Standard A. Plans Curriculum and Instruction

1. Draws on content of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students level of content knowledge

Limited if any knowledge of curriculum frameworks for planning lessons. Standards that will advance the level of content knowledge of students are not used.  

The lesson or unit has no clearly defined structure or the structure is chaotic.  Time allocations are unrealistic.

Has a basic understanding of the content of the curriculum frameworks and is able to design learning experiences that extend the learning of students at a basic level.  The lesson or unit has a recognizable structure although the structure is not uniformly maintained throughout.  Most time allocations are reasonable. 

Has a clear understanding of the curriculum frameworks and how to use them to extend content knowledge learning of students.  Lesson activities are designed around standards that extend student learning.  The lesson or unit has a clearly defined structure that activities are organized around.  Time allocations are reasonable.

Has a strong foundation in content knowledge and the curriculum frameworks and is able to use that knowledge in designing lesson activities that extend student learning of the content.  Students are involved in the design of learning experiences to extend their knowledge.  The lesson or unit’s structure is clear and allows for different pathways according to student needs. 

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate for the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

Goals are not suitable for many students in the classroom; learning activities are not based on student needs; assessment results minimally affect lesson planning;  minimal or no knowledge of developmental characteristics is evident in lesson planning.

A general goal is established with little attention to diverse needs of students; some of learning activities are based on student needs; uses assessment results to plan for the class as a whole; most lesson plans show evidence of developmentally appropriate activities and assignments.

Modifies goals for the diverse needs of students; most learning activities are based on student needs; uses assessment results to plan for individuals and groups of students; lesson plans consistently show evidence of developmentally appropriate tasks and activities.

Individuals and small groups are involved in goal setting to meet their needs; learning activities are highly relevant to student needs; provides insights to students meeting established objectives and provides opportunity for student participation in planning; lessons are clearly developmentally planned and implemented.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

Overly dependent on reading textbook.  Does not utilize appropriate reading materials and other resources to promote further learning.

Begins to incorporate high interest materials, trade books and interactive reading/writing lessons; shifts from monocultural views to multicultural literacy views.

Evidence of a language rich environment, carefully selected materials, independent reading/writing.  Uses reading and writing resources to promote further learning for the diverse range of students in the classroom.

Instructional activities clearly convey a literacy rich environment; evidence of shared reading, guided reading, integration of reading/writing across the curriculum; evidence of sustained silent reading; instruction based on individual needs and a move toward the inclusion of all components of the writing workshop; uses these resources to promote further learning by students including those with special needs.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills

Displays little understanding of prerequisite knowledge and experiences important for student learning of the content and does not indicate that such knowledge is valuable.

Lacks fundamental knowledge of reading/writing strategies.

Indicates some awareness of prerequisite learning and experiences required to maximize student learning, although such knowledge may be incomplete or inaccurate.  Recognizes the value of understanding students’ skills, concepts, vocabulary and knowledge for the class only as a whole.  Has some awareness of appropriate reading/writing strategies; unsure of how to devise and implement these strategies.

Teaching reflects a variety of literacy components; able to identify vocabulary, reading and writing strengths/weaknesses of students and use the data for designing lesson plans and learning activities for all students including those with special needs.  Plans and practices reflect understanding of prerequisite relationships and experiences of students among concepts and topics.

Demonstrates understanding of skills, concepts, vocabulary and knowledge for all students including those with special needs; assesses the reading/writing skills of students and effectively designs learning experiences to improve content knowledge and skill levels.  Uses a variety of strategies to strengthen reading/writing skills. Helps students self-evaluate their own reading/writing skills.

Actively builds on knowledge of prerequisite relationships and experiences when describing instruction or seeking causes for student misunderstanding.

5. Plans lessons with clear objectives and measurable outcomes

Assessment results minimally affect lesson plans, objectives are unclear and outcomes are inappropriate, vague and/or not measurable.

Uses assessment results to plan for the class as a whole; some lesson content is not related to the objectives; some outcomes are measurable but inconsistent.

Uses assessment results to plan for individuals and groups of students; appropriate objectives are used in planning with the use of clear measurable outcomes.

Provides insights to students meeting established objectives and provides opportunity for student participation in planning; measurable outcomes are clear; students provide input relating to outcomes.

6. Draws on Resources from colleagues, families, and the community to enhance learning

Does not seek out resources through colleagues,school, district, family, or university, etc

Displays limited awareness of resources available through colleagues, school, district, family, or university, etc

Uses resources available through colleagues, school, district, family, or university, to enhance student learning.

In addition to utilizing resources available from colleagues, school and district, actively seeks other materials to use to enhance instruction, (e.g. from professional organizations or through the community).

7. Incorporates appropriate technology and media in lesson planning

The use of technology and media is not evident in lesson planning or delivery.

Incorporates technology and  media in lesson planning but the use is limited to teacher demonstration of the resources.

Able to incorporate effectively the use of technology in lesson planning.  Students are able to use technology to enhance their learning.

Incorporates the use of technology and media in lesson planning. which are used for the benefit of all learners.   Students are able to evaluate the appropriateness of the use of technology and media in their learning.

8. Uses information in IEP’s to plan strategies for integrating students with special needs into general education classrooms

All students receive same instruction and assignments regardless of differences; no information from the IEP is used in planning instruction; no attempts to incorporate students with special needs into the regular classroom.

Aware of the need for adaptations in assignments, time allowed, response modes, etc and occasionally accommodates these needs for different learners; some use of IEP is evident; minimal attempts made to integrate students with special needs into the regular classroom.

Lesson plans take into account the needs of various learners.  Appropriate adaptations using IEP’s are a routine part of planning and delivery; regular attempts are made to integrate students with special needs into the regular classroom.

Individual student goals and expectations are clearly articulated.  Individualized instruction allows for ALL students to succeed and be challenged; use of IEP is evident in planning instruction; students with special needs are fully integrated into the regular classroom.

Standard B. Delivers Effective Instruction

1. Communicates high standards and expectations when beginning the lesson

Objectives unclear or are stated as student activities; objectives can’t be assessed; poor written or verbal communication skills Communication maybe inappropriate, vague, or used incorrectly, leaving students confused; lessons/units of candidate are not engaging; no clear sense of direction is given in opening lessons leaving students confused.

Objectives are somewhat clear or include a combination of objectives and activities; some objectives do not permit viable methods of assessment; Effective but limited verbal and written communication skills.  Vocabulary is not always appropriate to students’ ages or backgrounds; introduces lessons/units in a clear manner but with little excitement or student  engagement.

Most objectives clearly stated and most permit viable methods of assessment;  Effective verbal and written communication skills.  Vocabulary is appropriate to students age and interests;  introduces new lessons in an engaging manner; clear directions are given with students having a sense of direction for the lessons/units.  .

Objectives are clear, written in the form of student learning, and permit viable methods of assessment; communication (oral/written) language is correct and expressive with well-chosen vocabulary that enriches the lesson; Introduces lessons/unit in an enthusiastic, exciting, and engaging manner; students have a clear sense of direction and are fully engaged in the beginnings of lessons/units. 

2. Communicates high standards and expectations when carrying out the lesson

Instruction is rigid, institutional like; unaware of student interests; overall lack of strategies and ongoing assessment; displays little or no understanding of current effective practices in teaching; overly dependent on textbook; Relies mostly on direct instruction/lecture method and gives assignments; displays little understanding of pedagogical issues involved in student learning of the content; poor questioning techniques; interaction style between teacher and students is predominantly recitation style, with teacher mediating all questions and answers.

Aware of current research.  Uses effective teaching practices, but is not always successful; delivery of instruction includes a wide variety of teaching styles.  Students are actively engaged at least one-half of the lesson; displays basic pedagogical knowledge, but does not anticipate student misconceptions; some high quality questioning techniques used; makes some attempt to engage students in a true discussion with uneven results.

Teaching reflects current research of best pedagogical practices; anticipates student misconceptions; uses a range of appropriate teaching styles to meet diverse needs of all students; uses ongoing assessment; possesses a clear, thorough understanding of a variety of teaching strategies; Active student involvement in problem solving and critical thinking with peers in small and large groups; most questions are of high quality.  Classroom interaction represents true dialogue between student and teacher.

Routinely applies new strategies in the classroom; facilitates inquiry through carefully planned lessons and involving students at the planning stage.  All students  are actively engaged in questioning concepts, developing learning strategies, and problem solving;  teacher displays continuing search for best practice and anticipates student misconceptions; establishment of daily reading/writing routines; allows for independent reading, writing and sharing time;  adherence to questioning techniques and authentic assessment; questions are of uniformly high quality with adequate time for students to respond; students formulate many questions; students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions;

actively seeks out experts in the field in order to gain new knowledge. 

3. Communicates high standards and expectations when extending and completing the lesson

Assigns limited homework that does not address practice and reinforcement of lesson objectives; timely feedback not provided on homework; assessment data with student is not provided; unfamiliar with the different approaches to learning that students exhibit such as learning styles, modalities, and different intelligences and provides no varied opportunities for students to achieve competence.

Assigns homework that minimally addresses lesson objectives; materials are returned sporadically with limited feedback; feedback given is in an inconsistent manner and quality; assessment data with students is communicated but is inconsistent; general understanding of the different approaches to learning that students exhibit and uses this information, in a limited way, to design varied learning opportunities for students to achieve competence.

Assigns homework which provides practice of learning that has occurred in class; homework is returned promptly with adequate feedback; feedback is given in a consistent timely manner and of high quality; assessment data with students is consistently communicated to students identifying areas needing improvement; displays solid understanding of the different approaches to learning that different students exhibit and is able apply this knowledge to designing varied learning opportunities for students to achieve competence.

Assigns homework which reinforces learning that has occurred in the classroom; homework is used as an assessment tool for designing further instruction; feedback is diagnostic and used to improve student learning and performance; feedback is consistently provided in a timely manner and of high quality.  Uses the feedback promptly; assessment data with students is consistently communicated.  Opportunity is provided for students to use assessment data for improvement; uses knowledge of students’ varied approaches to learning in instructional planning to design multiple learning opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning

Unaware of a variety of assessment techniques to establish the present level of performance; assessment results minimally affect lesson planning; assessment data with student is not provided; records for recording and monitoring assessment data are in disarray, or not up to date resulting in errors and confusion; Provides minimal information to parents and does not respond or responds insensitively to parent concerns about students.

Limited knowledge of assessment techniques and uses a restricted number of techniques to establish a present level of performance; uses assessment results to plan for the class as a whole; adheres to the school’s required procedures for communicating to parents.  Responses to parent concerns are minimal.

Aware of a variety of formal and informal assessment techniques and uses them to establish a present level of performance; uses assessment results to plan for individuals and groups of students; assessment data  is consistently communicated to students identifying areas needing improvement; system for recording and monitoring assessment data is fully effective; communicates with parents about students’ progress on a regular basis and is available as needed to respond to parent concerns.  Response to parent concerns is handled with great sensitivity.

Aware of the need for formal and informal assessment techniques and understands the classroom implications; provides insights to students meeting established objectives and provides opportunity for student participation in planning the next steps; assessment data with students is consistently communicated.  Opportunity is provided for students to use assessment data for improvement; system for recording and monitoring assessment data is highly effective.  Students are given opportunity to participate in assessment data collection; provides information to parents frequently on both positive and negative aspects of student progress. Demonstrates initiative and creativity by creating new opportunities for communicating with families.

Standard C. Manages Classroom Climate and Operation

1. Creates an environment that is conducive to learning

Rapport with students average to poor; loses patience easily; has difficulty staying positive with students;  environment more negative than affirming.

Rapport with students is average to good; patient most of the time; is positive with the students most of the time; environment generally positive and affirming.

Rapport with students very good; almost never loses patience; is positive with the students the majority of the time; environment positive and affirming.

Rapport with students is excellent; exhibits patience for all children; frames everything in a positive way; almost never negative; environment is very conducive to learning, positive, affirming and nurturing.

2. Creates a physical environment appropriate to a range of learning activities

Classroom is unsafe and unsuitable for lesson activities; physical resources are not utilized or used poorly; learning is not accessible to students.

Classroom is safe and suitable for lesson but with limited effectiveness; some physical resources are used, but not always effectively; essential learning is accessible to all students.

Classroom is safe and the arrangement of it is a resource for learning activities; most, if not all, physical resources are utilized, and the majority of the time they are used effectively; learning is equally accessible to all students.

Classroom is safe; arrangement promotes optimal learning for students; all physical resources are used in an effective way to provide students with a range of learning activities; ensures that learning is equally accessible for all students.

3. Maintains appropriate standards of behavior, mutual respect, and safety

Student behavior is not monitored; unaware of what students are doing; interactions with students are negative, demeaning, or sarcastic; students exhibit disrespect for teacher.

Generally  aware of student behavior but may miss the activities of some students;  interactions with students are generally appropriate; but reflect occasional inconsistencies, favoritism, or disregard for students’ cultures; students exhibit minimal respect for   teacher.

Alert to student behavior at all times; interactions with students are generally friendly and demonstrate general warmth, caring and respect; students exhibit respect for teacher.

Monitoring of behavior is subtle and preventive; students monitor their own and their peers’ behavior, correcting one another respectfully; demonstrates genuine caring and respect for individual students; students exhibit genuine respect for teacher.

4 Manages classroom routines and procedures without loss of significant instructional time

Much time is lost during transitions; materials, supplies and equipment are handled inefficiently resulting in loss of instructional time.

Transitions are sporadically efficient resulting in loss of some instructional time; routines, procedures for handling materials, supplies and equipment function moderately well.

Transitions occur smoothly with little loss of instructional time; routines, procedures for handling materials, supplies and equipment occur smoothly with little loss of instructional time.

Transitions are seamless with students assuming some responsibility for efficient operation; routines, procedures for handling materials, supplies and equipment are seamless with students assuming some responsibility for efficient operation.

Standard D. Promotes Equity

1. Encourages all students to believe that effort is a key to achievement .

2. Works to promote high achievement in all students

Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement; all students receive the same delivery of instruction and assignments regardless of differences.

Instructional goals and activities, interactions, and the classroom environment convey consistent expectations for student achievement; awareness of the need for adaptations exists in time allowed, response modes and occasionally accommodates these needs for different learners.

Instructional goals and activities, interactions and the classroom environment convey high expectations for all students for student achievement; lesson plans take into account the needs of various learners with appropriate adaptations being a routine part of planning and delivery.

Includes all students in setting high expectations; individual student goals and expectations are clearly articulated;  individualized instruction allows for ALL students to succeed and be challenged.

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary

Little attention is given to multiple perspectives.  Content is presented without discussion of its relationship to real experience, other disciplines or cultural norms.  Individual differences are ignored; goals are not suitable for many students in the class.

Demonstrates an awareness of multiple perspectives and opens discussions about subject matter to the class; a general goal is established with little attention to diverse needs of students.

Discussion of multiple perspectives in subject matter is routine and includes attention to students’ personal, family, and community experiences.  Individual differences are respected; modifies goals for the diverse range of students and their needs.

Strategically introduces resources and experiences that challenge the learner’s beliefs and assumptions about common understandings thus creating an environment where critical thinking is a habit; individual and small groups are involved in goal setting to meet their needs.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions, and to see themselves as members of a local, state, national, and international civic community

Little attention to given to understanding American culture, its ideals and founding principles; no sense of belonging to a community is established for students in the classroom.

Some attention is given to helping students understand American culture, its founding principles and ideals; attempts are made to develop community in the classroom with minimal success, students demonstrate basic understanding of being members of a local, state, and national civic community.

Presents complete and accurate information about American civic culture, its founding principles and ideals; students demonstrate their understanding of being members of a local, state, and national civic community by building a classroom community with the  teacher being the facilitator of the process.

Students set up a classroom community using founding principles and ideals from American civic culture; students demonstrate their understanding of membership in a local, state and national civic community through their classroom community.

Standard E Meets Professional Responsibilities

1. Understands his/her legal and moral responsibilities

Has no knowledge or understanding of the moral and legal responsibilities of teaching.

Has basic knowledge and understanding of the moral and legal responsibilities of teaching.

Has a clear understanding of the moral and legal responsibilities of teaching and can apply them in a limited manner.

Has a thorough knowledge and understanding of the moral and legal responsibilities of teaching and effectively implements them in a classroom.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students

Shows little if any enthusiasm for his/her academic discipline; misconceptions about the content are evident.

Has limited enthusiasm for the academic discipline; an incomplete understanding of the important concepts and generalizations of the discipline; some misconceptions are evident.

Shows enthusiasm for the academic discipline and displays a complete and accurate understanding of the important concepts and generalizations of the academic discipline.

Enthusiastically presents the academic discipline to students and demonstrates a thorough understanding of the important concepts or generalizations of the discipline and provides new insights into some aspects of that information.

3. Maintains interest in current theory, research and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice

Engages in no professional development activities to enhance knowledge or skill.

Participates in professional activities to a limited extent when they are convenient.

Seeks out opportunities for professional development to enhance content knowledge and pedagogical skills.

Seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his/her classroom.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement

Relationships with colleagues are negative or self-serving; Does not know if a lesson was effective and/or has no suggestions for how instruction, assessment and student achievement can be improved.

Maintains cordial relationships with colleagues to fulfill the duties that the school or district requires; has a generally accurate impression of a lesson’s effectiveness and can make general suggestions on how to improve instruction, assessment, and student achievement.

Support and cooperation characterize relationships with colleagues; makes an accurate assessment of a lesson’s effectiveness and makes a few specific suggestions on how instruction, assessment and student achievement can be improved.

Support and cooperation characterize relationships with colleagues.  Takes initiative in assuming leadership and/or responsibility among the faculty ; makes a thoughtful and accurate assessment of the effectiveness of a lesson and using a repertoire of skills, offers many suggestions on how instruction, assessment and student achievement can be improved.

5. Works actively to involve parent in their child’s academic activities and performance, and communicates clearly with them

Provides minimal academic information to parents and does not respond or responds insensitively to parent concerns about students.

Adheres to the school’s required procedures for communicating to parents.  Responses to parent concerns are minimal.

Communicates with parents about students’ progress on a regular basis and is available as needed to respond to parent concerns.  Response to parent concerns is handled with great sensitivity.

Provides information to parents frequently on both positive and negative aspects of student progress.  Demonstrates initiative and creativity by creating new opportunities for communicating with families.

6. Reflects critically upon his/her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth

Engages in no professional development activities to enhance knowledge or skill; does not know if a lesson was effective or achieved its goals or profoundly misjudges the success of a lesson.  Perceptions are often inaccurate; has no suggestions for how a lesson may be improved.

Participates in professional activities to a limited extent when they are convenient; has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met; makes general suggestions about how a lesson may be improved.

Seeks out opportunities for professional development to enhance content knowledge and pedagogical skills; makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment; makes a few specific suggestions of what he/she may try another time, but may not be able to anticipate outcomes.

Seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his/her classroom..  Makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each; Drawing on extensive repertoire of skills, offers specific alternative actions, complete with probable successes of different approaches.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources

Has little or no knowledge of legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Has a working knowledge of the legal and ethical issues as they apply to responsible use of the Internet and other resources and applies that knowledge at a basic level in a classroom.

Has a clear understanding of the legal and ethical issues as they apply to the use of the Internet and other resources and is able to implement classroom policies to operate within the guidelines.

Has a thorough knowledge and understanding of the legal and ethical issues as they apply to the use of the Internet and other resources and is able to run a classroom which effectively incorporates appropriate use of the Internet and other resources in the classroom.