Name: School Year

Name: ______School Year: ______DOMAIN 1: PLANNING AND PREPARATION

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 1a In planning, Teacher makes Teacher is familiar with the Teacher displays solid Teacher displays extensive Demonstrates knowledge content errors or does not important concepts in the knowledge of the important knowledge of the important of content and pedagogy correct errors made by student; discipline but may display lack of concepts in the discipline and concepts in the discipline and Teacher’s plans display little awareness about how these how these relate to one another; how these relate both to one understanding of prerequisite concepts relate to one another; Teacher’s plans reflect accurate another and to other disciplines; relationships important to Teacher’s plans indicate some understanding of prerequisite Teacher’s plans reflect student learning; Teacher awareness of prerequisite relationships among topics and understanding of prerequisite displays little or no relationships, although such concepts and reflect a wide relationships among topics and understanding of the range of knowledge may be inaccurate or range of effective pedagogical concepts and a link to necessary pedagogical approaches suitable incomplete and, and has limited approaches; Teacher holds the cognitive structures by students to student learning; Teacher is range of pedagogical appropriate license, to ensure understanding; improperly licensed, and has not approaches; Teacher is properly designations, approvals, and Teacher’s plans reflect familiarity completed requests for either licensed (but it may be through endorsements necessary for with a wide range of effective full or emergency licensure, short-term, emergency licensure assignment, they are registered, pedagogical approaches in the necessary for the assignment or that is registered) and Teacher and Teacher maintains records discipline, anticipating student has appropriate licensure but maintains records needed for necessary for eventual renewal. misconceptions; Teacher holds has not renewed or registered it eventual renewal advanced licensure and with the ISBE and/or has not approvals, such as an LBS II in completed/submitted the any area; Board Certified professional development Behavior Analyst; Assistive necessary to do so. Technology or Master Teacher approvals; Teacher provides documentation that all are ☐ ☐ appropriately registered and ☐ maintained/renewed over time ☐

Notes:

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LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 1b Teacher displays little or no Teacher displays partial Teacher displays accurate In addition to thorough Demonstrates knowledge knowledge of the developmental knowledge of the developmental understanding of the typical knowledge of the typical of students characteristics of the age group characteristics of the age group developmental characteristics of developmental characteristics of and the impact of the disability and the impact of the disability the age group, as well as the age group and exceptions to on student performance; on student performance; exceptions to the general the general patterns, Teacher Teacher sees no value in Teacher recognizes the value of patterns and the impact of the displays knowledge of the extent understanding how students knowing how students learn, but disability on student to which individual students learn and does not seek such this knowledge is limited or performance; Teacher’s follow the general pattern and information; Teacher displays outdated; Teacher recognizes knowledge of how students learn the impact of the disability on little or no knowledge of the value of understanding is accurate and current; Teacher student performance; Teacher students’ skills, knowledge, students’ skills, knowledge, applies this knowledge to the displays extensive and subtle language proficiency, and language proficiency, and class as a whole and to groups of understanding of how students communication ability, and does communication ability, but students; Teacher recognizes the learn and applies this knowledge not indicate that such knowledge displays this knowledge only for value of understanding students’ to individual students; -Teacher is valuable ; Teacher displays the class as a whole; Teacher skills, knowledge, language displays understanding of little or no knowledge of student’ recognizes the value of proficiency, and communication individual students’ skills, interests or cultural heritage and understanding students’ ability, and displays this knowledge, language does not indicate that such interests and cultural heritage knowledge for groups of proficiency, and communication knowledge is valuable; Teacher but displays this knowledge only students; - Teacher recognizes ability, and has a strategy for displays little or no for the class as a whole; Teacher the value of understanding maintaining such information; understanding of students’ displays awareness of the students’ interests and cultural Teacher recognizes the value of special learning or medical importance of knowing students’ heritage and displays this understanding students’ needs and does not indicate why special learning or medical knowledge for groups of interests and cultural heritage such knowledge is important needs, but such knowledge may students; - Teacher is aware of and displays this knowledge for be incomplete or inaccurate students’ special learning and individual students; Teacher medical needs possesses information about each student’s learning and medical needs, collecting such ☐ information from a variety of ☐ ☐ sources ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 1c Outcomes represent low Outcomes represent moderately Most outcomes represent high All outcomes represent high Sets instructional expectations for students and high expectations and rigor; expectations and rigor, and a expectations and rigor and are outcomes lack of rigor; Outcomes do not Evidence of some reflection of high reflection of student’s goals all highly tied to student’s goals reflect student’s goals and student’s goals and objectives and objectives; They are and objectives; They are objectives or a connection to a and at least some connection to connected to a sequence of connected to a sequence of sequence of learning; Outcomes a sequence of learning; learning; learning both in the discipline and goals are not clear or do not Outcomes and student goals are All outcomes and student goals and in related disciplines; permit viable methods of only moderately clear Some are clear and measurable Most All outcomes and student goals assessment; Goals are not outcomes do not permit viable suggest viable methods of are clear and measureable, and attainable for the diversity, age, methods of assessment and assessment; All goals take into permit viable method of developmental level, disability, goals are moderately account the varying learning assessment, with data collection prior knowledge, or background measureable Most of the goals needs of the student, are systems developed prior to of the student and are not based are attainable for the student attainable and are based on implementation; Goals take into on any assessment of student’s and based on global individual assessments of account the varying learning needs; No PLOPs* are available assessments of student’s needs student’s needs; Annual PLOPs needs of the student, reflect or present levels are determined Annual PLOPs are assessed using are documented based on collaboration across disciplines, by unsubstantiated methods of standardized assessments only; progress on current measureable are attainable and are based on measurement There is no discussion regarding goals and objectives; individual assessments of progress on current goals and Standardized assessments may student’s needs; Annual PLOPs objectives be provided; There is discussion are documented in relation to *PLOPs = Present Levels of on how these levels impact the measureable goals and Performance student’s performance in the objectives and reflect Now called Present Levels of learning environment collaborating across disciplines Academic and Functional and/or related services; Performance by ISBE. Discussion is provided on how ☐ these levels impact the student’s ☐ performance in the learning ☐ environment ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 1d Teacher is unaware of resources Teacher displays limited Teacher is fully aware of Teacher’s knowledge of Demonstrates knowledge for the classroom, student, and awareness or use of resources resources for the classroom, resources and how to access of resources family use which are available for the classroom, student, and student, and family use which them for the classroom, student, through the school, district, or family use which are available are available through the school, and family use is extensive, cooperative; Teacher rarely uses through the school, district, or district, or cooperative, and including those available through computer or other technology; cooperative; Teacher displays makes use of them regularly; the school, district, cooperative, Teacher has difficulty helping some computer literacy and Teacher accesses and efficiently in the community, through students with assistive comfort with other technology, uses computers or other professional organizations and technology devices but use is limited; Teacher does technology to assist with record universities, and on the Internet; not always feel comfortable with keeping, report writing and Teacher uses the computer the assistive technology devices communication; Teacher is able regularly and efficiently for to assist students to become record keeping, report writing more comfortable with and communication, and is able technology to develop additional ways to use technology to improve efficiency; Teacher can easily help students become more proficient with computer ☐ ☐ operated assistive technology ☐ devices ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 1e Learning activities are not Only some of the learning All learning activities are suitable Learning activities are highly Designs coherent suitable or connected to activities are suitable and and connected to students’ suitable to diverse learners and instruction students’ individual goals, are connected to students’ individual individual goals, and designed to connected to students’ individual not designed to engage students goals Some activities represent engage students cognitively in goals; They are designed to in an active learning activity, and cognitive engagement in the learning activity; engage students in high level communication supports are not learning activity, and limited Communication supports are cognitive activity and provided; Materials and communication supports are provided for all students; All of communication supports are resources are not suitable for provided; Some of the materials the materials and resources are structured to support students and do not support the and resources are suitable to suitable to students, support the participation in learning activity; instructional outcomes or students, support the instructional outcomes, and are All of the materials and engage students in meaningful instructional outcomes, and designed to engage students in resources are suitable to learning; Instructional groups do engage students in meaningful meaningful learning; students, support the no support the instructional learning; Instructional groups Instructional groups are varied instructional outcomes, and are outcomes and offer no variety; partially support the instructional as appropriate to the students designed to engage students in The lesson or unit has no clearly outcomes, with an effort at and the different instructional meaningful learning; There is defined structure, or the providing some variety; The outcomes; The lesson or unit has evidence of appropriate use of structure is chaotic; Activities do lesson or unit has a recognizable a clearly defined structure technology and of student not follow an organized structure, although the structure around which activities are participation in selecting or progression, and time allocations is not uniformly maintained organized; Progression of adapting materials; Instructional are unrealistic throughout; Progression of activities is even, with groups are varied as appropriate activities is uneven, with most reasonable time allocations to the students and the different time allocations reasonable instructional outcomes; There is evidence of student choice in selecting the different patterns of instructional groups; The lesson’s or unit’s structure is clear and allows for different pathways according to diverse ☐ ☐ student needs; The progression ☐ of activities is highly coherent ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 1f Assessment procedures are not Some of the instructional All the instructional outcomes Proposed approach to Designs student congruent with instructional outcomes are assessed through are assessed through the assessment is fully aligned with assessment outcomes Criteria and mastery the proposed approach, but planned approach to the instructional outcomes in levels are not established; many are not; Criteria and assessment; Assessment both content and process Teacher has no plan to mastery have been developed methodologies may have been Assessment methodologies have incorporate formative but is not clear; Approach to the adapted for groups of students; been adapted for individual assessment in the lesson or to use of formative assessment is Criteria and mastery have been students, as needed; Criteria and use assessment results in rudimentary, including only clearly established; Teacher has mastery have been clearly designing future instruction some of the instructional a well-developed strategy to use established and students have outcomes and the use of formative assessment and has contributed to its development assessment results to plan future designed particular approaches or expectation for mastery has instruction focuses on the entire to be used; Teacher plans to use been shared with students; class assessment results to plan for Approach to using formative future instruction for groups of assessment is well designed and students includes student as well as Teacher use of the assessment information; Teacher plans to use assessment results to plan ☐ future instruction for individual ☐ ☐ students ☐ DOMAIN 1: PLANNING AND PREPARATION OVERALL RATING – DOMAIN 1  UNSATISFACTORY  BASIC  PROFICIENT  DISTINGUISHED Notes:

Name:______School Year:______Evaluator:______Date:______

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LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 2a Teacher interaction with at least Teacher-student interactions are Teacher-student interactions are Teacher interactions with Creates an environment of some students is negative, generally appropriate but may friendly and demonstrate students reflect genuine respect respect and rapport demeaning, sarcastic, or reflect occasional general caring and respect; Such and caring for individuals as well inappropriate to the age or inconsistencies, favoritism, or interactions are appropriate to as groups of students; Students culture of the students; Students disregard for students’ cultures the age and cultures of the appear to trust the Teacher with exhibit disrespect for the Students exhibit only minimal students; Students exhibit sensitive information; Students Teacher; Student interactions respect for the Teacher; respect for the Teacher; Student demonstrate genuine caring for are characterized by conflict, Students do not demonstrate interactions are generally polite one another and monitor one sarcasm, or put-downs disrespect for one another and respectful another’s treatment of peers, correcting classmates respectfully when needed ☐ ☐ ☐ ☐ Component 2b Teacher or students convey a Teacher communicates Teacher conveys genuine Students demonstrate through Establishes a culture for negative attitude toward the importance of the work but with enthusiasm for the content and their active participation, learning content, suggesting that it is not little conviction and only minimal students demonstrate consistent curiosity, and taking initiative important or has been mandated apparent buy-in by the students; commitment to its value; that they value the importance by others; Instructional Instructional outcomes, Instructional outcomes, of the content; Instructional outcomes, activities, activities, assignments, and activities, assignments, and outcomes, activities, assignments, and classroom classroom interactions convey classroom interactions convey assignments, and classroom interactions convey low only modest expectations for high expectations for most interactions convey high expectations for at least some student learning and students; Students accept the expectations for all students; students; Students demonstrate achievement; Students Teacher’s insistence on work of Students appear to have little or no pride in their work; minimally accept the high quality and demonstrate internalized these expectations; They seem to be motivated by responsibility to do good work pride in that work Students demonstrate attention the desire to complete a task but invest little of their energy to detail and take obvious pride rather than to do high-quality into its quality in their work, initiating work improvements in it by, for example, revising drafts on their ☐ own or helping peers ☐ ☐ ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 2c Students not working with the Tasks for group work are Task(s) for group/individual work Groups or students working Manages classroom Teacher and not productively partially organized, resulting in are organized and managed so independently are actively procedures engaged in learning; Transitions some off-task behavior; Only that students are engaged most engaged and are maintaining are chaotic, with much time lost some transitions are efficient, of the time; Transitions occur momentum; Transitions are between activities or lessons; resulting in some loss of smoothly, with little loss of seamless, with students Materials and supplies are instructional time; Routines for instructional time; Routines for assuming responsibility or handled inefficiently, resulting in handling materials and supplies handling materials and supplies independence in ensuring significant loss of instructional function moderately well, but occur smoothly, with little loss of efficient operation; Routines for time; Considerable instructional with some loss of instructional instructional time; Efficient handling materials and supplies time is lost in performing non- time; Systems for performing systems for performing non- are seamless, with students instructional duties; Co-teachers, non-instructional duties are only instructional duties are in place, demonstrating independence paraprofessionals, student fairly efficient, resulting in some resulting in minimal loss of and/or assuming responsibility teachers, or volunteers have no loss of instructional time; Co- instructional time; Co-teachers, for smooth operation; Systems clearly defined duties and are teachers, paraprofessionals, paraprofessionals, student for performing non-instructional idle most of the time student teachers, and volunteers teachers, and volunteers are duties are well established with are productively engaged during productively and independently students demonstrating portions of class time but require engaged during the entire class independence and/or assuming frequent supervision considerable responsibility for efficient operation; Co-teachers, paraprofessionals, student teachers, and volunteers make a substantive contribution to the ☐ ☐ ☐ classroom environment ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 2d No standards of conduct appear Standards of conduct appear to Standards of conduct are clear to Standards of conduct are clear to Manages student behavior to have been established, and/or have been established, and most all students and staff; Teacher all students and staff and are students are unaware of the students seem to understand monitors all student behavior all clearly evidenced through expectations; Student behavior them; Teacher is generally aware the time and implements multiple media; Continuous is not monitored, and Teacher is of student behavior but may proactive interventions to monitoring of student behavior is unaware of what the students miss the activities of some prevent behavior; Teacher subtle by Teacher; Consistent, are doing; Teacher does not students; Teacher attempts to response to misbehavior is proactive interventions are respond to misbehavior, or the respond to student misbehavior appropriate and successful and implemented by all staff in order response is inconsistent, overly but with uneven results, or there respects the student’s dignity, or to prevent unwanted behaviors; repressive, or does not respect are no major infractions of the student behavior is generally Teacher responds to student the student’s dignity rules appropriate; Teacher misbehavior through consistent, participates in functional proactive interventions; Teacher assessment of behavior and initiates functional assessment of implements a behavior behavior and implements a intervention plan with integrity behavior intervention plan with ☐ integrity ☐ ☐ ☐ Component 2e The classroom is unsafe and/or The classroom is accessible to The classroom is safe and The classroom is safe and Organizes physical space not accessible to all students; most students and safe for all; accessible to all students; accessible to all students and all The furniture arrangement Teacher uses physical resources Teacher uses physical resources students’ navigate the hinders the learning activities, or adequately; The furniture may skillfully, and the furniture environment safely; Teacher Teacher makes poor use of be adjusted for a lesson, but with arrangement ensures successful uses the physical resources to physical resources limited effectiveness flow and monitoring of all support transitions and student students all the time engagement; Furniture ☐ ☐ arrangement enhances learning ☐ ☐ DOMAIN 2: ENVIRONMENT OVERALL RATING – DOMAIN 2  UNSATISFACTORY  BASIC  PROFICIENT  DISTINGUISHED Notes:

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LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 3a Teacher’s purpose, expectations, Teacher attempts to explain the Teacher’s purpose for the lesson Teacher makes the purpose of Communicates with steps and directions involved in instructional purpose, or unit is clear, including clear the lesson or unit very clear, students a lesson or unit are unclear and expectation, steps, and expectations, steps, and including expectations, steps, confusing to students; Teacher’s directions involved in the lesson directions; Teacher’s explanation and directions involved, and explanation of the content is but with limited success and of content is appropriate, anticipates possible student unclear or confusing or uses requires clarification after initial connects with students’ misunderstanding; Teacher’s inappropriate language; student confusion; Teacher’s knowledge and experience, and explanations are also linked to Teacher’s spoken language is explanation of the content is program curriculum; Teacher’s students’ interests, and inaudible, or written language is uneven; some is done skillfully, spoken and written language is completed through the use of illegible; Spoken or written but other portions are difficult to clear and correct and conforms multiple media; Teacher’s language contains errors of follow; Teacher’s spoken to standard English; Vocabulary explanation of content is grammar or syntax; Vocabulary language is audible, and written is appropriate to the students’ imaginative, connects with may be inappropriate, vague, or language is legible Both are ages and interests students’ knowledge, used incorrectly, leaving used correctly and conform to experience, interests, and students confused standard English; Vocabulary is program curriculum; Teacher’s correct but limited or is not spoken and written language is appropriate to the students’ ages correct and conforms to standard or backgrounds English and is also expressive, with well-chosen vocabulary that enriches the lesson; Teacher ☐ finds opportunities to extend ☐ students’ vocabularies ☐  Component 3b Teacher’s questions are virtually Teacher’s questions are of fair Many of Teacher’s questions are Most of Teacher’s questions are Uses questioning and all of poor quality; Questions quality; Teacher attempts some high quality; Adequate time is high quality; Students are discussion techniques consist of all single correct questions that require more than provided for students to provided adequate and responses and they are asked in a single correct response; respond; Many questions individualized time to respond; rapid succession; Teacher has Teacher has provided a few require more than single correct Questions and communication not provided communication students with communication response; All students are supports are provided to all supports for all students to supports to participate; Teacher provided communication students and allow for responses participate; Interaction between makes some attempt to engage supports to fully participate; well beyond single response, Teacher and students is students in discussion rather Teacher is able to engage rote or factual information; predominantly recitation style, than recitation, with uneven students in discussion; Teacher Teacher creates a genuine with the Teacher mediating all results; Teacher attempts to successfully engages most discussion among students, questions and answers A few engage all students to students to participate stepping aside when students participate participate, but with only limited appropriate; Teacher employs a success variety of interventions to ensure ☐ all students participate in ☐ ☐ learning activity

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LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 

Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 3c Activities and assignments are Some activities and assignments All activities and assignments All activities and assignments Engages students in inappropriate for students’ age are appropriate for students’ are appropriate to students’ are appropriate for students’ learning or background; Students are not age/instructional level; Some age/instructional level; Many age/instructional level; Most actively engaged; Instructional students are engaged; students are engaged; students are engaged; groups are inappropriate to the Instructional groups are only Instructional groups are Instructional groups are highly students or to the instructional partially appropriate to the productive and fully appropriate productive and efficient; They outcomes; Teacher does not students or only moderately to the students or to the are fully appropriate to the employ research-based successful in advancing the instructional purposes of the students or to the instructional instructional strategies; The instructional outcomes of the lesson; Teacher employs purposes of the lesson and have materials and resources are lesson; Teacher minimally research-based instructional all students engaged; Teacher unsuitable to the instructional employs research based strategies; The materials and employs research-based purpose and do not engage instructional strategies; The resources are effective and instructional strategies that are students in learning activity; The materials and resources are suited to the instructional individualized based on each lesson does not adhere to minimally suited to the purpose and engage all students student’s needs; The materials program curriculum, has no instructional purpose and only in the learning activity; The and resources are highly clearly defined structure, or the engage a few students in the lesson adheres to program effective and suited to pace of the lesson is too slow or learning activity; The lesson curriculum, has a clearly defined instructional purpose and fully rushed, or both minimally adheres to curriculum, structure around which the engage all students in learning has a recognizable structure, activities are organized; Pacing activity; The lesson consistently although it is not uniformly of the lesson is generally adheres to program curriculum; maintained; Pacing of the lesson appropriate structure is highly coherent, is inconsistent allowing for reflection and closure; Pacing of the lesson is ☐ appropriate for most students ☐ ☐ ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 3d Students are not aware of the Students know some of the Students are fully aware of the Students are fully aware of the Uses assessment in criteria and performance criteria and performance criteria and performance criteria and performance instruction standards by which their work standards by which their work standards by which their work standards by which their work will will be evaluated; Teacher does will be evaluated; Teacher will be evaluated; Teacher be evaluated and have not monitor student learning in monitors the progress of the monitors the progress of groups contributed to the development the curriculum; Teacher’s class as a whole but elicits no of students in the curriculum, of the criteria; Teacher actively feedback to students is of poor diagnostic information; Teacher’s making limited use of diagnostic and systematic- ally elicits quality and not provided in a feedback to students is uneven, prompts to elicit information; diagnostic information from timely manner; Progress on and its timeliness is inconsistent; Teacher’s feedback to students individual students regarding goals is not documented or Progress on goals is minimally is timely and of consistently high their understanding and monitors reported to the district and documented and reported to quality; Progress on goals is the progress of individual family; Students do not engage district and families; Students regularly documented and students; Teacher’s feedback to in self-assessment or monitoring occasionally assess the quality of reported to districts and families; students is timely and of of progress their own work against the Students frequently assess and consistently high quality, and assessment criteria and monitor the quality of their own students make use of feedback in performance standards work against the assessment their learning; Progress on goals criteria and performance is consistently documented and standards reported to districts families and new goals are generated; Students not only frequently assess and monitor the quality of their own work against the assessment criteria and performance standards, but also ☐ ☐ make active use of that ☐ information in their learning ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 3e Teacher adheres rigidly to an Teacher attempts to adjust a Teacher makes a minor Teacher successfully makes a Demonstrates flexibility instructional plan, even when a lesson when needed, with only adjustment to a lesson, and the major adjustment to a lesson and responsiveness change is clearly needed; partially successful results; adjustment occurs smoothly; when needed; Teacher seizes a Teacher ignores or brushes aside Teacher attempts to Teacher successfully major opportunity to enhance students’ questions or interests accommodate students’ accommodates students’ learning, building on students’ When a student has difficulty questions or interests, although questions or interests; Teacher interests or a spontaneous learning, the Teacher either the pacing of the lesson is persists in seeking approaches event; Teacher persists in gives up or blames the student disrupted; Teacher accepts for students who have difficulty seeking effective approaches for or the student’s home responsibility for the success of learning, drawing on a broad students who need help, using environment all students but has only a repertoire of strategies an extensive repertoire of limited repertoire of instructional strategies and soliciting strategies to draw on additional resources from the ☐ ☐ school ☐ ☐ DOMAIN 3: INSTRUCTION OVERALL RATING – DOMAIN 3  UNSATISFACTORY  BASIC  PROFICIENT  DISTINGUISHED Notes:

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LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 4a Teacher does not know whether Teacher has a generally accurate Teacher makes an accurate Teacher makes a thoughtful and Reflects on teaching a lesson was effective or impression of a lesson’s assessment of a lesson’s accurate assessment of a achieved its instructional effectiveness and the extent to effectiveness and the extent to lesson’s effectiveness and the outcomes, or Teacher profoundly which instructional outcomes which it achieved its extent to which it achieved its misjudges the success of a were met; Teacher makes instructional outcomes and can instructional outcomes, citing lesson; Teacher has no general suggestions about how a cite general references to many specific examples from the suggestions for how a lesson lesson could be improved support the judgment; Teacher lesson and weighing the relative could be improved another time another time the lesson is taught makes a few specific suggestions strengths of each; Drawing on the lesson is taught of what could be tried another the extensive repertoire of skills, time the lesson is taught Teacher offers specific alternative actions, complete with the probable success of ☐ different courses of action ☐ ☐ ☐ Component 4b Teacher has no system for Teacher’s system for maintaining Teacher’s system for Teacher’s system for maintaining Maintains accurate maintaining information on information on student progress maintaining information on information on student progress records student progress and completion and completion of assignments student progress and completion and completion of assignments of assignments in learning, or in learning is rudimentary and of assignments in learning is in learning is fully effective; the system is in disarray; only partially effective; Teacher’s fully effective; Teacher’s system Students contribute information Teacher’s records for non- records for non-instructional for maintaining information on and participate in interpreting instructional activities are in activities are adequate, but they non-instructional activities is the records; Teacher’s system disarray, resulting in errors and require freq fully effective for maintaining information on confusion non-instructional activities is uent monitoring to avoid errors highly effective, and students contribute to its maintenance ☐ ☐ ☐ ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 4c Teacher provides minimal Teacher adheres to the school’s Teacher communicates with Teacher provides information to Communicates with information to families about required procedures for families about students’ families frequently on student families individual students, or the communicating with families progress on a regular basis, progress, with students communication is inappropriate Responses to family concerns respecting cultural norms, and is contributing to the design of the to the cultures of the families; are minimal or may reflect available as needed to respond system; Response of family Teacher does not respond, or occasional insensitivity to to family concerns; Teacher concerns is handled with great responds insensitively to family cultural norms; Teacher provides frequent information to professional and cultural concerns about students; participates in the school’s families, as appropriate, about sensitivity; Teacher provides Teacher provides little or no activities for family the instructional program and frequent information to families, information about the communication but offers little successfully engages the family as appropriate, about the instructional program to families additional information and is only in the instructional program instructional program and efforts and fails to engage them in the partially successful in engaging to engage families in the instructional program, or such families in the instructional instructional program is highly efforts are inappropriate program successful; Students participate in preparing materials and contributing ideas for projects ☐ that could be enhanced by family ☐ participation ☐ ☐ Component 4d Teacher’s relationships with Teacher maintains cordial Relationships with colleagues Relationships with colleagues are Participates in a colleagues are negative or self- relationships with colleagues to are characterized by mutual characterized by mutual support professional community serving; Teacher avoids fulfill duties that the school, support and cooperation; and cooperation; Teacher takes participation in a culture of cooperative, or district requires; Teacher actively participates in a initiative in assuming leadership inquiry, resisting opportunities to Teacher becomes involved in the culture of professional inquiry; among the faculty; Teacher become involved; Teacher school’s culture of inquiry when Teacher volunteers to participate takes a leadership role in avoids becoming involved in invited to do so; Teacher in school or cooperative projects promoting a culture of school or cooperative projects or participates in school or or events, making a substantial professional inquiry; Teacher events cooperative projects or events contribution volunteers to participate in when specifically asked school or cooperative projects or events, making a substantial contribution, and assumes a leadership role in at least one ☐ ☐ ☐ aspect of school life ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 4e Teacher engages in no Teacher participates in Teacher seeks out opportunities Teacher seeks out opportunities Grows and develops professional development professional activities to a for professional development to for professional development professionally activities to enhance knowledge limited extent when they are enhance content knowledge and and makes a systematic effort to or skill; Teacher resists feedback convenient; Teacher accepts, pedagogical skill; Teacher conduct action research; Teacher on teaching performance from with some reluctance, feedback welcomes feedback from seeks out feedback on teaching either supervisors or more on teaching performance from colleagues when made by from both supervisors and experienced colleagues; Teacher both supervisors and supervisors or when colleagues; Teacher initiates makes no effort to share professional colleagues; Teacher opportunities arise through important activities to contribute knowledge with others or to finds limited ways to contribute professional collaboration; to the profession assume professional to the profession Teacher participates actively in responsibilities assisting other educators ☐ ☐ ☐ ☐ Notes:

LEVEL OF PERFORMANCE UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Component 4f Teacher displays dishonesty in Teacher is honest in interactions Teacher displays high standards Teacher can be counted on to Shows professionalism interactions with colleagues, with colleagues, students, and of honesty, integrity, and hold the highest standards of students, and the public; the public confidentiality in interactions honesty, integrity, and Teacher is not alert to students’ Teacher’s attempts to serve with colleagues, students, and confidentiality and takes a needs; Teacher contributes to students are inconsistent; the public; Teacher is active in leadership role with colleagues; school practices that result in Teacher does not knowingly serving students; Teacher works Teacher is highly proactive in some students being ill served contribute to some students to ensure that all students serving students, seeking out by the school; Teacher makes being ill served by the school; receive a fair opportunity to resources when needed; Teacher decisions and recommendations Teacher’s decisions and succeed; Teacher maintains an makes a concerted effort to based on self-serving interests; recommendations are based on open mind and participates in challenge negative attitudes or Teacher does not comply with limited though genuinely team or departmental decision practices to ensure that all school, district, and cooperative professional considerations; making; Teacher complies fully students, particularly those regulations Teacher complies minimally with with school, district, and traditionally underserved, are school, district, and cooperative cooperative regulations honored in the school; Teacher regulations doing just enough to takes a leadership role in team get by or departmental decision making and helps ensure that such decisions are based on the highest professional standards; Teacher complies fully with school, district, and cooperative ☐ regulations, taking a leadership ☐ role with colleagues ☐ ☐ DOMAIN 4: PROFESSIONAL RESPONSIBILITIES OVERALL RATING – DOMAIN 4  UNSATISFACTORY  BASIC  PROFICIENT  DISTINGUISHED Notes:

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A. Attach attendance printout to evaluation B. Follows attendance procedure COMMENTS:

Copy to Personnel File Rev: 08/14

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