Certificated Teacher Focused Summative Scoring Document

Certificated Teacher Focused Summative Scoring Document Criterion 6: Danielson Framework

The purpose of this document is to capture the progress over the course of the year and to facilitate a growth-focused conversation. Teacher: Grade Level(s): Date:

Evaluator: District/School: School Year: Comprehensive Evaluation Score*: ______From School Year: *The final focus summative rating will be the same as the Comprehensive score unless it is a 3 and evidence during this evaluation period indicates a level 4 practice.

Criterion 6: Using multiple student data elements to modify instruction and improve student learning Unsatisfactory Basic Proficient Distinguished 1f: Assessment procedures are not Some of the instructional outcomes Teacher’s plan for student Teacher’s plan for student Designing Student congruent with instructional are assessed through the proposed assessment is aligned with the assessment is fully aligned with the Assessments outcomes; the proposed approach approach, but others are not. instructional outcomes; assessment instructional outcomes and has clear contains no criteria or standards. methodologies may have been criteria and standards that show Assessment criteria and standards adapted for groups of students. evidence of student contribution to Teacher has no plan to incorporate have been developed, but they are their development. formative assessment in the lesson not clear. Assessment criteria and standards or unit nor any plan to use are clear. Teacher has a well- Assessment methodologies have assessment results in designing Approach to the use of formative developed strategy for using been adapted for individual future instruction. assessment is rudimentary, includingformative assessment and has students, as needed. only some of the instructional designed particular approaches to outcomes. be used. The approach to using formative assessment is well designed and Teacher intends to use assessment Teacher intends to use assessment includes student as well as teacher results to plan for future instruction results to plan for future instruction use of the assessment information. for groups of students. for the class as a whole. Teacher intends to use assessment results to plan future instruction for individual students.

Certificated Teacher Focused Evaluation – Criterion 6 (Danielson) Last Modified 10.20.17 Page 1 of 3 Unsatisfactory Basic Proficient Distinguished 3d: There is little or no assessment or Assessment is used sporadically by Assessment is used regularly by Assessment is fully integrated into Using Assessment in monitoring of student learning; teacher and/or students to support teacher and/or students during the instruction through extensive use of Instruction feedback is absent or of poor instruction through some lesson through monitoring of formative assessment. quality. monitoring of progress in learning. learning progress and results in accurate, specific feedback that Students appear to be aware of, and Students do not appear to be aware Feedback to students is general, advances learning. there is some evidence that they of the assessment criteria and do students appear to be only partially have contributed to, the assessment not engage in self- assessment. aware of the assessment criteria Students appear to be aware of the criteria. used to evaluate their work, and fewassessment criteria; some of them assess their own work. engage in self-assessment. Students self-assess and monitor their progress. Questions, prompts, and Questions, prompts, assessments assessments are rarely used to are used to diagnose evidence of A variety of feedback, from both diagnose evidence of learning. learning. their teacher and their peers, is accurate, specific, and advances learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students. 4b: Teacher’s system for maintaining information on Teacher’s system for Teacher’s system for maintaining information Teacher’s system for maintaining Maintaining student completion of assignments and student maintaining information on student completion of assignments, information on student completion Accurate progress in learning is nonexistent or in disarray. on student completion of student progress in learning, and non- of assignments, student progress in assignments and student instructional records is fully effective. learning, and non-instructional Records Teacher’s records for non-instructional activities progress in learning is records is fully effective. are in disarray, resulting in errors and confusion. rudimentary and only partially effective. Students contribute information and participate in maintaining the Teacher’s records for non- records. instructional activities are adequate but require frequent monitoring to avoid errors.

Student Growth Unsatisfactory Basic Proficient Distinguished

Certificated Teacher Focused Evaluation – Criterion 6 (Danielson) Last Modified 10.20.17 Page 2 of 3 Student Growth 6.1: Does not establish student growth goal(s) or Establishes appropriate Establishes appropriate student growth goal(s) Establishes appropriate student Establish establishes inappropriate goal(s) for whole student growth goal(s) for whole classroom. Goal(s) identify multiple, growth goal(s) for students in Student Growth classroom. Goal(s) do not identify multiple, high- for whole classroom. high-quality sources of data to monitor, adjust, collaboration with students and quality sources of data to monitor, adjust, and Goal(s) do not identify and evaluate achievement of goal(s). parents. These whole classroom Goal(s) evaluate achievement of goal(s). multiple, high-quality goals align to school goal(s). sources of data to Goal(s) identify multiple, high- monitor, adjust, and quality sources of data to evaluate achievement of monitor, adjust, and evaluate goal(s). achievement of goal(s). 6.2: Growth or achievement data from at least two Multiple sources of Multiple sources of growth or achievement data Multiple sources of growth or Achievement of points in time shows no evidence of growth for growth or achievement from at least two points in time show clear achievement data from at least Student Growth most students. data from at least two evidence of growth for most students. two points in time show evidence points in time show of high growth for all or nearly all Goal(s) some evidence of students. growth for some students.

Reflective Questions: As we look toward next year, do you feel that your practice would be enhanced by continuing with this criterion? Or, might it be time to consider further developing your skills with a different criterion?

Given your response to the previous question, what supports can I, as your evaluator, provide for you to maximize your growth next year?

Both signatures required. Signing of this instrument acknowledges participation in but not necessarily concurrence with the evaluation. (Attach teacher comments if desired.) Evaluator Signature: Date: Employee Signature: Date:

Certificated Teacher Focused Evaluation – Criterion 6 (Danielson) Last Modified 10.20.17 Page 3 of 3