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Development Needed
Developing Proficiency
Proficient
*Evidence of planning is
inconsistent.
*Evidence of planning is
consistent.
*Support is inconsistently
aligned to professional
standards..
*Limited knowledge of
learners is evident.
*Knowledge of learners is
evident, but inconsistently
applied.
*There is inconsistent
evidence that planning has
been informed by data.
*Knowledge of learners is
evident and consistently
applied.
*There is consistent evidence
that planning has been
informed by multiple data
sources.
Notes/Reflection
P
INDICATOR 1B: Uses content, resources, and knowledge to design coherent instruction or services
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
Developing Proficiency
Proficient
*Requisite strategies,
services and/or learning
activities support the learning
targets, however may be
unorganized or lacking
coherence.
*Inconsistent evidence of
research in standards and
field-specific knowledge, and
application of necessary
laws in developing goals,
programs, and delivery
in professional domain.
*Educator makes
inconsistent use of available
resources within the school,
district and/or community.
*Educator inconsistently uses
technology to present
information to learners where
appropriate.
I. Designs coherent
instruction or services
*Requisite strategies,
services and/or learning
activities do not support the
learning targets.
Proficient
I. Plans appropriate
assessments using
applicable methods to assess
Notes/Reflection
P
Notes/Reflection
P
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
learner
growth/progress/developmen
t
assessment is inconsistently
aligned with learning
target(s) or professional
responsibilities.
*Plans demonstrate that
assessment is primarily done
by the educator with limited
opportunity for selfassessment and reflection
by learner where
appropriate.
*Inconsistent evidence of
differentiation of learning
experiences, content,
assessments or service
based on learner data or
otherwise documented
learner needs.
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
NOTES: Indicator 1A: Ms. not only uses the state standards to drive the training she provides teachers - she has also aligned those standards to curriculum
frameworks and resources, including the Daily 5 and C.A.F.E. frameworks. Ms. meets with principals, coaches and teachers and reviews state (MCA, MCA
Benchmark Data) and local (MAP, FAST) assessment data to determine needs of staff and plan professional learning accordingly.
Feedback: Continue to build capacity in coaches and teacher leaders to take on standards alignment and make meaning of frameworks and curriculum
alignment in order to inform instruction. Consider building a cohort of teacher leaders who can be a pillar in their building for staff.
Indicator 1B: During her facilitation at Forest Elementary on March 7th, Ms. reviewed the implementation timeline and learning walk data to determine next
steps in implementation training. She aligned all activities and interactions during this training to the stated learning targets. Further, she had staff reflect on
their implementation and self-rate where they felt their proficiency was in each of the targets for the day. Using that data, Ms. was able to adjust the pacing of
the training. Each learning target was followed up with research from multiple sources to provide meaning for staff on the purpose and effect of direct
instruction. Watching the staff response showed that this was new information and helped convince them this implementation is the right direction.
Indicator 1C: Ms. has been immersed in the culture at Forest Elementary and understands the strengths and needs of the teachers in the building. While
teachers are beginning to take risks and try new strategies, there is a fear of failure and of being called out by peers. Ms. utilized a Write, Pair, Share to
provide a scaffolded way for staff to talk about their implementation, and to encourage staff to draw on the knowledge of each other, rather than turn only to Ms.
for support. Staff were fully engaged in this process throughout the independent writing, pairing, and sharing - and I believe took more risks in their sharing
because of this scaffold.
Domain 2: Environment. The educator creates and implements a physical and interpersonal classroom environment that supports learning
Elements
Unsatisfactory
Basic
Proficient
Notes/Reflection
I. Creating an environment Teachers are reluctant to
Relationships with the
Relationships with the
P
of trust and respect
Instructional specialist
conveys the sense that the
work of improving instruction
is externally mandated and is
Instructional specialist
promotes a culture of
professional inquiry in which
teachers seek assistance in
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
No norms of professional
Instructional specialists
Instructional specialist has
P
conduct have been
efforts to establish norms of
established clear norms of
established; teachers are
professional conduct are
mutual respect for professional
frequently disrespectful in
partially successful.
interaction.
their interactions with one
another.
IV. Organizing Physical
Instructional specialist makes The physical environment
Instructional specialist makes
P
space for workshops or
poor use of the physical
does not impede workshop
good use of the physical
training
environment, resulting in
activities.
environment, resulting in
poor access by some
engagement of all participants
participants, time lost due to
in the workshop activities.
poor use of training
equipment, or little alignment
between the physical
arrangement and the
workshop activities.
NOTES: Ms. is well-respected by teaching staff and administration. She serves as a warm demander as she consistently provides guidance in standards and
research based instruction. Through bi-weekly newsletters, document sharing in Schoology, and email updates, Ms. keeps the focus on quality literacy
instruction. During the session at Forest, Ms. circulated the room to check for understanding - but kept a distance in order to keep the conversations between
staff. When redirection was needed, teachers were very comfortable seeking Ms. s input, as relationships had already been established through a series of
visits to the building.
III. Establishing and
maintaining norms of
behavior for professional
interactions
As Ms. shared clarifying information on rounds, she asked questions to check for understanding - and some teachers comfortably shared. I would encourage
Ms. to invite more voices into the room during whole group sharing, as there was a tendency for the same staff to share each time. Setting up norms of
sharing, and utilizing a strategy for whole group share out might assist in gathering a wider array of staff voice.
Domain 3: Delivery of Service. The educator engages participants in learning and utilizes instructional strategies that help participants
understand content.
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
Elements
Development Needed
I. Collaborating with
teachers in the design of
instructional units and
lessons
Instructional specialist
declines to collaborate with
classroom teachers in the
design of instructional
lessons and units.
Developing Proficiency
Proficient
Notes/Reflection
Instructional specialist
Instructional specialist initiates
P
collaborates with classroom
collaboration with classroom
teachers in the design of the
teachers in the design of
instructional lessons and
instructional lessons and units.
units when specifically asked
to do so.
II. Engaging teachers in
Teachers decline
Instructional specialists
All teachers are engaged in
P
learning new instructional
opportunities to engage in
efforts to engage teachers in
acquiring new instructional
skills
professional learning.
professional learning are
skills.
partially successful, with
some participating.
III. Sharing expertise with
Instructional specialists
The quality of the
The quality of the instructional
P
staff
model lessons and
instructional specialists
specialists model lessons and
workshops are of poor quality model lessons and
workshops is uniformly high
or are not appropriate to the
workshops is mixed, with
and appropriate to the needs of
needs of the teachers being
some of them being
the teachers being served.
served.
appropriate to the needs of
the teachers being served.
IV. Locating resources for
Instructional specialist fails to Instructional specialists
Instructional specialist locates
P
teachers to support
locate resources for
efforts to locate resources for resources for instructional
instructional improvement
instructional improvement for instructional improvement for
improvement for teachers
teachers, even when
teachers are partially
when asked to do so.
specifically requested to do
successful, reflecting
so.
incomplete knowledge of
what is available.
V. Demonstrating flexibility Instructional specialist
Instructional specialist makes Instructional specialist makes
P
and responsiveness
adheres to his plan in spite of modest changes in the
revisions to the support
evidence of its inadequacy.
support program when
program when it is needed.
confronted with evidence of
the need for change.
Notes: One of the tools Ms. provided at Forest PD was a lesson planning template to plan for rounds. After demonstrating the purpose of the template, and
how to use it, she provided work time for PLCs to collaborate. As PLCs worked, Ms. circled to each group. Teachers were thinking critically about how to
address skill development and appropriate mentor texts. Teachers talked with each other about the need to slow down in their teaching and focus on one
strategy in a week. Teachers also reflected on using only part of a mentor text and why that is important. The realized the amount of time they were giving up
to read the entire text, and also the fact that after the skill was developed, the rest of the reading was not important to the lesson. Further, they were excited at
the prospect of hooking students into the book - to finish reading for themselves.
At the conclusion of the professional learning session, Ms. gave differentiated options for staff to move forward. After taking a quick vote to determine how to
proceed, Ms. pointed staff to online resources to learn more about the learning targets and offered to continue to work with PLCs and individuals as they refine
their practice. Staff smiled and nodded, showing their appreciation.
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
Domain 4: Professional Responsibilities. The educator participates in on-going professional development activities and collaborates with
colleagues and families to advance learning for teachers and students.
INDICATOR 4A: Reflects on teaching practice.
How do you reflect on your practice?
Elements
Development Needed
Developing Proficiency
Proficient
Notes/Reflection
I. Uses feedback to
*Feedback from PLCs and/or *Educator occasionally uses
* Educator regularly uses
P
improve practice
colleagues, administrators,
families, students and
professional literature is
resisted and/or does not
result in changes in
professional practice.
* Educator does not use
reflection and feedback from
PLCs and/or colleagues, or
administrators to plan for
professional growth.
* Educator resists
collaboration with colleagues
and detracts from
collaborative processes
when engaged in them.
Proficient
Notes/Reflection
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
* Educator occasionally
contributes to development of
a productive learning.
* Educator contributes to
development of a productive
learning environment.
* Educator is non-compliant
with school and/or District
policies and procedures.
Notes/Reflection
* Educator responds
appropriately to family
requests for communications.
* Educator interacts
appropriately with families.
* Educator sometimes
confers with families to
provide specific feedback to
inform them of their students
progress.
DP
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).
Adapted from Minnesota Default Model for Teacher Growth and Evaluation: Performance Standards for Teacher Practice, (2013)
and from Enhancing Professional Practice: A Framework for Teaching, (2007).