thinking. Hits
or disinterested. more than one
learning style in a
given class
period. Student
engagement ebbs
and flows
depending on the
day or activity.

Effective

Questions and
activities
facilitate higherlevel discussion.
Teaches to
multiple learning
styles. Students
are engaged the
majority of the
time.

Highly Effective

Questions and
activities
facilitate higherlevel discussions
where students
seek to engage
entire class.
Students
occasionally lead
discussion, where
appropriate.
Multiple learning
styles are
addressed and
students are
given choices
when
appropriate.
Students are
highly engaged.
14. Gives
It is common for
Students
Students
Students not only
directions in a
students to be
generally
understand what understand what
clear and
confused about understand what they need to do they need to do,
concise manner what they need they need to do, and very rarely
but the highly
to do. This can be but instructional
have
effective teacher
reflected in
time is
misunderstandings
anticipates
clarifying
sometimes
about directions.
potential
questions or in wasted on giving
problem areas
students not
directions.
and is proactive
doing the activity
Student
in his or her
correcting.
confusion over
approach to
directions
making sure
happens, but is
students do not
relatively rare.
make these
common
mistakes.
15. Provides
Feedback is not
Feedback is
Feedback is of
Feedback is
appropriate
provided, or is provides but is of high quality. It is consistently high

feedback to
students

provided in a
haphazard
method.

low quality.
Feedback is rare
and/or partially
effective.
Sometimes there
is a delay
between when
students
complete a task
and they receive
the feedback.

provided in a
quality. It is
timely manner
timely with
and effective in
provisions for
both correcting
students' use.
and nurturing
Feedback
students.
incorporates
Feedback tends to
students'
be either written
information,
or verbal, formal achievement data
or informal, but
and the
not multiple
interpretation of
methods,
their records.
appropriate to Feedback is given
the situation. both written and
verbally, and is
both formal and
informal,
depending on the
situation.
16.
Rarely expresses Are generally Is enthusiastic no
Are always
Demonstrates
enthusiasm for enthusiastic, but matter what they
upbeat and
enthusiasm
what they are enthusiasm ebbs are teaching.
enthusiastic
while presenting teaching and/or and flows with
Students are
while presenting
content
complain about
the content.
interested in
content. Actively
what they need to
learning what
gauges student
do in front of
they are excited
morale and
students.
to be teaching.
adjusts
instruction plans
to keep student
focus and
enthusiasm at a
high level.
17. Circulates
Rarely moves Moves randomly
Regularly
Constantly
and assists
about the room to about the room
circulates
circulates the
students during assist students. periodically but
through the room and looks to
instruction
Tends to stay at does not actively classroom and
help students
their desk or
seek to help
looks to help
and/or guide
some other
students. Some students and/or them back on
location while students do not guide them back track. Students
students are seem comfortable
on track.
clearly feel very
working. Has no
approaching
comfortable
real idea if
teacher for help.
asking for help.
students are
working or not.
18. Connects
Rarely connects
Occasionally
Regularly
Constantly

learning to the
real world when
appropriate

learning to the
real world, or
forces
connections that
really are not
appropriate to
the learning at
hand.

19. Uses
technology to
enhance
instruction

Teacher uses
technology
sparingly.
Technology is
used as a
substitute for
textbooks and
worksheets and
not to enhance
instruction.

20. Provides
Rarely or never
appropriate
accommodates
accommodations for the needs of
individual
students.

makes an effort to connects learning connects learning

connect learning to the real world. to the real world.
to the real world,
Helps students
but it often seems
understands
forced and not a
where the
natural part of
content they are
the lesson.
learning fits for
them, not only in
the adult world,
but in their
student world as
well.
Teacher uses Teacher regularly Teacher regularly
technology in
uses technology
incorporates
conventional and and facilitates
technology into
procedural ways.
students in
instruction.
exploring
Students take
independently
part in higher
using technology order thinking
tools.
activities that
may not be
possible without
the use of
technology.
Only
Accommodates
Regularly
accommodates students based on differentiates
students based on their needs.
instruction to
their needs when
meet the varying
prompted, or
needs of all
required, such as
students.
by an IEP.

STUDENT GROWTH (INPUTS)

ELEMENT

Ineffective

Minimally
Effective

21. Collects data

and reflects on
assessment

Collects data on
student growth
and assessment
only because he
or she has to.
Very rarely uses
this data to guide
instruction.

Begins to use
student
assessment data
to guide
instruction, but
does so sparingly
and only when it
seems to fit.

Effective

Highly Effective

Collects student Actively seeks out

achievement data ways to collect
and often uses it
student
to make
assessment data
adjustments in
and constantly
plans for
uses it to guide
instruction.
instruction.

22.
Teacher sends
Teacher
Parents are
Teacher not only
Communicates
home a class occasionally does
frequently
informs parents
performance
newsletter or
more than the informed about
about their
expectations and
syllabus as
minimum when it
what is
expectations and
evaluation
required, and
comes to
happening in the
evaluation
system to
talks to parents at communicating classroom. This system, but allow
students and
conferences, but with families, but information is for engagement
parents
does nothing it is not a regular presented in
and interaction
more than the
part of their
multiple genres. with students and
minimum when it
classroom
Parents know in families about
comes to relating climate. Parents advance what will this information.
their expectations are not engaged be happening in This can be in
and evaluation
as an integral
the classroom. person or in an
system to
part of the
Parents are
online presence.
students and learning process. engaged as an
Parents are
parents.
integral part of
engaged as an
the learning
integral part of
process.
the learning
process.
23. Makes
Teacher will meet Teacher will meet Teacher will meet Teacher will meet
progress on an with evaluator in with evaluator in with evaluator in with evaluator in
individual
the fall to discuss the fall to discuss the fall to discuss the fall to discuss
professional
their individual their individual their individual their individual
goal throughout professional goal. professional goal. professional goal. professional goal.
the year
Part of this
Part of this
Part of this
Part of this
discussion should discussion should discussion should discussion should
include what each include what each include what each include what each
descriptor
descriptor
descriptor
descriptor
represents. This represents. This represents. This represents. This
will be different will be different will be different will be different
for each teacher for each teacher for each teacher for each teacher
based on their
based on their
based on their
based on their
goal.
goal.
goal.
goal.

STUDENT GROWTH (SCHOOL GOAL)

ELEMENT

Ineffective

Minimally
Effective

Effective

Highly Effective

24. Progress
towards schoolwide goal

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

In each building,
the School
Improvement
Team will create
one school-wide
goal. This will be

communicated to communicated to communicated to communicated to

all teachers. The all teachers. The all teachers. The all teachers. The
group will decide group will decide group will decide group will decide
what constitutes what constitutes what constitutes what constitutes
success-meaning success-meaning success-meaning success meaning
what each
what each
what each
what each
descriptor
descriptor
descriptor
descriptor
represents. Every represents. Every represents. Every represents. Every
person in the
person in the
person in the
person in the
building will earn building will earn building will earn building will earn
the same score on the same score on the same score on the same score on
this component. this component. this component. this component.

STUDENT GROWTH (OUTPUTS)

ELEMENT

25. Pre- and

post-testing

Ineffective

Minimally
Effective

Effective

Highly Effective

Teacher will meet Teacher will meet Teacher will meet Teacher will meet
with evaluator in with evaluator in with evaluator in with evaluator in
the fall to discuss the fall to discuss the fall to discuss the fall to discuss
how they will
how they will
how they will
how they will
pre- and post-test pre- and post-test pre- and post-test pre- and post-test
students. Part of students. Part of students. Part of students. Part of
this meeting will this meeting will this meeting will this meeting will
be a discussion of be a discussion of be a discussion of be a discussion of
what constitutes what constitutes what constitutes what constitutes
success -meaning success- meaning success -meaning success -meaning
what each
what each
what each
what each
descriptor
descriptor
descriptor
descriptor
represents. This represents. This represents. This represents. This
will be slightly
will be slightly
will be slightly
will be slightly
different for each different for each different for each different for each
teacher.
teacher.
teacher.
teacher.

PROFESSIONAL RESPONSIBILITIES
ELEMENT

26. Accuracy in
self-reflection

Ineffective

Minimally
Effective

Effective

Highly Effective

Cannot gauge
Can generally
Makes accurate Makes thoughtful
his/her
gauge his/her
assessment of
assessment of
effectiveness. effectiveness. Can effectiveness. Can effectiveness,
Misjudges success make general
cite general
draws on

of instruction
profoundly. Has
very few
suggestions for
improvement.

27. Completes
records, reports
and noninstructional
tasks on time

28. Collaborates
with colleagues

29. Follows
school rules and
procedures

suggestions for
improving
instruction.

references for
support. Makes
some specific
suggestions.

extensive
repertoire of
skills, and offers
specific
suggestions for
improvement.
Teacher regularly
Teacher
Teacher rarely Teacher not only
needs to be
occasionally has any problems
regularly
reminded or is
needs to be
at all when it
completes their
late in completing reminded to
comes to
records, reports
their records,
complete their completing their
and nonreports and other records, reports records, reports
instructional
non-instructional and other non- and other non- duties on time,
duties.
instructional
instructional
but occasionally
duties.
duties.
volunteers to
help with some of
these duties, or
does more than is
expected of them.
Only collaborates Collaborates
Regularly
Collaborates
with others when occasionally with collaborates with constantly with
they are forced to colleagues, but it colleagues. Takes colleagues, giving
by the building is minimal and ideas from others their own time, or
administrator.
does not
and makes
finding creative
Generally closes
significantly
significant
ways to work
their door and
change their
changes in the
with others.
only worries
teaching.
teaching and
Extremely open
about their
learning that
to the ideas of
classroom.
occurs in their others or sharing
classroom.
what they do with
people who need
it.
Teachers has had Teacher has not Teacher follows Teacher not only
to be reminded
had to be
all school rules follows all school
more than once reminded about and procedures.
rules and
about school
any school rules
(taking
procedures(taking
rules or
or procedures
attendance,
attendance,
procedures
(taking
grades in on time, grades in on time,
(taking
attendance,
updating Infinite updating Infinite
attendance, grades in on time, Campus, etc.) Campus, etc.), but
grades in on time, updating Infinite Regularly attends
they help to
updating Infinite Campus, etc.), but all required
develop them
Campus, etc.),
there is a sense
meetings.
and/or enforce
including but not
from the
them. The highly
limited to -evaluator that
effective teacher

discipline
they are often
procedures,
looking to cut
attendance at corners or do the
staff meetings, minimum. There
tardiness to
is some concern
school or in
about missing
starting class
required
periods. There is
meetings.
significant
concern about
missing required
meetings.

30. Treats
Inconsistently
Treats others
individuals
treats others with with respect and
within the
respect and
shows a
school
shows a
commitment to
community with commitment to good internal and
dignity and
good internal and
external
respect
external
customer service.
customer service.

31. Conducts
him or herself in
a professional
manner

Seems to not
understand
professional
conduct.
Attendance is a
major concern.
Absent without
arranging for a
substitute,
without leaving
sub plans, or
leaving poor sub
plans.

Generally
conducts him or
herself in a
professional
manner. There
are concerns
about attendance,
and/or quality
sub plans being
left the substitute
teacher.

understands the
importance of
rules and
procedures in
creating a positive
school climate.
Not only regularly
attends school
meetings, but
contributes in a
leadership role
with staff or
department
meetings.
Demonstrates an Uses the unique
understanding contributions of
and appreciation
others to
of the
effectively work
contributions of
on teams.
people with
diverse
backgrounds,
abilities, and
work styles.
Consistently
Always conducts
conducts him or him or herself in
herself in a
a highly
professional
professional
manner.
manner, both at
Attendance is school and in the
good and when
community.
absent plans for Attendance is
the substitute
excellent and
teacher are in when absent the
place.
plan for the
substitute is
always thorough
and high quality.

References

Danielson & McGreal. (2000). Teacher Evaluation. ASCD.

Marzano, R. (2012). The Two Purposes of Teacher Evaluation. Educational Leadership, 14-19.
Tucker, M. (2015). Needed: An Updated Accountability Model. Educational Leadership , 66-70.