Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator usually works alone to establish a learning climate in the classroom. Students are not expected to provide input. □ The Educator creates a classroom that is unsafe or that learning is not accessible for all students. □ Student behavior is unevenly monitored and Educator is sometimes unaware of what students are doing in the classroom. □The Educator collaborates with some groups (students, parents, or colleagues) to develop a learning climate in the classroom. The teacher works to provide an opportunity for a few students to develop positive social interactions and active engagement in learning in the classroom. □ The Educator creates a classroom that is safe and that learning is accessible for most students. □ The Educator is generally aware of student behaviors but may miss the actions of some students. □ The Educator collaborates with colleagues, and possible students and parents to develop a learning climate in the classroom. The Educator works to provide an opportunity for most students to develop positive social interactions and active engagement in learning in the classroom. □ The Educator creates a classroom that is safe and that learning is equally accessible for students. □ The Educator is aware of student behaviors at all times. □ The Educator initiates and consistently collaborates with colleagues, students, and parents to develop a learning climate in the classroom. The educator enables all students to develop positive social interactions and active engagement in learning in the classroom. □ The Educator creates a classroom that is safe and students are involved to make sure learning is accessible for all students. □ The Educator is aware of student behaviors at all times. Students are expected to monitor their own and their peer’s behaviors. Comments: What is Demonstrated? Sources of Evidence Managing Student Behavior Responds to student issues Discipline referrals to office Classroom walkthrough observations Student’s work is displayed and current System for non-instructional duties is in place and students assume responsibility for completion Transitions occur smoothly during the instruction Works with others to create learning environment Classroom rules and procedures established collaboratively Meets with parents Conducts home visits Responses to parent concerns are handled with professionalism and cultural sensitivity Students are revising drafts on their own or peer editing is in use Using knowledge to create climate of r...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely engages in meaningful professional learning experiences or their professional development is not aligned with the needs of the individual, school or district. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is rarely done. □ The Educator engages in professional learning experiences on a limited basis. Their professional development may be aligned with the needs of the individual, school, or district. □ The Educator relies on one or two forms of data to evaluate their teaching. Reflection is done but only general suggestions on how to improve are applied. □ The Educator seeks out opportunities for professional development to enhance their own knowledge base or pedagogy skills. Their professional development is aligned with individual, school, and district needs. □ The Educator relies on several forms of data to evaluate their teaching. Reflection is regularly done and a few specific suggestions on how to improve are applied. □ The Educator implements professional development to enhance their own knowledge base or pedagogy skills and makes a systematic effort to align their individual needs with the school and district needs. The Educator institutes their own professional development and at times will give presentations to colleagues. □ The Educator relies on multiple forms of data to evaluate their teaching. Reflection with colleagues is consistently done and specific suggestions are considered as ways to improve the lesson. Comments: What is Demonstrated? Sources of Evidence Engages in meaningful professional development Participates in and supports district professional development Participates in and supports district initiatives Share information gained from professional development with staff members Written evaluation of a professional learning experience Video recording of a lesson with feedback from a colleague or administrator Lesson plans show reflection on instruction and application to changes in practice Analyzing students’ formative and summative assessment data to see impact on student growth Professional development is aligned with goals Relies on variety of data to reflect on practice Professional portfolio Educator reflection Student assessment scores Student evaluations Parent surveys Videotapes of lessons Other Specify: Element 4: The Professional The effective Educator engages in ongoing professional learning and uses that knowledge to reflect and continually evaluate their ...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses student progress on an individual basis or in group work; usually only one method of assessment is used. The lesson is usually not modified to meet students’ needs. □ The Educator uses assessment data from one type of assessment. Students are not aware of the criteria and standards of which their work will be assessed. □The Educator provides little feedback on each student’s achievement of content standards. The Educator shows difficulty in guiding student learning. □ The Educator sometimes assesses student progress on an individual basis and in group work. One or two forms of assessment are consistently used. The lesson may be modified to meet students’ needs. □ The Educator uses assessment data from several types of assessments. Some students are aware of the criteria and standards of which their work will be assessed. □ Feedback is given on an all- class basis and is not individualized for students. The Educator expects that students will achieve and expresses this in class-wide statements. The Educator guides some students in their learning but no notice given for all students’ efforts. □ The Educator regularly assesses student progress on an individual basis and in group work. The Educator relies on several different methods of assessments. The lesson is usually modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Most students are fully aware of the criteria and standards of which their work will be assessed. □Feedback is somewhat consistent but may not reach all students. The Educator promotes student achievement in a general manner. The Educator guides a majority of the students in their learning and tends to individualize it for the students. □ The Educator consistently and effectively assesses student progress on an individual basis and in group work. Multiple methods of assessment are used. The lesson is modified to meet students’ needs. □ The Educator uses assessment data from multiple types of assessments. Students are fully aware of the criteria and standards of which their work will be assessed and are involved in the development of the criteria for the lesson when appropriate. □ Consistent and effective feedback helps guide the student through the learning process. Student achievement is consistently promoted by the Educator. The Educator effectively guides all students’ learning on an individual basis. Comments: What is Demonstrated? Sources of Evidence Ass...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The educator uses a limited number of similar strategies on a consistent basis. The teacher makes no accommodations to meet the instructional needs of students. □ The Educator provides 1 or 2 models or representations to provide instruction to students. Students are expected to demonstrate their knowledge in one method only. Many students are not mentally engaged. □ One or two methods were used to engage students. The Educator allowed some collaboration with students but did not use the information to change the lesson or objective. □ The Educator uses few resources to assist students’ learning. Minimal technology is used and primarily by the Educator. □ The educator selects strategies that address the learning style of some students. The teacher makes accommodations to meet the instructional needs of some students. □ The Educator provides a limited number of models for instruction. Students demonstrate their knowledge in 1 or 2 ways. Some students are engaged while others are not engaged. □ Several methods were consistently used to engage students. Little collaboration occurred with students and minimal adjustments were made in the lesson. □ The Educator knows of a variety of resources but only provides a small group for the students to use. Some technology use is done by the students. □ The educator selects strategies that address the learning styles of most students. The teacher makes accommodations to meet the instructional needs of most students. □ The Educator provides multiple models and representations to provide instruction for students. Students are allowed to demonstrate their knowledge in a variety of ways. Most students are cognitively engaged. □ The Educator regularly used a variety of methods to engage students. Continual collaboration occurred with students. Adjustments were made to the lesson and classroom. □ The Educator has a range of resources available to students but provides assistance with only some of the resources. Both students and Educator use of technology is observed. □ The educator selects strategies that effectively address the learning styles of all students. The teacher makes accommodations to meet the instructional needs of all students. □ The Educator provides multiple models and representations to provide instruction for students. Students are allowed to demonstrate their knowledge in a variety of ways or they may initiate their own project to show understanding. All students are cognitively engaged. □ A variety of me...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator seldom assesses students’ progress on an individual basis and/or in group work. The lesson is usually not modified to meet students’ needs. □ The Educator sometimes assesses student progress on an individual basis and in group work. The lesson is sometimes modified to meet the students’ needs. □ The Educator regularly assesses student progress on an individual basis and in group work. The lesson is regularly modified to meet the students’ needs. □ The Educator consistently and regularly assesses student progress on an individual basis and in group work. The lesson is consistently and effectively modified to meet the students’ needs. □ The Educator is not knowledgeable about developmentally appropriate instruction and does not plan appropriate learning experiences. □ Parent and family contact may occur only when a classroom situation arises. Information gained from the conversation is not used to help individualize student learning experiences. □ The Educator has partial knowledge about developmentally appropriate instruction but does not plan appropriate learning experiences. □ Parent and family contact may occur and the information from the discussion is sometimes used to help individualize student learning experiences. □ The Educator is knowledgeable about developmentally appropriate instruction and uses that information to plan many appropriate learning experiences. □ Parent and family contact is initiated and the information gained is used on a regular basis to help individualize student learning experiences. □ The Educator is knowledgeable about developmentally appropriate instruction and uses that information to regularly plan appropriate learning experiences. □ Parent and family contact is maintained on a regular basis and the information gained is consistently used to help individualize student learning experiences. Comments: What is Demonstrated? Sources of Evidence Creating Learning organized in groups Lesson plans reflect understanding of prerequisite knowledge. Lesson plans reflect familiarity of wide range of pedagogical techniques. Lesson plans reflect variety of approaches. Educator reflection. developmentally appropriate instruction Adapting instruction to meet students’ needs. Learning Styles Inventories Student Work Samples Observations by colleagues or administrators. Lesson plans with changes identified. Collaboration with stakeholders Conference notes with colleagues Other Specify: Element 1: The Learner: Effective Educa...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator has set some goals but has difficulty selecting and creating learning experiences appropriate to the content and to the student. □ The educator uses a limited number of similar strategies on a consistent basis. The educator makes no accommodations to meet the instructional needs of the students. □ The Educator makes a plan for instruction but may not be able to demonstrate the knowledge and skill associated with the lesson. □The Educator has set goals. Learning experiences that are appropriate to the student are limited. □ The educator selects strategies that address the learning styles of some students. The teacher makes accommodations to meet the instructional needs of some students. □ The Educator has a plan for instruction but is only able to demonstrate a limited knowledge or skill associated with the lesson. □ The Educator has established goals and high expectations for most students. Learning experiences that are appropriate to the student have been selected and created. □ The educator selects strategies that address the learning styles of most students. The teacher makes accommodations to meet the instructional needs of most students. □ The Educator modifies the instruction as needed and is able to demonstrate both the knowledge and skills needed for the lesson. □ The Educator has established goals and high expectations for all students. Learning experiences that are appropriate have been created for all students. □ The educator selects strategies that effectively address the learning styles of all students. The teacher makes accommodations to meet the instructional needs of all students. □ The Educator is adept in modifying the instruction and consistently both models and demonstrates both the knowledge and skills needed for the lesson. Comments: What is Demonstrated? Sources of Evidence Demonstrates knowledge in multiple ways Educator’s directions and procedures are clear to students Educator’s spoken and written language is correct and conforms to standard English Classroom observations Educator reflections Lesson plans are complete with standard, objective, and assessments noted Assessment data (classroom, local, state and national levels) Lesson plans reflect knowledge of content The use of technology to deliver and enhance instruction Creates appropriate learning experiences Learning activities are designed to engage students at a higher level of cognitive thinking Student work samples show the rigor of the assignments Educator...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely assesses student performance on an individual basis and/or in group work. Instruction is rarely designed to match learner development. □ The Educator sometimes assesses student performance on an individual basis and/or in group work. Instruction is sometimes designed to match learner development. □ The Educator regularly assesses student performance on an individual basis and/or in group work. Instruction is regularly designed to match learner development. □ The Educator almost always assesses student performance on an individual basis and/or in group work. Instruction is almost always designed to match learner development. □ The Educator rarely exhibits knowledge of developmentally appropriate instruction, and rarely uses that information to plan appropriate learning experiences. □ The Educator sometimes exhibits knowledge of developmentally appropriate instruction, and sometimes uses that information to plan appropriate learning experiences. □ The Educator regularly exhibits knowledge of developmentally appropriate instruction, and regularly uses that information to plan appropriate learning experiences. □ The Educator almost always exhibits knowledge of developmentally appropriate instruction, and almost always uses that information to plan appropriate learning experiences. □ The Educator rarely collaborates with colleagues and stakeholders to deliver developmentally appropriate instruction. Information gained is rarely used to individualize learning experiences. □ The Educator sometimes collaborates with colleagues and stakeholders to deliver developmentally appropriate instruction. Information gained is sometimes used to individualize learning experiences.. □ The Educator regularly collaborates with colleagues and stakeholders to deliver developmentally appropriate instruction. Information gained is regularly used to individualize learning experiences. □ The Educator almost always collaborates with colleagues and stakeholders to deliver developmentally appropriate instruction. Information gained is almost always used to individualize learning experiences. Comments: What is Demonstrated? Possible sources of evidence provided by the Educator, but not limited to: Creating developmentally appropriate instruction Learning organized in groups or teams Lesson plans reflect understanding of student prerequisite knowledge/skill Lesson plans reflect educator familiarity with wide range of pedagogical techniques Lesson plans reflect variety...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely attempts to show how interdisciplinary themes connect to core subjects, and rarely develops meaningful learning experiences for students that show the connection. □ The Educator sometimes attempts to show how interdisciplinary themes connect to core subjects, and sometimes develops meaningful learning experiences for students that show the connections. □ The Educator regularly attempts to show how interdisciplinary themes connect to core subjects, and regularly develops meaningful learning experiences for students that show the connections. □ The Educator almost always attempts to show how interdisciplinary themes connect to core subjects, and almost always develops meaningful learning experiences for students that show the connections. □ The Educator rarely develops a project/problem related to real-world issues. Students are rarely required to resolve the problem and evaluate the effectiveness of the solution and/or generate and evaluate new ideas. □ The Educator sometimes develops a project/problem related to real-world issues. Students are sometimes required to resolve the problem and evaluate the effectiveness of the solution and/or generate and evaluate new ideas. □ The Educator regularly develops a project/problem related to real-world issues. Students are regularly required to resolve the problem and evaluate the effectiveness of the solution and/or generate and evaluate new ideas. □ The Educator almost always develops a project/problem related to real-world issues. Students are almost always required to resolve the problem and evaluate the effectiveness of the solution and/or generate and evaluate new ideas. Comments: What is Demonstrated? Possible sources of evidence provided by the Educator, but not limited to: Interdisciplinary connections Lesson plans reflect a familiarity of wide range of interdisciplinary techniques Educator meetings to design cross curricular projects Student projects reflect cross curricular involvement Co-curricular performances tied to subject area Real-world issues with critical thinking and problem solving Educator uses wait time to allow students to respond to questions Students engaged in classroom discussions and questioning Student created videos Problem-solving assignments with student responses Learning target or student objective is posted and communicated Portfolio of projects showing real world applications to topics Educator questions using higher levels of cognitive thinking Technology ...
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely selects strategies that directly address the learning styles of students. □ The Educator sometimes selects strategies that directly address the learning styles of students. □ The Educator regularly selects strategies that directly address the learning styles of students. □ The Educator almost always selects strategies that directly address the learning styles of students. □ The Educator rarely utilizes multiple models and representations to provide instruction. Students are rarely cognitively engaged. □ The Educator sometimes utilizes multiple models and representations to provide instruction. Students are sometimes cognitively engaged. □ The Educator regularly utilizes multiple models and representations to provide instruction. Students are regularly cognitively engaged. □ The Educator almost always utilizes multiple models and representations to provide instruction. Students are almost always cognitively engaged. □ The Educator rarely uses a variety of tools and technology to maximize learning in varied contexts and 21st Century learning is rarely modeled. □ The Educator sometimes uses a variety of tools and technology to maximize learning in varied contexts and 21st Century learning is sometimes modeled. □ The Educator regularly uses a variety of tools and technology to maximize learning in varied contexts and 21st Century learning is regularly modeled. □ The Educator almost always uses a variety of tools and technology to maximize learning in varied contexts and 21st Century learning is almost always modeled. Comments: What is Demonstrated? Possible sources of evidence provided by the Educator, but not limited to: Strategies and multiple methods; 21st Century model Students take the initiative in planning or adapting activity or project to enhance learning. Student led classroom discussions Lesson plans outline instructional strategies Lesson plans show how strategies are used for scaffolding/differentiation Educator reflection Student work reflects use of higher level thinking skills Examples of a process or product Graphic organizers for understanding Non-linguistics representations Summarizing activities Reward or praise for effort and/or accomplishments at targeted levels of performance Student growth log Technology integration plan 21st Century instructional model Other Specify:
Novice Educator Developing Educator Proficient Educator Distinguished Educator. □ The Educator rarely makes an effort to share knowledge with colleagues and rarely assumes any responsibility for professional learning. The Educator rarely gets involved with school and district activities. □ The Educator sometimes meets with the instructional team and receives feedback, but makes limited changes to practice. The Educator participates in school and district activities when asked. □ The Educator regularly meets with the instructional team, receives feedback, and makes notable changes to practice. The Educator regularly participates in school and district activities. □ The Educator almost always initiates discussions with members of the instructional team and acts on feedback received. Changes to practice almost always occur. The Educator almost always volunteers and participates in school and district activities and takes on a leadership role. □ The Educator interactions are rarely appropriate, and show favoritism or disregard for the culture of the student. Confidential information is shared. □ The Educator interactions are sometimes appropriate, but sometimes show favoritism or disregard for the culture of the student. Confidential information is sometimes shared. □ The Educator regularly interacts in a caring and respectful manner. Students regularly exhibit respect for the educator. Confidential information is not shared. □ The Educator almost always interacts in a positive, supportive manner and displays respect. Students almost always trust the Educator with personal information. Confidential information is not shared. □ The Educator rarely complies with local, state, and national regulations. □ The Educator sometimes has to be reminded to comply with local, state, and national regulations. □ The Educator regularly complies with local, state, and national regulations. □ The Educator almost always complies with local, state, and national regulations. The Educator will also conduct research on policy to determine impact the classroom. □ The Educator rarely attempts to engage community stakeholders in the instructional program. □ The Educator sometimes attempts to engage community stakeholders and use community stakeholder resources to improve the instructional program. □ The Educator regularly works with stakeholders in the community to enlist support for improving the instructional program. □ The Educator almost always works with stakeholders in the community to enlist support for improving the instructional program. Students contrib...
