DAT Final Report Appendix

Case Studies of Gold Standards and Teacher Quality
Appendix
4 December 2014
Delivered by: Majak Anyieth, Matt Pinover, Maggie Guzman,
Zoe Rae Rote, CJ Pine
Table of Contents
1. KIPP Character Growth Card-English
2. KIPP Character Growth Card-Spanish
3. YES Prep Teacher Evaluation
4. YES Prep Instructions for Tutors
5. CPS Danielson Framework for Teaching
6. Matt Pinovers REACH Summary Report
GRIT
Finished whatever s/he began

Stuck with a project or activity for more than a few weeks
Tried very hard even after experiencing failure
Stayed committed to goals
Kept working hard even when s/he felt like quitting
OPTIMISM
Believed that effort would improve his/her future

When bad things happened, s/he thought about things they could do to
make it better next time
Stayed motivated, even when things didnt go well
Believed that s/he could improve on things they werent good at
SELF CONTROL (school work)
Came to class prepared

Remembered and followed directions
Got to work right away instead of waiting until the last minute
Paid attention and resisted distractions
SELF CONTROL (interpersonal)
Remained calm even when criticized or otherwise provoked

Allowed others to speak without interrupting
Was polite to adults and peers
Kept temper in check
GRATITUDE
Recognized what other people did for them

Showed appreciation for opportunities
Expressed appreciation by saying thank you
Did something nice for someone else as a way of saying thank you
SOCIAL INTELLIGENCE
Was able to find solutions during conflicts with others

Showed that s/he cared about the feelings of others
Adapted to different social situations
CURIOSITY
Was eager to explore new things

Asked questions to help s/he learn better
Took an active interest in learning
ZEST
Actively participated
Showed enthusiasm
Approached new situations with excitement and energy
5
TEACHER
1 = Almost Never 2 = Very Rarely 3 = Rarely 4 = Sometimes 5 = Often 6 = Very Often 7 = Almost Always
TEACHER
DATE
SCHOOL
TEACHER
GRADE
STUDENT NAME
TEACHER
Q4
Q3
TEACHER
Q2
AVERAGE TEACHER SCORE
Q1
SELF - ASSESSMENT
You may find this character inventory tool helpful to discuss differences and similarities between self-scores and teacherscores, changes and progress over time, and/or variations in scores in different environments, situations, or class settings.
After a discussion, setting one or two goals would be an appropriate next step. Its important to note that this tool should
not be used to diagnosis or compare children, nor to compare schools or programs. Please use it to help children focus on
their own growth and development in these areas, and as a positive conversation starter.
COLEGIO
FECHA
1 = Casi nunca 2 = Muy pocas veces 3 = Pocas veces 4 = Algunas veces 5 = A menudo 6 = Muy a menudo 7 = Casi siempre
PERSEVERANCIA
Finaliz todo lo que comenz
Continu realizando un proyecto o actividad durante varias semanas
Se esforz mucho incluso despus de fracasar
Mantuvo su compromiso de lograr los objetivos
Continu trabajando con ahnco incluso cuando le dieron ganas de abandonar
Mantuvo la opinin de que el esfuerzo mejorara su futuro

Cuando las cosas no salieron bien, pens acerca de lo que podra hacer la prxima
vez para obtener mejores resultados
Se mantuvo motivado(a), incluso cuando las cosas no salieron bien
Mantuvo la opinin de que su desempeo mejorara en las reas que no dominaba
CONTROL (tareas escolares

Asisti a clase bien preparado(a)
Comenz a trabajar inmediatamente en lugar de esperar hasta el ltimo minuto
Permiti que otros hablaran sin interrumpir

Se comport de forma educada con las personas adultas y sus compaeros
Mantuvo su temperamento bajo control
GRATITUD
Mostr su gratitud por las oportunidades
Expres su gratitud diciendo gracias
Realiz una buena accin como forma de demostrar su gratitud hacia otra persona
Fue capaz de encontrar soluciones durante situaciones conflictivas con otras personas
Mostr empata por los sentimientos de otras personas
Se adapt a diferentes situaciones sociales
CURIOSIDAD
Mostr inters por explorar cosas nuevas
Realiz preguntas que le ayudaron a aprender mejor
Particip de forma activa en el aprendizaje
ENTUSIASMO
Particip activamente
Mostr entusiasmo
PROFESOR 5
GRADO
T4
PROFESOR 4
T3
PROFESOR 2
T2
CALIFICACIN PROMEDIO DE LOS

PROFESORES
T1
NOMBRE DEL ESTUDIANTE
AUTOEVALUACIN
Esta herramienta de evaluacin de rasgos de personalidad/carcter le puede resultar til para discutir las diferencias y similitudes entre las
autoevaluaciones y las evaluaciones de los profesores, los cambios y el progreso con el transcurso del tiempo, o las variaciones en las
calificaciones obtenidas en diferentes ambientes, situaciones o entornos de clases. Despus de discutir un tema, el siguiente paso apropiado
sera establecer uno o dos objetivos. Es importante tener en cuenta que esta herramienta no debe utilizarse para diagnosticar o comparar
nios, ni tampoco para comparar colegios o programas. Utilice esta herramienta para ayudar a los nios a centrarse en su propio crecimiento
y desarrollo en estas reas, as como tambin para iniciar conversaciones positivas.
Document 16: YES Prep Public Schools Teacher Evaluation Summary Tool
This evaluation summary and rubric is used by YES Prep to assess teachers instructional
practices, classroom management, and service to the school community.
YES Prep Public Schools

Summative Evaluation: Instructional Staff Member
Instructional Staff Member: ________________________ School Year: __________________
Position: ______________________________________________________________________
Person Completing Evaluation: ________________________
Date Completed: _________
Position: ______________________________________________________________________
PERFORMANCE SUMMARY
I. Classroom
Management and
Culture
-Classroom Culture
and Learning
Environment
-Student
Management
Unsatisfactory
II. Instructional
Planning and
Delivery
-Classroom
Instruction
-Assessment
-Long Term
Planning
III. YES
Responsibilities
Unsatisfactory
IV. YES Values
Unsatisfactory
Approaching
Proficiency
Proficiency
Mastery/EQ
Individual Professional Development

Goals
__Met
Unsatisfactory
Approaching
Proficiency
Proficiency
Approaching
Proficiency
Proficiency
Approaching
Proficiency
Proficiency
__Unmet
__N/A
Mastery/EQ
Departmental Goals
__Met
__Unmet
__N/A
Grade Level Goals

__Met
__Unmet
__N/A
Mastery/EQ
Mastery/EQ
School-wide TAKS Bonus
__Yes
__No
Other:________________________
__Yes
__No
Instructional Staff Member: _____________________________________

Evaluation Summary
Total 3 of
Total # of
Total # of
Unsatisfactor
Approaching Proficiency
y Indicators
Proficiency
Indicators
I. Classroom Management
Indicators
and Culture
__ x 0 =
__ x 1 =
__ x 2 =
- Classroom Culture and
_____pts.
_____pts.
_____pts.
Learning Environment
- Student Management
School Year: ___________________

Total # of
Mastery/ EQ
Indicators
Total
Points
(out of 36
possible)
__ x 3 =
______ pts.
(12 indicators)
II. Instructional Planning

and Delivery
- Classroom Instruction
- Assessment
- Long Term Planning
Total 3 of
Unsatisfactor
y Indicators
__ x 0 =
_____pts.
Total # of
Approaching
Proficiency
Indicators
__ x 1 =
_____pts.
Total # of
Proficiency
Indicators
Total # of
Mastery/ EQ
Indicators
__ x 2 =
_____pts.
__ x 3 =
_____pts.
Total # of
Approaching
Proficiency
Indicators
__ x 1 =
_____pts.
Total # of
Proficiency
Indicators
Total # of
Mastery/ EQ
Indicators
__ x 2 =
_____pts.
__ x 3 =
_____pts.
Total # of
Approaching
Proficiency
Indicators
Total # of
Proficiency
Indicators
Total # of
Mastery/ EQ
Indicators
Total
Points
(out of 36
possible)
Circle One:
Unsatisfactory 0 -10
points
Approaching
Proficiency 10-20
points
Proficiency 20-32
points
Mastery/EQ 32-36
points
Total
Points
(out of 36
possible)
Circle One:
points
Approaching
Proficiency 10-20
points
Proficiency 20-32
points
Mastery/EQ 32-36
points
Total
Points
(out of 36
possible)
Circle One:
points
Approaching
Proficiency 10-20
points
Proficiency 20-32
points
Mastery/EQ 32-36
points
(15 indicators)
III. YES Responsibilities

(5 indicators)
Total 3 of
Unsatisfactor
y Indicators
__ x 0 =
_____pts.
IV. YES Values

(6 indicators)
Total 3 of
Unsatisfactor
y Indicators
Circle One:
points
Approaching
Proficiency 10-20
points
Proficiency 20-32
points
Mastery/EQ 32-36
points
Instructional Staff Member: ________________________

OBSERVATIONS
Date
Completed By
Notes
Full Observations
Walk Through
Observations
UNIT PLANS/ ASSESSMENTS

Date Submitted
1st Semester
2nd Semester
Checked
By
Notes
INSTRUCTIONAL MATERIALS (BINDERS, E-BINDERS)

Date Submitted
Checked By
Notes
School Year: ____________
I. Classroom Management and Culture: Classroom Culture and Learning
Environment
Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Mastery/Exceptional Quality
Motivation/ Sense of
Urgency
Little or no attempt to
motivate students,
student behavior is
lackadaisical and student
demonstrate little or no
motivation to work hard
and achieve
Modest attempts to
motivate students and
inconsistent student
persistence, both teacher
and students are
performing at the minimal
level to get by
Effectively motivates
and creates a positive
sense of urgency for
classroom
performance
Respect and Equity
Interactions in teachers
classroom, both between
the teacher and students
and among students, are
negative or inappropriate
and characterized by
sarcasm, insults, or
conflict
Demonstrates respect
for all students in all
situations, treats all
students fairly;
interactions are free
from sarcasm, conflict
and insensitivity
High Expectations
Does not hold students to

high expectations for
achievement; the
classroom does not
represent a culture for
learning; there are no
efforts to celebrate or
recognize student success
Students rarely, if ever,
display hard work that
leads to achievement;
instructor makes little or
no attempt to motivate
students or encourage
them to work hard
Demonstrates respect for

all students in some
situations, treats students
fairly most of the time;
interactions are generally
free form sarcasm or
conflict but may be
characterized b occasional
displays of insensitivity
Holds students to
inconsistent expectations
for achievement; students
could be pushed to
achieve more
Effectively motivates students and

creates a positive sense of urgency
for classroom performance;
students demonstrate intrinsic
motivation and have internalized
the value of hard work,
demonstrating pride in their
accomplishments
Demonstrates respect for all
student in all situations; treats all
students fairly; classroom culture
encourages respect between all
individuals in the room; interaction
demonstrate genuine warmth and
caring toward individuals.
Valuing Hard Work

and Persistence
Students at times embrace

a whatever it takes
attitude toward
achievement, although
their behavior is
inconsistent; instructor
makes some attempt to
motivate students ,
although messages to work
hard are too infrequent to
be effective
Creates a culture of
high expectations for
all students, drives all
students to achieve at
high levels and to hold
themselves
accountable for
success every day
Students embrace a
whatever it takes
attitude toward
achievement;
instructor consistently
encourages students to
work hard and to
persist even when
faced with difficult
material
Creates a culture of high

expectations for all students, drives
all students to achieve at high
levels and to hold themselves
accountable for success every day;
risk taking is valued and
encouraged
Students embrace a whatever it
takes attitude toward
achievement; instructor
consistently encourages students to
work hard and to persist even
when faced with difficult material;
students set goals for achievement
and track own progress toward
those goals
Teamwork
Students demonstrate
negative interactions with
each other and teacher
during group activities;
students may deride each
other or discount
contributions of
teammates
Students generally
demonstrate positive
interactions with each
other and teacher during
group activities, but may
not always value each
others contributions
Students demonstrate
positive interactions
with each other and
teacher during group
activities, value
contributions of other
team members
Students demonstrate positive

interactions with each other and
teacher during group activities,
value contributions of other team
members; students demonstrate
cooperation rather than
competition in group and wholeclass activities
Stimulating
Environment
Classroom does not

contain YES materials
and/or other visually
stimulating and
encouraging materials;
the space may be
cluttered or disorganized
The classroom
arrangement is cluttered
and inhibits interactions
between teachers and
students and among
students
Classroom contains some

positive messages
(including all YES
material); the space is
generally clean but plain
Classroom contains
positive messages
(including all YES
material); the space is
inviting and visually
stimulating
Classroom contains positive

messages (including all YES
material); the space is inviting and
visually stimulating; examples of
recent student work displayed and
celebrated
Classroom is arranged
neatly but does not
encourage varied
interaction between
teacher and students or
among students
Classroom is arranged
to allow varied
interactions
between students and
teacher and among
students
Classroom is arranged to allow

varied interactions between
students and teacher and among
students; space is rearranged as
necessary to meet curricular goals
Classroom
Arrangement
Data for this domain comes primarily from the

following sources:
o
o
o
Walk-through Observations
Full Observations
Student Course Surveys
Notes:
I. Classroom Management and Culture: Student Management

Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Assertive Authority
Does not articulate

behavioral expectations
of students; student
behavior is consistently
poor
Articulates behavioral
expectations of students,
but may do so in a reactive
rather than proactive way;
student behavior is
acceptable when teacher is
watching
Clearly articulates
behavioral
expectations of
students, monitors
student behavior in
order to prevent
misbehavior
Handling Misbehavior
Does not respond to

student misbehavior, or
responds to
misbehavior
inconsistently or
inappropriately
Makes an effort to respond

quickly and
respectfully to student
misbehavior, although
teacher may occasionally
not address some
inappropriate student
behavior
Quickly, effectively,
and consistently
handles student
misbehavior in a
respectful and
appropriate way
Clearly articulates behavioral

expectations of students, monitors
student behavior in order to
prevent misbehavior; uses a
variety of strategies to manage
student behavior in a proactive
manner; teachers monitoring of
behavior is subtle
Quickly and effectively handles
student misbehavior in a respectful
and appropriate way that
maximizes instructional time and
promotes positive expectations for
behavior; teachers response is
sensitive to individual student
needs
Using School Systems

Effectively
Does not use school

systems in order to help
manage behavior;
allows unacceptable
behaviors to go
undocumented
Attempts to use school

systems such as
agendas, Wall St., Porch,
three marks and
detentions, but employs
them inconsistently or
is overly dependent on
them in order to force
student compliance
Effectively and
appropriately uses
school systems
such as agendas, Wall
St., Porch, three
marks and detentions
to manage student
misbehavior
Effectively and appropriately uses

school systems such as agendas,
Wall St., Porch, three marks and
detentions to manage student
misbehavior; blends use of school
systems with own methods so as to
not over-depend on school
systems
Classroom Routines
and Procedures
Few if any classroom

routines are evident and
much instructional time
is wasted; teacher may
mention routines but
fewer than 75% of
students
understand / follow
them
Some routines and

procedures are in place,
but some instructional
time is still lost; only 75
85% of student follow
routines
Creates and
implements effective
classroom
procedures that
maximize
instructional time and
allow for effective
record keeping; 85 90% of students
follow procedures w/o
prompting by
teacher
Creates and implements effective

classroom procedures that
maximize instructional time and
allow for effective record
keeping; over 90% of students
follow procedures w/o
prompting by teacher; uses student
helpers to accomplish
tasks and streamline classroom
operations
Parent/ Family
Communication
Provides little or no
information to families;
does not respond to
parent and student
requests in a timely
manner
Communicates with
families occasionally to
relay information about
student behavior and
performance and responds
in a timely manner, but
more proactive
communication would
benefit classroom and lead
to better student
achievement
Communicates with
families as appropriate
to relay information
about student behavior
and performance and
responds to student
and parent requests in
a timely manner;
makes positive
contact with at least
one family per week
(phone call or note
home)
Communicates with families as

appropriate to relay information
about student behavior and
performance and responds to
student and parent requests in a
timely manner; contacts
parents proactively (at least 3-5
families per week) to
ensure positive school-home
relationships and reinforce
classroom expectations for
behavior and performance

following sources:
o
o
o
o
Full Observations
Parent Contact Log (PowerSchool)
Notes:
II. Instructional Planning and Delivery: CLASSROOM INSTRUCTION

Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Mastery/Exceptional
Quality
Objective-Driven
Rarely writes lesson

plans with concrete,
measurable objectives
Expectations for student

learning are sometimes
clearly stated, but teacher
may not always have a
clear objective or the
objective may be difficult
to measure
Consistently designs lessons around

concrete, measurable objectives for
student achievement, expectations
for student learning are clearly
stated; challenges students at
appropriate levels with ambitious
learning goals
Effective
Instructional
Strategies
Uses only one or two

instructional strategies
on a consistent basis;
little or no attempt to
reach address students
various learning styles
Uses a small selection of

instructional strategies that
reach students with varied
learning styles; attempts to
employ various activities
with some success
Engagement and
Interest
Uses few or no
strategies or incentive
programs for keeping
students engaged; fewer
than 75% of students are
consistently engaged in
lessons
Displays uneven or
inconsistent content
knowledge; has
significant difficulty
communicating
relevancy of material to
students
The pacing of lessons is
either significantly too
fast or too slow to
promote student
engagement and student
learning; teacher
provides little or no wait
time with questions to
encourage student
processing
Uses two-three strategies

or incentive programs to
ensure that students are
engaged and relies heavily
on one or two; 75-90% of
students are consistently
engaged
Displays adequate content
knowledge and can
effectively explain
relevancy of material to
students
Questioning
Strategies
Uses very few questions

or low-level questions
that do not encourage
higher level thinking
Uses some questions

effectively in lessons in
order to assess student
mastery of material and
encourage student
processing; questions may
be somewhat infrequent or
lower-level
Checking for
Understanding
Infrequently monitors
students levels of
understanding; does not
adjust lesson in response
to student performance
Occasionally monitors
students level of
understanding and
attempts to adjust lessons
in response to student
performance; checks for
understanding may be too
infrequent or too simplistic
to yield meaningful data
Consistently designs
lessons around
concrete, measurable
objectives for student
achievement,
expectations for
student learning are
clearly stated
Selects and
effectively uses a
wide range of
instructional
strategies to
maximize student
learning; effectively
address students
different learning
styles through varied
lessons
Uses a variety of
strategies to ensure
that students are
engaged in lessons;
90% of students are
consistently engaged
in lesson
Displays extensive
content knowledge
and can effectively
explain relevancy of
material to students
and connection to
other disciplines
The pacing of lessons
consistently offers
opportunities for
student engagement
with appropriate use
of instructional time,
teacher adjusts
presentation style and
strategies as
appropriate to meet
needs of all students
Structures
questioning
techniques to assess
student mastery of
material and
encourage higher
level thinking,
encourages student
questioning and
productive discussion
Consistently monitors
students level of
understanding,
modifies and/or
adjusts lessons as
appropriate in order
to ensure student
mastery of objectives
Content Knowledge
Pacing
The pacing of the lessons

is generally appropriate for
most activities, though the
teacher may not adjust
lesson adequately to meet
he needs of all students in
the class
Selects and effectively uses a wide

range of instructional strategies to
maximize student learning; students
are highly engaged and challenged
throughout lesson; structure of
lesson allows for student reflection
and closure
Uses a variety of strategies to

ensure that students are engaged in
lessons; 95-100% of students are
consistently engaged in lesson;
students are authentically selfdirected in activities
Displays extensive content
knowledge and can effectively
explain relevancy of material to
students and connection to other
disciplines; consistently strives to
increase content knowledge and
bring new learning into classroom
The pacing of lessons consistently
offers opportunities for student
engagement with appropriate use of
instructional time, teacher adjusts
presentation style and strategies as
appropriate to meet needs of all
students; effective use of wait time
to encourage processing
Structures questioning techniques

to assess student mastery of
material and encourage higher level
thinking, encourages student
questioning and productive
discussion; questions are
consistently open-ended; students
display ownership of the inquiry
process without prompting by
teacher
Consistently monitors students
level of understanding, modifies
and/or adjusts lessons as
appropriate in order to ensure
student mastery of objectives;
determines each students level of
mastery of daily objectives and
provides learning opportunities that
are differentiated based on
performance

following sources:
o
o
o
o
o
Full Observations
Lesson Plans
Unit Plans
Notes:
II. Instructional Planning and Delivery: ASSESSMENT

Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Mastery/Exceptional
Quality
Using Diagnostics
and Formative
Assessments
Does not provide

evidence of using
student assessment data
in order to plan
instruction; the unit plan
progresses without
attention to student
progress on objectives
Does not use available
data for tracking student
mastery of key
curricular objectives for
each unit, students are
unaware of progress on
central objectives for the
year
Designs assessments
that are simplistic or
lack variety; these
assessments are
unhelpful in determining
student mastery of key
curricular objectives
Consistently analyzes
student assessment
results in order to plan
and adjust instruction
and to plan
intervention strategies;
assessments are
broken down by
specific unit objectives
Uses an effective
system for tracking
student mastery of key
curricular objectives
for each unit and
throughout the school
year
Analyzes student assessment results

in order to plan and adjust
instruction and to plan intervention
strategies; assessments are broken
down by specific unit objectives in
order to differentiate instruction
Tracking Student
Mastery
Uses student assessment

results in order to plan
instruction for some units;
use of data may be
inconsistent or may not be
used in order to adjust
mid-unit or provide
intervention for select
students
Uses a basic system for
tracking student mastery of
key curricular objectives
for individual units, but
that system does not track
for the year
Designs assignments and
assessments that reflect
student understanding of
the unit, though these
assessments may be
limited in the scope or in
form, or may focus on
content to the exclusion of
key skill objectives
Designs consistently
purposeful and
rigorous assignments
and assessment
activities that
accurately reflect
student understanding
of central objectives of
each unit, varies
assessments as
appropriate to reflect
objectives/goals
Provides feedback to
students that is
frequent and timely,
with sufficient amount
of specific feedback
on areas for
improvement
Designs consistently purposeful and

rigorous assignments and
assessments activities that
accurately reflect student
understanding of central objectives
of each unit, varies assessments as
appropriate to reflect
objectives/goals; through multiple
assessments, students are able to
demonstrate mastery in a variety of
ways
Able to provide
evidence of consistent
student progress
toward ambitious and
objective-driven
school and classroom
goals; students can
clearly articulate those
goals
Able to provide evidence of

consistent student progress toward
ambitious and objective-driven
school and classroom goals;
students can clearly articulate those
goals; goals provide students with
an authentic sense of motivation for
achievement and foster a strong
sense of student ownership of the
learning process
Purposeful Student
Assignments
Providing Feedback
to Students
students that is basic at
best (simply a grade)
and/or there are severe
lags in time between
student performance and
return of work so as to
limit usefulness of
feedback
Student Progress
toward Goals
Does not set goals for

class, or sets goals that
may not be referred to
throughout year

following sources:
o
o
o
o
Lesson Plans
Unit Plans
Sample Assignments
Student Surveys
students that is generally
timely, although there may
be lags of a week or more
that inhibit student
internalization of areas for
improvement with each
unit and/or the feedback
may be basic rather than
thorough
Provides some evidence of
student progress toward
school and classroom
goals, but these goals may
not be central to the class
and students may have
some trouble articulating
them
Notes:
Uses an effective system for

tracking student mastery of key
curricular objectives for each unit
and throughout the school year; the
information in that system is
available to students who refer to it
to track their own progress
Provides feedback to students that is

frequent and timely, with sufficient
amount of specific feedback on
areas for improvement; feedback is
meaningful, substantial, and fosters
student growth by addressing
individual strengths and weaknesses
II. Instructional Planning and Delivery: Long Term Planning

Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Unit Plans
Designs unit plans that

are simplistic,
disorganized, or lack
elaboration of essential
elements
Generally plans daily

instruction that aligns with
unit goals; unit plans are
outlined and logically
sequenced but may lack
some elaboration
Consistently plans
daily instructional
goals that are
in line with unit goals
and assessments,
provides clear
rationale for design
and sequence of units
Consistently plans daily

instructional goals that are in line
with unit goals and assessments,
provides clear rationale for design
and sequence of units; scaffolds
objectives to consistently
reach upper levels of Blooms
taxonomy
Backwards Planning
Does not plan units by

beginning with central
questions or final
assessments; planning is
linear and assessments
are written at end of unit
once teacher knows
what was covered
Generally plans units by

identifying essential
knowledge and skills that
students will master;
units may not have central
questions that organize and
drive instruction
Plans units by
beginning with the
end in mind,
articulating central
questions for each unit
of study and
identifying essential
knowledge and skills
that students will
master
Plans units by beginning with the

end in mind, articulating
central questions for each unit of
study and identifying essential
knowledge and skills that students
will master; assessments
are created and critiqued before unit
instruction begins
State and District

Standards
Instruction is not
aligned with state and
district standards; little
or no evidence that units
and daily lessons are
designed with links
between instruction and
standards
Instruction is sometimes
aligned with state and
district standards with basic
links in units between
instructional goals and
standards
Instruction is aligned
with state and district
standards, with links
in unit plans between
instructional goals and
standards
Instruction is aligned with state and

district standards, with links
in unit plans between instructional
goals and standards, and
with explicit links present in daily
planning between
instruction and standards

following sources:
o
o
o
Lesson Plans
Unit Plans/ Planning Calendars
Department Head Evaluations
Notes:
III. YES Responsibilities

Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Interaction w/
Parents
Interaction w/ Parents
Interactions with
parents are
characterized by
conflict, sarcasm,
defensiveness, or other
unprofessional qualities;
does not respond in a
timely manner to areas
of concern
Interacts with parents in a

professional and
proactive manner, is
usually available for
conferences and meetings,
addresses areas of
concern but may have
issues with timeliness
Interacts with parents

in a professional and
proactive manner, is
consistently available
for conferences and
meetings, addresses
areas of concern in a
timely and positive
manner and follows-up
with parents when
appropriate
Record Keeping and

Reporting
Keeps inconsistent,
incomplete, or
inaccurate records of
student performance,
attendance, behavior,
lesson and unit plans;
records are at times
inaccessible to
supervisors
Inconsistently fulfills
additional requirements
of being a YES teacher;
frequently misses duties
and meetings
Keeps generally consistent

and accurate records of
lesson and unit plans
Keeps consistent and

accurate records of
lesson and unit plans;
these records are easily
understood by
colleagues and
supervisors
Fulfills additional
requirements of being
a YES teacher,
including (as
appropriate) bus and
lunch duties, returning
student phone calls;
attends all department,
grade level, and
whole-school meetings
Interacts with parents in a

professional and proactive manner,
is consistently available for
conferences and meetings,
addresses areas of concern in a
timely and positive manner and
follows-up with parents when
appropriate; makes a marked effort
to include parents/families in class
activities (e.g. inviting to
special performances, letters home
regarding projects)
Keeps consistent and accurate
records of student performance,
attendance, behavior, lesson and
unit plans; these records are
easily understood by colleagues
and supervisors; material is
effectively organized in such a way
as to be a model for other teachers
Duties Outside of
Teaching
Contribution to
School Climate
Inconsistently involved
in school-wide activities
(e.g. committees,
special programs,
student activities), does
not participate actively
or constructively in
school-wide, grade
level, or department
meetings
Additional Roles
(e.g.: Grade Level
Chair, Department
Head, Mentor
Teacher)
Fulfills few
responsibilities
associated with this
role; has trouble
meeting deadlines or
providing an adequate
level of guidance and
support

following sources:
Parent Contact Log (PowerSchool)
o Anecdotal Observations by SD, Deans
o Registrar / Clerk Records
o Grade Level Chair Evaluation
o Department Head Evaluation
o Mid-year Meeting Notes
Fulfills most additional

requirements of being a
YES teacher, including (as
appropriate) bus
and lunch duties, returning
student phone calls;
attends all department,
grade level, and whole
school meetings although
may at times need to
be reminded to do so
Sometimes involved in
school-wide activities
(e.g. committees, special
programs, student
activities), participates in
school-wide, grade level,
or department meetings
Fulfills most
responsibilities associated
with this role; generally
meets deadlines; provides
an adequate level of
guidance and support
Notes:
Contributes
meaningfully to
school-wide activities
(e.g. committees,
special programs,
student activities),
participates actively
and constructively in
school-wide, grade
level, or department
meetings
Fulfills all
responsibilities
associated with this
role; meets deadlines;
provides an
appropriate level of
guidance and support
Fulfills additional requirements of

being a YES teacher, including (as
appropriate) bus and lunch duties,
returning student phone calls;
attends all department, grade level,
and whole-school meetings;
willingly goes above and beyond
to help school function smoothly
(e.g. volunteering to cover classes
or duties for another staff member)
Contributes meaningfully to
school-wide activities (e.g.
committees, special programs,
student activities), participates
actively and constructively in
school-wide, grade level, or
department meetings; effectively
chairs at least one committee or
leads one special program or
activity
Fulfills all responsibilities
associated with this role; meets
deadlines; provides an appropriate
level of guidance and support; goes
above expectations by providing
exceptional support or guidance,
contributing an above-average
amount of time to this role, or
creating systems for this role that
did not otherwise exist
IV. YES Values

Indicator
Unsatisfactory
Approaching
Proficiency
Proficiency
Collaboration
Does not interact with

colleagues in a
collaborative manner or
rejects opportunities to
contribute to a positive
environment for students
and teachers; others tend
to avoid working with
this person
Does not hold self or
others accountable for
school-wide results or for
the overall quality of the
program; lacks initiative
to address problems
At times interacts with

colleagues in a
collaborative manner, works
with others to contribute to a
positive environment for
students and teachers but
does not necessarily seek
out those opportunities
Interacts with colleagues

in a collaborative
manner, actively seeks
out opportunities to work
with others to contribute
to a positive environment
for students and teachers
Sometimes holds self and

others accountable
for school-wide results and
for the overall quality of the
program; displays
inconsistent sense of
ownership
Attends professional
development that is
suggested or mandated by
supervisors; seeks
out some professional
development aligned
with personal and school
goals; fulfills most
school and district
requirements related to
professional development
hours
Responds to student, parent,
staff, and supervisor
requests within a reasonable
time frame most of the time;
most paperwork (including
grades, observations,
questionnaires, surveys) is
complete and on time
Consistently holds self

and others accountable
for school-wide results
and for the overall
quality of the program
Interacts with colleagues in a

collaborative manner, actively
seeks out opportunities to work
with others to contribute to a
positive environment for students
and teachers; performs duties in a
way that makes it easier for others
to perform theirs; accepts
assignments in a positive manner
Consistently holds self and others
accountable for school-wide
results and the overall quality of
the program, continually
evaluates school mission and
program and provides constructive
suggestions for improvement
Seeks out professional
development aligned with personal
and school goals; fulfills school
and district requirements related to
professional development hours;
able to reflect meaningfully on
strengths and areas for growth,
consistently applies new learning;
strives to share new learning to
other staff members
Responds to student,
parent, staff, and
supervisor requests in a
timely manner; all
paperwork (including
grades, observations,
questionnaires, surveys)
is complete and on time
Responds to student, parent, staff,

and supervisor requests in a
timely manner; all paperwork
(including grades, observations,
questionnaires, surveys) is
complete and on time; all
responsibilities & paperwork are
completed thoroughly and
thoughtfully
Interacts in a professional,
courteous, and respectful
manner with students,
parents, peers, and
supervisors most of the
time; communication (both
oral and written) is usually
clear but may contain minor
errors
Interacts in a
professional, courteous,
and respectful manner
with students, parents,
peers, and supervisors;
communication (both
oral and written) is clear
and free of errors
Interacts in a professional,
courteous, and respectful manner
with students, parents, peers, and
supervisors; communication
(both oral and written) is clear and
free of errors; able to diffuse
difficult or contentious situations;
handles difficult conversations
with calmness and tact
Generally presents a positive

image of the school and
district; or makes few
inappropriate or negative
comments about students,
coworkers, supervisors, or
the program in the presence
or within hearing of any
internal or external
customer; adheres to staff
dress code standards most of
the time; occasionally uses
profanity within the hearing
of any internal or
external customer
Presents a positive image

of the school and district,
makes no inappropriate
or negative comments
about students,
coworkers, supervisors
or program in the
presence or within
hearing or any internal of
external customer;
maintains professional
appearance and adheres
to staff dress code
standards; uses no
profanity at inappropriate
times or within the
hearing of any internal or
external customer
Presents a positive image of the

school and district and makes
no inappropriate or negative
comments about students,
coworkers, supervisors, or
program in the presence or within
hearing of any internal or external
customer; maintains
professional appearance and
adheres to staff dress code
standards; uses no profanity at
inappropriate times or within the
hearing of any internal or external
customer; through interactions
with parents, students, colleagues,
supervisors, and community is a
role-model for YES
Sense of
Ownership
Professional
Development
Responsiveness
and Follow
Through
Communication
Professionalism
Attends some
that is
suggested or mandated by
supervisors; makes
little or no attempt to
seek out own professional
development
opportunities; does not
fulfill district or school
requirements related to
Does not respond to
student, parent, staff, and
supervisor requests in a
timely manner;
frequently paperwork
(including grades,
observations,
questionnaires, surveys)
is either incomplete or
late
Does not interacts in a
professional, courteous,
or respectful manner with
students, parents,
peers, or supervisors;
communication (both oral
and written) is frequently
unclear or contains errors
that interfere with
message
Sometimes presents a less
than positive image
of the school or district;
or makes inappropriate
or negative comments
about students,
coworkers, supervisors or
the program in the
presence or within
hearing of any internal or
external customer; does
not maintain
professional appearance
or adhere to the dress
code standards; uses
profanity within hearing
of any internal or external
customer
Seeks out professional

development aligned
with personal and school
goals; fulfills school and
district requirements
related to professional
development hours; able
to reflect meaningfully
on strengths and areas for
growth

following sources:
o Grade-level Chair Evaluation
o Department Head Evaluation
o Anecdotal Observations by SD, Deans
o Mid-year Meeting Notes
o Goal Setting Documents / Portfolio
o Registrar / Clerk Records
Notes:
Youth Engaged in Service

College Preparatory School
Job Description
JOB TITLE:
INSTRUCTIONAL COACH
REPORTS TO:
Direction of Teacher Development
JOB GOAL:
Work to improve the instructional program of the district,

including assisting in the planning, implementation, and
evaluation of a support program for beginning educators.
Support professional growth of beginning teachers. Support
faculty professional development within all departments.
TERMS OF EMPLOYMENT:
Length of Work Year: 12 months
Salary:
Commensurate with experience.
QUALIFICATIONS:
Education/Certification:
Bachelors Degree from an accredited educational institution.

Masters (Preferred) from an accredited educational institution.
Certification in Teaching / Instruction.
Certification in Educational Leadership or Supervision (preferred).
Experience:
At least three years of exemplary teaching.

Experience in administration and / or supervision (preferred).
Special Knowledge/Skills:
(1) Ability to evaluate instructional programs and teaching effectiveness;
(2) Knowledge of national, state, and local educational goals and objectives;
(3) Knowledge of learning theory and curriculum development;
(4) Excellent communication, public relations, and interpersonal skills;
(5) Ability to exercise excellent judgment in decision-making;
(6) Ability to facilitate various size groups using facilitative leadership skills;
(7) Ability to gather data, compile information, and prepare reports;
(8) Ability to meet deadlines under pressure; and
(9) Ability to analyze data in order to make improvement recommendations.
MAJOR PERFORMANCE RESPONSIBILITIES AND DUTIES:

Organizational Management and Communication
(1) Assist in and provide input to determine strategic objectives for YES PREP as they relate to
the implementation of the academic program;
(2) Maintain a close working relationship with school-based and District-level administrators to
ensure information exchange, coordination of efforts, and general support for the academic
program;
(3) Maintain communication and articulation with other agencies, colleges, universities, and
school districts to share and receive information on effective programs and practices;
(4) Disseminate information which explains the Districts instructional programs;
(5) Report on the status of instructional programs at the request of the Head of Schools and
Chief Program and People Officer; and
(6) Provide leadership as a member of a collaborative team to ensure that curriculum and
instructional initiatives are student focused and aligned with the Districts mission and beliefs
and school goals and improvement plans.
Instructional Support and Management:
(1) Implement the YES PREP new teacher induction program for new teachers:
(a) Conduct workshops during pre-service time before school year begins for beginning
teachers on lesson planning, unit planning, instructional strategies, assessment, and
other relevant topics as determined by Chief Program and People Officer, School
Directors, and Director of Teacher Development;
(b) Conduct workshops for current and potential mentor teachers on effective
observation and feedback skills, conferencing skills, and effective general support of
mentee teachers;
(c) Regularly observe classroom instruction of beginning teachers and provide written
and oral feedback;
(d) Facilitate regular sessions throughout first semester with beginning teacher cohort to
discuss salient instructional and management issues and present new material on
such topics as assessment, differentiation, backward planning, and other such topics
as determined by need;
(e) Communicate regularly with School Directors and Deans of Instruction on progress of
beginning teachers;
(f) Work collaboratively with Deans of Instruction, School Directors, and Content
Specialists to develop targeted growth plans for beginning teachers; and
(g) Provide input to School Directors in determining summative evaluations of beginning
staff.
(2) Assist Content Specialists in monitoring the YES PREP instructional program by observing
classroom instruction, conferencing with department staff, and carefully analyzing the
assessment data related to student performance;
(3) Assist in planning and delivering instructional training modules and staff development
workshops to teachers within district, in coordination with Chief Program and People Officer
and School Directors;
(4) Assist individual members of instructional staff in developing professional growth/plans,

setting realistic improvement goals, and attending professional conferences/workshops as
time and funds allow; and
(5) Recommend improvements in the design and implementation of the YES PREP instructional
program based on research and student achievement data.
Professional Growth and Development:
(1) Demonstrate current knowledge, understanding, and skill in teaching strategies and the
learning process;
(2) Keep well informed about current trends in curriculum and best instructional practices.
(3) Participate in workshops, seminars, and conferences to enhance knowledge and skills and
further develop school goals and personnel;
(4) Attend meetings and conferences which promote professional growth and will benefit the
school and district; and
(5) Promote and support professional development for academic departments.
SUPERVISORY RESPONSIBILITIES:
WORKING CONDITIONS:
Mental Demands
Ability to communicate effectively (verbal and written); flexibility; ability to manage simultaneous
demands from a variety of sources; interpret policy, procedures, and data; and maintain
emotional control under stress.
Physical Demands/Environmental Factors
Occasional prolonged and irregular hours of duty
* The forgoing statements describe the general purpose and responsibilities assigned to this job and are not an
exhaustive list of all responsibilities, duties, and skills that may be required.
2012 CPS Framework for Teaching

Adapted from the Danielson Framework for Teaching and Approved by Charlotte Danielson
Domain 1: Planning and Preparation
Component
1a: Demonstrating
Knowledge of
Content and
Pedagogy
Knowledge of:
Content Standards
Within and Across
Grade Levels
Disciplinary Literacy
Prerequisite
Relationships
Content-Related
Pedagogy
1b: Demonstrating
Knowledge of
Students
Knowledge of:
Child and Adolescent
Development
The Learning Process
Students Individual
Skills, Knowledge, and
Language Proficiency
Students Interests and
Cultural Heritage
Students Special Needs
and Appropriate
Accommodations/
Modifications
Unsatisfactory
Basic
Proficient
Distinguished
Teachers plans demonstrate lack of

knowledge of the relevant content
standards within and/or across grade
levels. Teachers plans do not
demonstrate knowledge of the
disciplinary way of reading, writing and
thinking within the subject area. Teachers
plans do not reflect understanding of
prerequisite relationships among topics
and concepts important to student
learning of the content. Teachers plans
reflect little or no understanding of the
range of pedagogical approaches suitable
to student learning of the content.
Teachers plans demonstrate knowledge

of the relevant content standards within
the grade level, but display lack of
awareness of how these concepts relate
to one another and build across grade
levels. Teachers plans demonstrate some
knowledge of the disciplinary way of
reading, writing, and thinking within the
subject area. Teachers plans reflect some
understanding of prerequisite
relationships among topics and concepts
although such knowledge may be
inaccurate. Teachers plans reflect a
limited range of pedagogical approaches
suitable to student learning of the
content.
Teachers plans demonstrate solid

standards, both within a grade level and
across grade levels. Teachers plans
demonstrate knowledge of the
disciplinary way of reading, writing, and
thinking within the subject area. Teachers
plans reflect accurate understanding of
prerequisite relationships among topics
and concepts. Teachers plans reflect a
wide range of effective pedagogical
approaches suitable to student learning of
the content.
Teachers plans demonstrate extensive

standards and how these relate both to
one another and to other disciplines, both
within a grade level and across grade
levels. Teachers plans demonstrate
extensive knowledge of the disciplinary
way of reading, writing, and thinking
within the subject area. Teachers plans
reflect an understanding of prerequisite
relationships among topics and concepts
and a link to necessary cognitive
structures by students. Teachers plans
include a wide range of effective
pedagogical approaches in the discipline
and anticipate student misconceptions.
Teacher demonstrates little or no

understanding of the levels of
childhood/adolescent development.
Teacher demonstrates little or no
understanding of how students learn.
Teacher demonstrates little knowledge of
students backgrounds, interests, cultures,
skills, language proficiencies, special
needs, and does not seek such
understanding.
Teacher demonstrates some

understanding of levels of childhood
/adolescent development. Teacher
indicates some understanding of how
students learn. Teacher demonstrates
some knowledge of students
backgrounds, cultures, skills, language
proficiencies, interests, and special needs.
Teacher attains this knowledge for the
class as a whole or groups but not for
individual students.
Teacher demonstrates knowledge of the

levels of childhood /adolescent
development. Teacher indicates an
understanding of the active nature of
student learning. Teacher purposefully
gathers information from several sources
about individual students backgrounds,
cultures, prior knowledge, skills, language
Teacher demonstrates extensive

knowledge of childhood /adolescent
development and actively seeks new
knowledge. Teacher indicates an
understanding of the active nature of
student learning, learning styles, and
modalities, and incorporates that
knowledge in planning for instruction.
Teacher continually and purposefully
gathers information from several sources
about individual students backgrounds,
cultures, prior knowledge, skills, language
Chicago Public Schools
04.10.12_Page 1 of 10

Component
1c: Selecting
Instructional
Outcomes
Sequence and
Alignment
Clarity
Balance
1d: Designing
Coherent Instruction
Unit/Lesson Design
that Incorporates
Knowledge of Students
and Their Needs
Unit/Lesson Alignment
of Standards-Based
Objectives,
Performance
Assessments, and
Learning Tasks
Use of a Variety of
Complex Texts,
Materials, and
Resources, Including
Available Technology
Instructional Groups
Access for Diverse
Learners
Unsatisfactory
Basic
Proficient
Teacher uses non-standards-based

learning objectives to drive instruction or
does not use objectives at all. Learning
objectives are either unclear or stated as
activities, rather than as student learning,
prohibiting a feasible method of
assessment. Teacher does not sequence
and align learning objectives to build
towards deep understanding and mastery
of the standards. Learning objectives
reflect only one type of learning and/or
only one discipline.
Teacher regularly uses some standardsbased learning objectives to drive

instruction. Learning objectives are not
always clear, written in the form of
student learning, or aligned to methods of
assessment. Teacher attempts to
sequence and align some standards-based
objectives to build student understanding,
with limited depth or intentionality.
Learning objectives reflect several types
of learning, but teacher has made no
attempt at coordination or integration of
the disciplines.
Most of the learning objectives used to

drive instruction are standards-based.
Learning objectives are varied to account
for the needs of groups of students and
are all clear, written in the form of
student learning, and aligned to methods
of assessment. Teacher purposefully
sequences and aligns standards-based
objectives to build towards deep
understanding and mastery of the
standards. Learning objectives reflect
several different types of learning and
opportunities for coordination within and
across the disciplines.
Teacher does not coordinate knowledge

of content, students, and resources to
design units and lessons. Learning
activities are not aligned to standardsbased learning objectives and/or are not
designed to engage students in cognitive
activities. The progression of activities is
not coherent and has unrealistic time
allocations. Units and lessons do not
include grade-appropriate levels of texts
and other materials and do not represent
a cognitive challenge. There is no
evidence of differentiation for students.
The lesson or unit does not have a
recognizable structure and makes no use
of instructional groups to support the
learning objectives.
Teacher coordinates knowledge of some

content, students, and resources to
design units and lessons.
Learning activities are partially aligned to
standards-based learning objectives and
are suitable to engage the class as a whole
in cognitive activities. The progression of
activities in units and lessons is uneven,
with mostly reasonable time allocations.
Units and lessons include gradeappropriate levels of texts and other
materials and represent a moderate
cognitive challenge. There is some
evidence of differentiation for students.
The lesson or unit has a recognizable
structure with some evidence of
instructional groups that partially support
the learning objectives.
Teacher coordinates knowledge of

content, students, and resources to
design units and lessons. Learning
activities are aligned to standards-based
learning objectives and are suitable to
engage groups of students in cognitive
activities. The units and lessons are paced
appropriately. Units and lessons include
grade-appropriate levels of texts and
other materials and task complexity,
requiring students to provide evidence of
their reasoning, and differentiation so
most students can access the content. The
lesson or unit has a clear structure with
intentional and structured use of
instructional groups that support the
learning objectives.
Distinguished
All the learning objectives used to drive
instruction are standards-based.
Learning objectives are varied to account
for individual students needs, written in
the form of student learning, and aligned
to multiple methods of assessment.
Teacher skillfully sequences and aligns
standards-based objectives in the
discipline and in related disciplines to
build towards deep understanding,
mastery of the standards, and meaningful
real-world application Learning objectives
reflect several different types of learning
and provide multiple opportunities for
both coordination and integration within
and across the disciplines.
Teacher coordinates in-depth knowledge
of content, students various needs, and
available resources (including
technology), to design units and lessons.
Learning activities are fully aligned to
are designed to engage students in highlevel cognitive activities suitable for every
student. The units and lessons are paced
appropriately and are differentiated, as
appropriate, for individual learners. Units
and lessons include grade-appropriate
levels of texts and other materials and
task complexity, requiring students to
provide evidence of their reasoning, so
every student can access the content. The
lesson or unit has a clear structure that
incorporates student choice, allows for
different pathways aligned with diverse
student needs, and uses instructional
groups intentionally.
04.10.12_Page 2 of 10

Component
1e: Designing
Student Assessments
Congruence with
Standards-Based
Learning Objectives
Levels of Performance
and Standards
Design of Formative
Assessments
Use for planning
Unsatisfactory
Teachers student assessment procedures
are not aligned with the standards-based
learning objectives identified for the unit
and lesson. Assessments contain no
criteria or descriptors aligned to student
expectations for each level of
performance. Teacher selects or designs
formative assessments that do not
measure student learning and/or growth.
Teacher does not use prior assessment
results to design units and lessons.
Basic
Some of the teachers plans for student
assessment are aligned with the
standards-based learning objectives
identified for the unit and lesson but
others are not. Assessments have been
developed but do not clearly identify
and/or describe student expectations.
Some levels of performance contain
descriptors. Teachers approach to the
use of formative assessment is
rudimentary, only partially measuring
student learning or growth. Teacher uses
some prior assessment results to design
units and lessons that target students
individual needs.
Proficient
Distinguished
Teachers plan for student assessment is

aligned with the standards-based learning
objectives identified for the unit and
lesson; assessment methodologies may
have been adapted for groups of
students. Assessments clearly identify and
describe student expectations and
provide descriptors for each level of
performance. Teacher selects and designs
formative assessments that measure
student learning and/or growth. Teacher
uses prior assessment results to design
units and lessons that target groups of
students.
Teachers plan for student assessment is

fully aligned with the standards-based
learning objectives, with clear criteria;
assessment methodologies have been
adapted for individual students as
needed. Assessment criteria are
thorough, describe high expectations for
students, and provide clear descriptors for
each level of performance. Teachers
formative assessment is complex and well
designed, effectively measuring varying
degrees of student learning and growth.
Teacher uses assessment results to design
units and lessons that intentionally and
effectively meet the diverse needs of
every student.
04.10.12_Page 3 of 10

Domain 2: The Classroom Environment
Component
2a: Creating an
Environment of
Respect and Rapport
Teacher Interaction
with Students,
Including both Words
and Actions
Student Interactions
with Other Students,
Including both Words
and Actions
2b: Establishing a
Culture for Learning
Importance of Learning
Expectations for
Learning and
Achievement
Student Ownership of
Learning
Unsatisfactory
Basic
Proficient
Patterns of classroom interactions, both

between the teacher and students and
among students, are mostly negative and
disrespectful. Such interactions are
insensitive to the ages and development
of the students. Interactions are
characterized by sarcasm, put-downs, or
conflict. Teacher does not deal with
disrespectful behavior. The net result of
interactions has a negative impact on
students and/or student learning.

among students, are generally
appropriate but may reflect occasional
inconsistencies or incidences of
disrespect. Such interactions are generally
appropriate to the ages and development
of the students. Students rarely
demonstrate disrespect for one another.
Teacher attempts to respond to
disrespectful behavior, with uneven
results. The net result of the interactions
is neutral, conveying neither warmth nor
conflict.

among students, are friendly and
demonstrate general caring and respect.
Such interactions are appropriate to the
ages and development of the students.
Students exhibit respect for the teacher.
Interactions among students are generally
polite and respectful. Teacher responds
successfully to disrespectful behavior
among students. The net result of the
interactions is polite and respectful, but
business-like.
Patterns of classroom interactions,

both between the teacher and
students and among students, are
highly respectful, reflecting genuine
warmth and caring. Such interactions
are sensitive to students as
individuals. Students exhibit respect
for the teacher and contribute to high
levels of civility among all members of
the class. The net result of
interactions is that of connections
with students as individuals.
The classroom culture reflects a lack of

teacher and/or student commitment to
learning, with low expectations for
students. The teacher does not convey
that practice and perseverance is
expected. Medium to low expectations for
student learning are the norm with high
expectations reserved for only a few
students. There is little or no investment
of student energy into the task at hand.
The classroom culture reflects some

teacher and/or student commitment to
learning but lacks high expectations for
students. The teacher conveys that
student success is the result of natural
ability rather than practice and
perseverance. The teacher appears to be
only going through the motions, and
students indicate that they are interested
in completion of a task, rather than
quality. There is some investment of
student energy into the task at hand.
The classroom culture reflects the

importance of teacher and/or student
commitment to the learning and high
expectations for students. The teacher
conveys that with practice and
perseverance students can reach desired
goals. Students take some responsibility
for their learning by indicating that they
want to understand the content rather
than simply complete a task. Classroom
interactions support learning and hard
work.
The classroom culture is characterized by

a shared belief in the importance of
learning. The teacher conveys high
learning expectations for all students and
insists on practice and perseverance.
Students assume responsibility for high
quality work by persevering, initiating
improvements, making revisions, adding
detail and/or helping peers.
Distinguished
04.10.12_Page 4 of 10

Component
2c: Managing
Classroom
Procedures
Management of
Instructional Groups
Management of
Transitions
Management of
Materials and Supplies
Performance of NonInstructional Duties
Direction of Volunteers
and Paraprofessionals
2d: Managing
Student Behavior
Expectations and
Norms
Monitoring of Student
Behavior
Fostering Positive
Student Behavior
Response to Student
Behavior
Unsatisfactory
Basic
Proficient
Distinguished
Inefficient classroom routines and

procedures lead to loss of much
instructional time. The teachers
management of instructional groups,
transitions, and/or the handling of
materials and supplies is ineffective,
leading to disruption of learning. There is
little evidence that students know or
follow established routines. The teacher
does not give volunteers and/or
paraprofessionals clearly defined duties to
work with students or support teachers
instruction.
Partially effective classroom routines and

procedures lead to loss of some
materials and supplies is inconsistent,
leading to some disruption of learning.
With regular guidance and prompting,
students follow established routines. The
teacher assigns duties to volunteers
and/or paraprofessionals during portions
of class time and provides little
supervision.
Effective classroom routines and

procedures lead to minimal loss of
materials and supplies is consistent and
effective with little disruption of learning.
With minimal guidance and prompting,
students follow established classroom
routines. The teacher productively
engages volunteers and/or
paraprofessionals with clearly defined
duties to support individuals or groups of
students, or perform other instructional
activities, with little supervision.
Efficient classroom routines and

procedures maximize instructional time.
Teacher orchestrates the environment so
that students contribute to the
materials and supplies without disruption
of learning. Routines are well understood
and may be initiated by students. Teacher
productively engages volunteers and/or
paraprofessionals in tasks that make a
substantive contribution to the classroom
environment.
Teacher has no established standards of

conduct, or does not implement
established standards of conduct. Teacher
does not use positive framing to model
and reinforce appropriate behavior or
redirect inappropriate student behavior.
The teacher engages in very little or no
monitoring of student behavior. Teacher
does not respond to students
inappropriate behavior, or the response is
negative, repressive, and disrespectful of
student dignity.
Teacher has established standards of

conduct but there is inconsistent
implementation so some student
behaviors challenge the standards of
conduct. Teacher inconsistently uses
positive framing to model and reinforce
appropriate behavior and redirect
inappropriate student behavior. Teacher
tries, with uneven results, to monitor
student behavior. Teachers response to
students inappropriate behavior is
inconsistent and is sometimes
disrespectful.
Teacher has established standards of

conduct with consistent implementation
so most students follow the standards of
conduct. Teacher monitors student
behavior against established standards of
conduct. Teacher uses positive framing to
model and reinforce appropriate behavior
and redirect inappropriate student
behavior. Teachers response to
inappropriate behavior is consistent,
proportionate, respectful to students, and
effective.
Teacher and students establish and

implement standards of conduct so
students follow the standards of conduct
and self-monitor their behaviors. Students
take an active role in monitoring their
own behavior and that of other students
against standards of conduct. Teachers
monitoring of student behavior is subtle
and preventive. Teacher and students use
positive framing to model behavior.
Teachers response to students
inappropriate behavior is sensitive to
individual student needs and respects
students dignity.
04.10.12_Page 5 of 10

Domain 3: Instruction
Component
3a: Communicating
with Students
Standards-Based
Learning Objectives
Directions for Activities
Content Delivery and
Clarity
Use of Oral and
Written Language
3b: Using
Questioning and
Discussion
Techniques
Use of Low- and HighLevel Questioning
Discussion Techniques
Student Participation
and Explanation of
Thinking
Unsatisfactory
Basic
Proficient
Distinguished
Teacher neither clearly communicates

standards-based learning objectives to
students nor addresses any relevance
within learning. Teachers directions and
procedures are confusing to students.
Teachers explanation of content is not
clear or accurate; explanations do not
connect with students knowledge and
experience. Teachers spoken and written
language is unclear and incorrect.
Vocabulary is vague, incorrectly used, or
inappropriate for the students ages and
interests, leaving students confused.
Teacher attempts to explain the standardsbased learning objective to students but

without addressing its relevance within
learning. Teacher clarifies directions and
procedures after initial student confusion.
Teachers explanation of content contains
minor errors: some portions are clear while
other portions are difficult to follow.
Explanations occasionally connect with
students knowledge and experience.
Teachers spoken and written language is
unclear or incorrect. Vocabulary is limited
or inappropriate for the students ages or
interests.
Teacher clearly communicates standardsbased learning objectives to students,

addressing the relevance to their learning.
Teacher clearly explains directions and
procedures. Teachers explanation of
content is clear and accurate, and connects
with students knowledge and experience.
Teachers spoken and written language is
clear and correct. Vocabulary is
appropriate for the students ages and
interests.
Teacher clearly communicates standardsbased learning objectives, guiding

students to make connections with the
relevance to their learning. Teachers
directions and procedures are clearly
explained, anticipating possible student
misunderstanding, or are student-led.
Teachers explanation of content is
thorough, accurate, and clear, enabling
students to develop a conceptual
understanding of content while making
connections to their interests, knowledge,
and experience. Teacher's spoken and
written language is clear, correct and
builds on students' language development
and understanding of content. Vocabulary
is appropriate for the students' age and
interests, and teacher finds opportunities
to extend students vocabularies.
Teachers questions are low-level, not

text- or task-dependent, require only
short, specific, right or wrong answers,
and are asked in rapid succession. There
are no authentic text-based
investigations. The questioning is not at
the level of complexity appropriate to the
students age or grade or the content
under study. Interactions between
teacher and student are predominantly in
the form of recitations, with the teacher
mediating all questions and answers. Few
students are listening and responding to
questions and answers from either the
teacher or peers.
Teachers questions are low-level but are

text- or task-dependent. The questions
are asked with limited wait time. They
lead students through only a single path
of inquiry, with answers seemingly
determined in advance. Teachers
discussion techniques sometimes result in
authentic text-based investigations and
the questioning is partially appropriate to
the students age or grade or the content
under study. Teacher sometimes requires
students to provide evidence of their
thinking or construct viable arguments
based on evidence. Some students are
listening and responding to questions and
answers from their teacher or peers, with
uneven results.
Teachers questions are low- and highlevel, open-ended, text- or task-dependent

and promote student thinking and
understanding. The questions are asked
with appropriate wait time. Teachers
discussion techniques result in authentic
text-based investigations and the
questioning is at the level of complexity
appropriate to the students age or grade
or the content under study. Teacher
requires students to provide evidence of
their thinking and construct viable
arguments based on evidence. Most
students are listening and responding to
questions and answers from their teacher
and peers. Teacher ensures that most
voices are heard in the discourse.
Teacher uses a variety of low- and high-level

open-ended, text- and task-dependent
questions to challenge students cognitively,
advance high level thinking and discourse,
and promote meta-cognition. Teachers
discussion techniques enable students to
engage each other in authentic and rich textbased investigations or complex dialogue of
the content under study. Teacher provides
structures for students to initiate questions
and respond to one another with evidence
of their thinking, using viable arguments
based on evidence. All students are listening
and responding to questions and answers
from their teacher and peers. Students
themselves ensure that all voices are heard
in the discourse.
04.10.12_Page 6 of 10

Component
3c: Engaging
Students in Learning
Standards-Based
Objectives and Task
Complexity
Access to Suitable and
Engaging Texts
Structure, Pacing and
Grouping
3d: Using
Assessment in
Instruction
Assessment
Performance Levels
Monitoring of Student
Learning with Checks
for Understanding
Student SelfAssessment and
Monitoring of Progress
Unsatisfactory
Basic
Teacher does not select or design activities

and tasks that are aligned with standardsbased learning objectives. Teacher selects
tasks, text, and materials that require only
rote responses and result in little to no
active engagement and do not challenge
student thinking. Teacher does not scaffold
instruction to ensure student access to
complex, developmentally and grade-level
appropriate texts. The teachers structure
and pacing of the lesson are too slow or
rushed and are not sequenced to build
students depth of understanding. The
teachers grouping of students is
unintentional and inhibits student mastery
of the content.
Teacher selects or designs tasks and

activities that are only partially aligned
with standards-based learning objectives.
Teacher selects tasks, test, and materials
that require little active engagement and
minimally challenge student thinking and
result in active engagement by some
students while allowing others to be
passive or merely compliant. Teacher
occasionally scaffolds instruction, allowing
some students to access complex,
developmentally and grade-level
and pacing of the lesson are
developmentally appropriate, but are not
sequenced to build students depth of
understanding. The teachers grouping of
students does not lead to student mastery
of the content.

activities that align with standards-based
learning objectives. Teacher selects tasks,
text, and materials that are complex and
challenge student thinking, resulting in
active engagement of most students.
Teacher scaffolds instruction to ensure
most students access to complex,
developmentally and grade-level
and pacing of the lesson are
developmentally appropriate and
sequenced to build students depth of
understanding. The teachers various
techniques of grouping students are
designed to lead to student mastery of the
content.

activities that are fully aligned with
tailored so all students are intellectually
engaged in challenging content. Teacher
selects tasks, text, and materials that are
complex and promote student
engagement and initiation of inquiry and
choice. Students contribute to the
exploration of content. Teacher skillfully
scaffolds instruction to ensure all students
access to complex, developmentally and
grade-level appropriate texts. The
teachers structure and pacing of the
lesson are developmentally appropriate
and sequenced so that students reflect
upon their learning. Students may also
help one another build depth of
understanding and complete tasks.
Students flexibly group themselves during
the lesson and achieve mastery of the
content.
Teacher uses formative assessment

infrequently to monitor student progress
and check for understanding of student
learning. Teacher rarely uses
questions/prompts/ assessments to
evaluate evidence of learning. Students
cannot explain the criteria by which their
work will be assessed and do not engage in
self-assessment. Teachers feedback is
absent or of poor quality.
Teacher sometimes uses formative

assessment during instruction to monitor
student progress and check for
understanding of student learning.
Teacher occasionally uses
questions/prompts/assessments to
can partially explain criteria by which their
work will be assessed; few engage in selfor peer-assessment. Teachers feedback
to students is general and doesnt
advance specific learning.
Teacher regularly uses formative

assessment during instruction to monitor
student progress and to check for
understanding of student learning.
Teacher uses questions/prompts/
assessments for evidence of learning.
Students can explain the criteria by which
their work will be assessed; some of them
engage in self-assessment. Teacher
provides accurate and specific feedback to
individual students that advance learning.
Formative assessment is fully integrated

into instruction, to monitor student
progress, and to check for understanding
of student learning. Teacher uses
questions/prompts/assessments to
can explain, and there is some evidence
that they have contributed to, the criteria
by which their work will be assessed.
Students self-assess and monitor their
progress. Teacher and peers provide
individual students a variety of feedback
that is accurate, specific, and advances
learning.
Proficient
Distinguished
04.10.12_Page 7 of 10

Component
3e: Demonstrating
Flexibility and
Responsiveness
Lesson Adjustment
Response to Student
Needs
Persistence
Interventions and
Enrichment
Unsatisfactory
Teacher adheres to the instructional plan in
spite of evidence of little student
understanding or interest. Teacher does
not provide differentiated instructional
approaches for students nor does teacher
provide intervention or enrichment as
needed.
Basic
Teacher makes minor adjustments as
needed to the instructional plans and
accommodates student questions, needs,
and interests, with moderate success.
Teacher provides limited differentiated
instructional approaches for students,
drawing on a narrow repertoire of
strategies to provide intervention and
enrichment as needed.
Proficient
Teacher successfully makes adjustments as
needed to instructional plans and
accommodates student questions, needs
and interests. Teacher persists in
differentiating instructional approaches for
students, drawing on a varied repertoire of
strategies to provide intervention and
enrichment as needed.
Distinguished
Teacher seizes an opportunity to enhance
learning, building on a spontaneous event
or student interests, or successfully
adjusts and differentiates instruction to
address individual student
misunderstandings. Teacher persists in
seeking effective instructional approaches
for students at all levels of learning,
drawing on an extensive repertoire of
strategies, and effectively matches
various intervention and enrichment
strategies to students learning
differences as needed.
04.10.12_Page 8 of 10

Domain 4: Professional Responsibilities
Component
4a: Reflecting on
Teaching and
Learning
Effectiveness
Use in Future Teaching
4b: Maintaining
Accurate Records
Student Completion of
Assignments
Student Progress in
Learning
Non-instructional Records
4c: Communicating
with Families
Information and Updates
about Grade Level
Expectations and
Student Progress
Engagement of Families
and Guardians as
Partners in the
Instructional Program
Response to Families
Cultural appropriateness
Unsatisfactory
Basic
Proficient
Teacher is unable to describe whether or not

a lesson or unit was effective or achieved its
objective, or teacher misjudges the success
of a lesson or unit and its impact on student
learning. Teacher is not able to analyze the
aspects of his/her practice that led to the
outcome of the lesson and the impact on
student learning. Teacher makes no
suggestions about how a lesson could be
improved.
Teacher is able to accurately describe

whether or not a lesson or unit was effective
but is unable to describe the extent to which
it achieved its lesson or unit objective or its
impact on student learning. Teacher is able
to analyze some aspects of his/her practice
that led to the outcome of the lesson and
the impact on student learning. Teacher
makes general suggestions about how a
lesson could be improved.
Teacher makes an accurate assessment of a

lessons or units effectiveness and the
extent to which it achieved its lesson or unit
objective and its impact on student learning
and can provide evidence to support the
judgment. Teacher is able to analyze aspects
of his/her practice that led to the outcome
of the lesson and the impact on student
learning. Teacher makes specific suggestions
about how a lesson could be improved.
Teacher has a disorganized system or no

system for maintaining information on
student completion of assignments, student
progress in learning, and non-instructional
records, resulting in errors and confusion
Teacher has a rudimentary system for

maintaining information on student
completion of assignments, student progress
in learning and non-instructional records,
requiring frequent monitoring to avoid
errors.
Teacher has an organized system for

in learning, and non-instructional records,
requiring little monitoring to avoid errors.
Teacher rarely or does not communicate

with families to inform them of class
activities, to convey an individual students
progress, and to solicit the familys support
in relationship to grade level expectations.
Teacher rarely or does not communicate

with families to inform them of class
activities, to convey information about an
individual students progress, and to solicit
the familys support in relationship to grade
level expectations. Teacher engages families
in the instructional program only for
attendance at activities or events. Teacher
sometimes responds to familys concerns in
a professional and/or timely manner.
Teachers communication with families is not
always appropriate to the cultural norms of
students families.
Teacher initiates communication regularly

with families in a two-way interactive
manner via phone, email, newsletters, notes,
letters, and/or in person to discuss class
activities and individual activities, soliciting
the familys support in relationship to grade
level expectations. Teacher meaningfully
engages families as partners in the
instructional program through classroom
volunteering, working at home with their
child, and involvement in class projects in
and out of school. Teacher responds to
familys concerns professionally and in a
timely manner. Teachers communication
with families is appropriate to the cultural
norms and needs of the students families.
Teacher does not engage families in the

instructional program. Teacher does not
respond to familys concerns either
professionally or in a timely manner.
Teachers communication with families is not
conveyed in a culturally appropriate manner.
Distinguished
Teacher makes an accurate assessment of a
lessons or units effectiveness and the
extent to which it achieved its lesson or
units objective and its impact on student
learning, citing many specific examples and
evidence. Teacher is able to analyze many
aspects of his/her practice that led to the
outcome of the lesson and the impact on
student learning. Teacher offers specific
alternative actions, complete with the
probable success of each courses of action
for how a lesson could be improved.
Teacher has a detailed system for
in learning, and non-instructional records,
requiring no monitoring for errors. Students
contribute information and participate in
maintaining the records.
Teacher and students frequently
communicate with families to convey
information about an individual students
progress and to solicit and utilize the familys
support in relationship to grade level
expectations. Teacher meaningfully and
successfully engages families as partners in
the instructional program through classroom
volunteering, working at home with their
child, involvement in class and school
projects in and out of school, and parent
workshops and training. Response to
families concerns is handled professionally
and in a timely manner. Teacher provides
resources and solutions that address family
concerns. Teachers communications with
families is sensitive to cultural norms and
needs, with students contributing to the
communication as appropriate.
04.10.12_Page 9 of 10

Component
4d: Growing and
Developing
Professionally
Enhancement of
Content Knowledge
and Pedagogical Skill
Collaboration and
Professional Inquiry to
Advance Student
Learning
Participation in School
Leadership Team
and/or Teacher Team
Incorporation of
Feedback
4e: Demonstrating
Professionalism
Integrity and Ethical
Conduct
Commitment to College
and Career Readiness
Advocacy
Decision Making
Compliance with School
and District Regulations
Unsatisfactory
Basic
Proficient
Distinguished
Teacher rarely or does not engage in

professional growth activities to enhance
content knowledge or pedagogical skill to
improve practice. Teacher rarely meets
and collaborates with colleagues or resists
meeting and collaborating with
colleagues. Teacher rarely makes or
makes no effort to participate in teambased professional inquiry to advance
student learning, and does not volunteer
to participate in a leadership and/ or
teaching team. Teacher resists feedback
from colleagues or administrators and
makes no effort to incorporate it to
improve practice and advance student
learning.
Teacher participates in required

professional growth activities to enhance
content knowledge or pedagogical skill to
a limited extent and/or when it is
convenient, using new knowledge
inconsistently to improve practice.
Teacher reluctantly meets to collaborate
with colleagues, and reluctantly provides
or accepts support to/from them.
Teacher participates in team-based
professional inquiry to advance student
learning and participates in a leadership
and/or teaching team only when invited.
Teacher accepts feedback from colleagues
and administrators with some reluctance,
using feedback inconsistently to improve
practice and advance student learning.
Teacher seeks opportunities for

professional growth to enhance content
knowledge and pedagogical skill and uses
new knowledge to improve practice.
Teacher regularly collaborates with and
provides and receives support to/from
colleagues. Teacher participates actively
in team based professional inquiry that
advances student learning and makes
substantial contribution to the school
leadership team and/or gradelevel/content /department teaching team.
Teacher does not hold student or required

school information confidential, and is
dishonest in professional and
student/family interactions. Teacher does
not attempt to serve students and ensure
students are college and career ready.
Teacher makes decisions and
recommendations for self and/or students
based on self-serving interests and is not
open-minded or respectful of others
opinions. Teacher does not comply with
school and district regulations.
Teacher holds student and required

school information confidential, and is
honest in professional and student/family
interactions most of the time. Teacher
inconsistently attempts to serve students
effectively and ensure students are
college and career ready. Teacher
inconsistently makes decisions and
recommendations for self and/or students
based on self-serving interests and is not
always open-minded or respectful of
others opinions. Teacher complies
minimally with school and district
regulations, doing just enough to get by.
Teacher always holds student and

required school information confidential,
and displays high standards of honesty,
integrity, and confidentiality in
interactions with colleagues, students,
and the public. Teacher consistently
serves students effectively, working to
ensure that every student is college and
career ready. Teacher makes decisions
and recommendations for self and/or
students based on team contributions and
is open-minded or respectful of others
opinions. Teacher complies fully with
school and district regulations.
Teacher initiates opportunities for

professional growth and makes a
systematic effort to enhance content
knowledge and pedagogical skill of self
and colleagues. S/he uses new knowledge
to improve practice of self and colleagues.
Teacher invites meetings and initiates
collaborations with colleagues. Teacher
provides and accepts collegial support and
provides and accepts valuable feedback
to/from colleagues. Teacher participates
in and facilitates professional inquiry with
school team to advance student learning
and serves on a leadership and/or
teaching team. Teacher welcomes and
uses feedback from a variety of
stakeholders (e.g. colleagues,
administrators, students, parents,
external education partners) to improve
practice and advance student learning.
Teacher has the highest standards of
integrity, always holds student and
required school information confidential,
and is honest in professional and
student/family interactions. Teacher is
highly proactive, seeking out resources
when needed in order to serve students
effectively and working to ensure every
student is college and career ready.
Teacher takes a leadership role in team or
departmental decision-making and
recommendations for self, colleagues, and
students. Teacher complies fully with
school and district regulations, taking a
leadership role with colleagues.
Teacher accepts and consistently uses

feedback from colleagues and
administrators to improve practice and
advance student learning.
04.10.12_Page 10 of 10
Pinover 1
Matthew Pinover
Professor Reifenberg
International Development
3 November 2014
A Case Study: REACH Students Program in Chicago Public Schools
With 403,000 students in 681 schools, the Chicago Public School (CPS) system
represents the third largest school district in the United States, and, with their new Reorganizing
Educators Advancing Chicago Students (REACH Students) program, which first took effect
during the 2012-2013 school year, they are at the forefront of a movement toward the
implementation of more rigorous teacher effectiveness measures within the United States public
school systems (First Year n.pg). In this paper, I hope to offer a full analysis of the REACH
Students program, and, in doing so, draw valuable lessons from the program that can be applied
to measuring teacher effectiveness in Ensea Chile.
As defined by the Chicago Public Schools website, the REACH Students program
evaluates teachers on the basis of three main components: teacher practice, student growth, and
student feedback. Evaluation of a teachers practice involves both formal and informal classroom
observation based on the Danielson Framework for Teaching (D-FfT). The D-FfT separates the
assessment of effective teaching into four domains: (1) Planning and Preparation, (2) Classroom
Environment, (3) Instruction, and (4) Professional Responsibilities. Each of these domains is
further delineated into four or five specific criteria, with expectations across the levels of
performance for each criteria clearly defined (for a complete breakdown of this framework, see
Attachment 1) (Fluharty n.pg). The formal classroom observations entail a pre-observation
conference with the teacher to evaluate Domain 1, followed, within five days, by classroom
observation, which lasts either the entire length of the lesson or 45 minutes, whichever comes
first, to evaluate Domains 2 and 3. Finally, five to ten days after the observation, the evaluator
provides the teacher recommendations for improvement through a post-observation conference,
during which he/she evaluates some of Domain 4. The teacher is evaluated on the rest of Domain
4 using evidence collected throughout the year on their role outside the classroom (contributions
made to the school, district, profession and professional growth; interactions with colleagues,
families, school communities, etc.). The informal observations differ from the formal
observations in that they are unannounced, exclude a pre-observation conference, usually last
only 15 minutes, and often perform the post-observation conference electronically rather than inperson, unless requested otherwise (Kane & Staiger n.pg).
Three separate studies have been performed on the D-FfT and all have concluded that, if
done correctly, the D-FfT should yield positive results both in terms of more accurate teacher
evaluation and greater teacher effectiveness. First, in a pilot study of the D-FfT, the Consortium
on Chicago School Research (CCSR) discovered that the teacher ratings provided by D-FfT were
highly correlated to students year over year (YOY) performance in reading and math. In other
words, the students of the teachers with higher observation ratings showed greater yearlong
improvement in reading and math compared to the students of the teachers with lower
observation ratings, suggesting that the better teachers, as evidenced by student performance,
were receiving the better ratings. A second study, the MET Study, conducted by the Gates
Foundation, echoed this conclusion, noting how D-Fft feedback was more highly correlated to
alternative teaching assessments, such as student feedback and student growth, than other regular
Pinover 2
state assessments. Finally, a Cincinnati study conducted by Eric Taylor and John Tyler, which
assessed the performance of teachers students before, during, and after a year of teacher
evaluations based on the D-FfT, found that teachers became more effective in raising math test
scores the year they participated in the evaluations, and even more effective in years after
(Teacher Evaluation n.pg).
However, while these studies are promising, it is important to realize that in all three
cases the evaluations of these teachers were being conducted by the ones performing the studies
or professionally trained and monitored third party evaluators, with little to no vested interests in
skewing the results. Unfortunately, their skill level and objectivity do not translate into the real
world. In my conversation with Charlotte Danielson, she informed me that the majority of time
her system for teacher observation fails, largely because principals lack the time, commitment,
and skill level to evaluate accurately. Most end up handing almost all their teachers 3s or 4s,
the highest performance levels, so they can move on with their lives, meet district standards, and
avoid having to spend time correcting underperforming teachers (Conversation n.pg). The
CCSR found that, under the evaluation system prior to D-FfT, the percentage of teachers in CPS
receiving a 3 or a 4 was around 93% (Sporte n.pg). In reality, however, according the MET
study, during which professionally trained FfT specialists evaluated teachers, only about 5% of
teachers actually deserve a 4, with 40% deserving a 3, 40% deserving a 2, and the final 15%
deserving something below a 2 (Conversation n.pg). Thus, as Charlotte Danielson puts it,
unless principals are well trained and properly held accountable, observations of scores can be
deceiving and almost useless.
The second component of teacher evaluation within the REACH Students Program,
student growth, is comprised of two sourcesstandardized assessments and performance tasks.
Standardized assessments are different for the elementary school level versus the high school
level. In elementary school (grades 3-8), they utilize a value-added growth methodology,
requiring students to take a NWEA MAP test over reading and math at both the beginning and
end of the year. This method is backed by research (for more information, see Attachment 2). At
the high school level, student growth is measured using the EPAS (Explore, Plan, Act) expected
gains model, which indicates college readiness. Finally, the REACH Students Program includes
in its evaluation of student growth a school-wide literacy component, based on a literacy exam.
School wide refers to the fact that all teachers of an individual school receive the same grade for
their performance of teaching literacy, a structural decision made in an effort to emphasize
collaboration and the mentality in faculty that these are ALL our students. The Performance
Task piece of the equation involves teachers creating performance tasks that they feel students
should be able to perform in a certain subject matter given their grade level (Recognizing
n.pg).
As with the teacher observations component, Charlotte Danielson, as well as many
teachers evaluated in the REACH Students program during the 2013-2014, are highly critical of
using student achievement parameters, such as student growth, in teacher evaluation, the main
reason being that there are too many extraneous variables affecting student achievement that
teachers have little to no control over. Examples include external family issues, student learning
disabilities, unavoidable classroom environmental distractions, student drive, the performance
level at which students begin the school year, etc. Ms. Danielson ascertains that student
achievement is untraceable to any single individual teacher since, typically, a students
performance is dependent upon his/her last three years of schooling, not just one. Hence, she
Pinover 3
proposes that student achievement be used only for evaluation of entire school systems
(Conversation n.pg).
The third component of the REACH Students program, student feedback, consists of
standardized student surveys (Recognizing n.pg). While the first round only recently went out
at the end of the 2013-2014 school year, the MET study suggests that student perceptions are
highly correlated with value added measurements, which is another name for measurements of
student growth (Teacher Evaluation n.pg). Furthermore, Charlotte Danielson endorses this
component of measuring teacher effective, for it has been her experience that student perceptions
of teachers are generally accurate (Conversation n.pg).
Overall, the success of the REACH Students program is yet to be entirely determined,
having only been recently installed in the 2012-2013 school year and having only been applied to
non-tenured teachers within its first year (those with no more than three years experience) (First
Year n.pg). However, despite being in its infancy and being criticized for overemphasizing
student achievement, this program does show promise (Fitzpatrick n.pg). For one, CPS
experienced the highest graduation rate and largest YOY graduation rate increase in school
system history for the 2013-2014 school year, with 69.4% of students graduating, up from 65.4%
of students the year before (CPS CEO n.pg). Certainly, this is not entirely attributable to the
REACH Students program, but one definitely has to believe it was a contributing factor. Second,
contrary to the CPS previous system, which solely consisted of teacher observation in
accordance with a CPS checklist (Fluharty n.pg), the REACH Students Program has been able to
more greatly differentiate between teachers, shifting the distribution of teachers into a more
representative bell curve, with the number of teachers receiving top-tier and bottom-tier ratings
dropping from 23.6% and 1.5% respectively in 2009 to 9.6% and 2.9% in 2013 (Fitzpatrick
n.pg). Finally, teachers seem to buy into the systems feedback. According to a press release
published on the CPS website, the overwhelming majority of teachers and administrators
reported that the observation process supports teacher professional growth and improved the
quality of professional conversations between them. Additionally, 87% of teachers indicated the
REACH Students programs assessment of them to be fair and unbiased (First Year n.pg). It is
for these reasons that I believe REACH Students would provide a wonderful case study for
Ensea Chile from which to gain valuable insight to revamp their own teacher evaluation
methods.
One critical lesson, or theory of change, of the REACH Students program is the
importance of including those being evaluated in the creation of the evaluation process. Part of
the reason the previous CPS evaluation failed was because it was entirely made by CPS
administration in accordance with the state without the consent of teachers, specifically the
Chicago Teachers Union (CTU) (Fluharty n.pg). Teachers never thought it was fair and thus
never heeded its advice. On the other hand, the REACH Students Program represents a
collaborative effort between teachers, the CPS, the CTU, and third party consultants, including
Charlotte Danielson. In fact, it represents input from more than 2,300 teachers at over 200
different focus groups held at CPS schools during the spring and summer of 2011. During the
four months it was being drafted, the CPS and CTU met over 30 times for a total of over 90
hours, and, to this day, they are still meeting, continually negotiating how it can be improved
(First Year n.pg). Because teachers had and still have a say in its creation, they are able to
more easily buy into it, as evidenced by the statistics above.
A second lesson from this case study should be the importance of continual follow up
conversations between teachers and administrators. Collaboration between the two parties should
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not be limited to REACHs founding nor solely classroom observation time; rather, teachers and
administrations should continually be communicating, building a relationship, working together
to improve. Ms. Danielson made a point to reiterate that teacher evaluation should not be about
the score; it should be about the conversations surrounding the score and how to improve
(Conversation n.pg). Teachers should routinely work with administrators to define new goals
for themselves; they should use shared language toward improvement so as to avoid cause
confusion; all conversations should be strictly centered on evidence from the evaluations so as to
be unbiased. A common criticism of meetings within REACH was that principals dominated
conversations, talking to long; they should be coached not to do so (Teacher Evaluation n.pg).
Ms. Danielson suggested providing feedback, not only individually, but also in groups as a way
to pool together even more feedback and further enhance collaboration (Conversation n.pg).
Observations should also not be limited to one, but rather multiple since, according to the MET
study, the greater the number of observations, the less likely that the evaluation is biased by
extraneous variables, such as the mood of the evaluator, how intriguing the particular material is,
the mood of the students, etc. (Teacher Evaluation n.pg).
Another way to enhance collaboration might involve structural changes and how scores
are provided. The use of school wide scores, such as the literacy score in the REACH program,
encourages teachers to think of each other more as one, collectively working for ALL their
students, not just the ones a particular teacher is teaching. However, the use of individual scores
allow for greater, more personalized individual feedback. Individual scores may expose a
weakest link; school wide scores may not (Conversation n.pg).
Before any evaluation ensues, however, the administrators and principals must be
properly trained and evaluated. This is critical and perhaps the best to improve evaluation, yet
Ms. Danielson points out that some school systems often overlook this step. One school district
that does not is CPS. CPS, under Illinois state law, is required to have every principal and
administrator pass an evaluation rubric examination. Currently, Illinois outsources the training
and testing of its principals to a third-party company, TeachScape, which has all its clients
complete a series of video training modules that cover each and every aspect of the various
criteria of the D-FfT. Ms. Danielson credits this training as the main reason why her framework
for teaching has had the most success in Illinois (Conversation n.pg).
By now, I have run through the REACH Program in full, and, drawn from analysis,
several lessons applicable to Ensena Chiles own teacher evaluation system. But what does all
this have to do with theory of change? For one, theory of change encourages those seeking
change to build upon pre-existing resources rather than re-inventing the wheel. The
construction of the REACH Students program built upon an already established framework for
teaching, the D-FfT, and, in this way, was less daunting and more sustainable. Second, theory of
change encourages those seeking change to include those for which the change is intended in the
decision-making process just as Jacqueline Novogratz did when creating the womens
microcredit organization in Rwanda (Blue Sweater). REACH embodied this aspect of the
theory of change by including teachers in the negotiations surrounding how they should be
evaluated. Third, REACH embodies theory of change by equipping principals and administrators
with the training necessary to perform accurate evaluations. Metaphorically speaking, they are
teaching them how to fish rather than just handing them fish. Finally, REACH embodies theory
of change by offering clearly, defined goals through the Danielson Framework for Teaching.
Pinover 5
Works Cited
"CPS CEO Barbara Byrd-Bennett and Mayor Rahm Emanuel Announce CPS Students Reach
Record High Graduation Rate in School Year 2013-2014." Chicago Public Schools
Press Releases. CPS Office of Communications, 26 Aug. 2014. Web. 2 Nov. 2014.
<www.cps.edu>.
Danielson, Charlotte. "Conversation with Charlotte Danielson: How to Best Measure Teacher
Effectiveness." Telephone interview. 31 Oct. 2014.
Danielson, Charlotte. "Teacher Evaluation and Development in the Common Core Era. Proc.
of ASCD Annual Conference, Los Angeles, California. The Danielson Group, 16 Mar.
2014. Web. 29 Oct. 2014. <http://danielsongroup.org/framework/>.
"First Year of REACH Students Teacher Evaluation System Off To a Strong Start Providing
Critical Tools for Teacher Growth and Development." Chicago Public Schools Press
Releases. Chicago Public Schools, 18 Sept. 2013. Web. 2 Nov. 2014. <www.cps.edu>.
FITZPATRICK, LAUREN. "New CPS Teacher Evaluations: Mixed Reviews from CEO,
Principals, Teachers." Editorial. Chicago Sun Times. N.p., 18 Sept. 2013. Web. 1 Nov.
2014. <http://www.suntimes.com/>.
Fluharty, Allan. "Teacher Evaluation at Chicago Public Schools." VivaTeachers. N.p., 18 Nov.
2013. Web. 29 Oct. 2014. <http://vivateachers.org/>.
Kane, Thomas, and Douglas Staiger. "Reach Students:Teacher Practice Powerpoint." Chicago
Public Schools. N.p., n.d. Web. 29 Oct. 2014.
<http://www.cps.edu/SiteCollectionDocuments/REACH%20Students%20Teacher%20
Practice%20(2).pdf>.
"Recognizing Educators Advancing Chicago Students." REACH Students. Chicago Public
Schools, 20 Aug. 2014. Web. 29 Oct. 2014.
<http://www.cps.edu/Pages/reachstudents.aspx>.
Sporte, Susan E. Teacher Evaluation in Practice Implementing Chicagos REACH Students.
Rep. The University of Chicago Consortium on Chicago School Research (CCSR),
Sept. 2013. Web. 29 Oct. 2014.
<http://ccsr.uchicago.edu/sites/default/files/publications/REACH%20Report_0.pdf>.

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Case Studies of Gold Standards and Teacher Quality

Finished whatever s/he began

Believed that effort would improve his/her future

SELF CONTROL (school work)

Came to class prepared

SELF CONTROL (interpersonal)

Remained calm even when criticized or otherwise provoked

Recognized what other people did for them

Was able to find solutions during conflicts with others

Was eager to explore new things

AVERAGE TEACHER SCORE

Mantuvo la opinin de que el esfuerzo mejorara su futuro

CONTROL (tareas escolares

Permiti que otros hablaran sin interrumpir

CALIFICACIN PROMEDIO DE LOS

YES Prep Public Schools

IV. YES Values

Individual Professional Development

Grade Level Goals

Instructional Staff Member: _____________________________________

School Year: ___________________

II. Instructional Planning

III. YES Responsibilities

IV. YES Values

Instructional Staff Member: ________________________

UNIT PLANS/ ASSESSMENTS

INSTRUCTIONAL MATERIALS (BINDERS, E-BINDERS)

School Year: ____________

I. Classroom Management and Culture: Classroom Culture and Learning

Respect and Equity

Does not hold students to

Demonstrates respect for

Effectively motivates students and

Valuing Hard Work

Students at times embrace

Creates a culture of high

Students demonstrate positive

Classroom does not

Classroom contains some

Classroom contains positive

Classroom is arranged to allow

Data for this domain comes primarily from the

I. Classroom Management and Culture: Student Management

Does not articulate

Does not respond to

Makes an effort to respond

Clearly articulates behavioral

Using School Systems

Does not use school

Attempts to use school

Effectively and appropriately uses

Few if any classroom

Some routines and

Creates and implements effective

Communicates with families as

Data for this domain comes primarily from the

II. Instructional Planning and Delivery: CLASSROOM INSTRUCTION

Rarely writes lesson

Expectations for student

Consistently designs lessons around

Uses only one or two

Uses a small selection of

Uses two-three strategies

Uses very few questions