TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation:

INSTRUCTION Advanced Proficient Working Towards Needs Improvement  Serves as a model in establishing,  Establishes, communicates,  Inconsistently establishes,  Does not succeed in establishing, Establishing demands high expectations for and demands high communicates, and demands high communicating, and/or demanding student learning, behavior, and expectations for student expectations for student learning, high expectations for student Learning Expectations quality of work in a variety of learning, behavior, and quality behavior, and quality of work, and learning, behavior, and quality of and Student ways, including: Right is Right, of work in a variety of ways, inconsistently uses Right is Right, work and does not use Right is Right, Engagement No Opt Out, and Cold Call. including: Right is Right, No No Opt Out, and Cold Call, or uses No Opt Out, or Cold Call to establish  Has developed a classroom culture Opt Out, and Cold Call. them at inappropriate times. expectations. where 95-100% of the students are  Has developed a classroom  Has developed a classroom culture  Less than 80% of students are engaged in the learning activity, as culture where 90% of the where 80% of the students are engaged in the learning activity. demonstrated by their attentiveness students are engaged in the engaged in the learning activity.  Less than 65% of hands are raised and participation. learning activity.  65%-75% of hands are raised when when reviewing taught material.  85%-90% of student hands are  75-85% of hands are raised reviewing taught material. About Less than 35% of hands are raised raised or students are ready to when reviewing taught 35%-45% of hands are raised during during new material. answer immediately when cold material. Approximately 50% new material. called when reviewing taught of hands are raised during new material. More than 50% of hands material. are raised during new material  Uses a wide variety of  Uses a sufficient variety of  Limited in the variety of instructional  May inappropriately rely on only one Use of instructional strategies and instructional strategies and strategies and/or not all activities are or two instructional strategies and activities that are academically activities that are academically rigorous and highly activities, which are either not Instructional Strategies rigorous and highly engaging. academically rigorous and engaging. academically rigorous or engaging  Always ensures student learning highly engaging.  Inconsistently uses modeling, guided for students. through modeling, guided practice,  Consistently ensures student practice, and independent practice.  Does not use modeling, guided and independent practice. learning through modeling, practice, and independent practice  Actively seeks and implements guided practice, and with any regularity. new instructional strategies. independent practice.  Seeks and implements new instructional strategies.  Has established a consistent  Regularly uses classroom  Occasionally has individual  Does not use assignments to target Reaching the system of classroom procedures assignments to reach a range assignments geared towards students different learners, and the teacher and assignments to reach a range of learners. These with difficulties in the subject area only targets the average learner in the Range of Learners of learners. These assignments are assignments are and towards students who excel in classroom. in a Classroom attainable to students with accommodating to those who the subject area, but most of the time,  Does not reflect on student learning difficulties in the subject area and have difficulty in the subject the teacher targets the average and does not support students on challenging to students who excel and those who excel in the learner in the classroom. either end of the learning spectrum. in the subject area. subject area.  Rarely reflects on student learning  Constantly reflects on student  Reflects on student learning to and sometimes supports students on learning to seek new ways to support students who have either end of the learning spectrum. support students on both ends of difficulties in the subject area. the learning spectrum.

Page 1 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: INSTRUCTION Advanced Proficient Working Towards Needs Improvement  Pace of instruction is always  Pace of instruction is usually  Pace of instruction is inconsistently  Pace of instruction is not efficient, Pace of Instruction highly efficient, engaging, and efficient, engaging, and efficient, engaging, or urgent. engaging, or urgent. urgent. urgent.  Only occasionally adjusts the pace of  Does not adjust the pace of  Adjusts the pace of instruction  Usually adjusts the pace of instruction and does not instruction according to the needs of according to the needs of the instruction according to the appropriately vary the pace the activity and does not vary the activity, appropriately varying the needs of the activity, throughout the lesson. pace throughout the lesson. pace throughout the lesson. appropriately varying the pace  Most classroom time is for teaching  Classroom time is not always for  Classroom time is considered throughout the lesson. and learning, but some time is lost in teaching and learning. Explanation: sacred and is used in a highly  Classroom time is clearly for casual behavior. efficient manner. teaching and learning.  Creates and frequently updates  Creates and regularly updates  Has bulletin boards and visual  Does not use bulletin boards and Classroom Environment attractive bulletin boards and bulletin board boards and displays that may be out of date or visual displays to support student instructional and inspirational visual displays to support simply decorative, but the learning, and/or the Blackboard signage that supports student student learning, including the Blackboard Configuration is present. Configuration is inadequate. learning, including the Blackboard Blackboard Configuration.  The classroom is somewhat  The classroom is disorganized and/or Configuration.  The classroom is organized disorganized or cluttered. cluttered.  Quality and updated student work and free of clutter.  Not a positive learning environment is posted inside/ The classroom is well organized, neat and free of clutter. Classroom Binders are consistently well maintained.

COMMENTS ON INSTRUCTION :

Strengths:

Areas for Growth and Action Plans:

Page 2 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation:

ASSESSMENT Advanced Proficient Working Towards Needs Improvement  Classroom assessments are models  Classroom assessments cover  Classroom assessments  Classroom assessments are not Classroom Assessments for measuring student learning. all skill and content material inconsistently cover the skill and closely linked to the skill and content  Classroom assessments cover all as outlined in the curriculum. content material as outlined in the material as outlined in the curriculum skill and content material as  Classroom assessments are curriculum. and/or outlined in the curriculum. aligned with classroom  Classroom assessments may be  Classroom assessments are not  Classroom assessments are aligned activities and school inconsistently aligned with aligned with classroom activities and with classroom activities and assessments. classroom activities and school school assessments. school assessments.  Assessments are given with assessments.  Assessments are given at least enough frequency to monitor  Classroom assessments are given every other week. student learning. infrequently.  Adeptly, efficiently and frequently  Consistently uses a sampling  Occasionally uses a few checking for  Does not employ techniques to check Checking for uses a variety of checking for of checking for understanding understanding techniques to monitor for understanding and plows ahead understanding techniques to techniques to constantly student learning. without monitoring student Understanding and constantly monitor student monitor student learning.  Sometimes, but not consistently, uses understanding. Responsiveness to Daily learning.  Often uses higher order higher order thinking questions to  Does not use higher order thinking Student Learning  Frequently and consistently uses thinking questions to push push student thinking questions to push student thinking higher order thinking questions to student thinking  Sometimes uses real-time data to  Does not use real-time data to adjust push student thinking  Usually uses real-time data to adjust instruction. instruction.  Always uses real-time data to adjust instruction.  Inconsistently focuses on student  Does not focus on student mastery of adjust instruction.  Usually focuses on student mastery of objectives objectives  Unrelentingly focuses on student mastery of specific objectives mastery of specific objectives  Analyzes classroom and school  Analyzes classroom and  Does not thoroughly analyze  Little evidence that teacher uses Ability to Analyze assessment results in ways that are school assessment results in assessment results to understand assessment results to understand Assessment Results highly effective in the ways that are often effective student progress and learning needs. student progress and learning needs. understanding of student learning in the understanding of  Only puts in minimal effort in  Does not plan to address learning needs. student learning needs. developing plans to address learning needs post-assessment, or the plan is  Thoroughly plans with detail to  Thoroughly plans to address needs post assessment. Lacks detail inadequate. address learning needs. learning needs post- and thoughtful analysis  Does not follow through on plan.  Always implements the plans, assessment.  Inconsistent in implementing that incorporating them seamlessly into  Implements that plan as plan as written so that re-teaching daily lesson plans and adjusting written and ensures that re- and spiraling does not always them as necessary. teaching a spiraling happens. happen.

Page 3 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: ASSESSMENT Advanced Proficient Working Towards Needs Improvement  Provides fair, accurate, and  Usually provides fair,  Inconsistently provides fair, accurate,  Does not provide timely, fair, Appropriateness of constructive feedback to students accurate, and constructive and/or constructive feedback to accurate, and constructive feedback Response to on their progress, especially after a feedback to students on their students on their progress. to students on their progress. major assessment. progress, especially after a  Graded work is returned to students  Graded work is returned very late or Assessment Results  Graded work is returned quickly. major assessment. late. not at all, and the teacher does not  Always takes full responsibility for  Graded work is returned  Does not always take full grade an adequate number of student failure and constantly within a reasonable amount of responsibility for student failure, assignments. works to respond to the students’ time. allowing large numbers of students  Does not always take full learning needs.  Takes full responsibility for to fail. responsibility for student failure,  Uses tutoring strategically to student failure and works to  Does not use tutoring strategically. allowing large numbers of students address student learning needs. respond to the students’ to fail and/or lowering expectations learning needs. to let student pass too easily. Blames  Uses tutoring as a way to students for failure address needs.  Students have met or exceeded the  Students have scored between  Students have scored between 45%  Students have scored below 45% Students’ Level of Growth North Star goal of 75 percent over 65 and 74 percent over 75% and 64% over seventh –five percent percent correct on the latest North 75% proficiency on the latest proficiency on the latest North proficiency on the latest North Star Star Assessment in the areas for on NSA Assessments North Star assessment in the areas Star Assessment in the areas Assessment in the areas for which which the teacher is responsible. for which the teacher is for which the teacher is the teacher is responsible. responsible. responsible.

COMMENTS ON ADAPTING INSTRUCTION AND ASSESSMENT:

Strengths:

Areas for Growth and Action Plans:

Page 4 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation:

CURRICULUM Advanced Proficient Working Towards/Fair Needs Improvement  Curriculum plan for teacher’s  Curriculum plan for teacher’s  Curriculum plan for teacher’s content  Curriculum plan for teacher’s content Curriculum Plan content area earned “Advanced” content area earned area was “Working Towards”” on area earned “Needs Improvement” on the Curriculum Planning “Proficient” on the the Curriculum Planning Rubric. on the Curriculum Planning Rubric. Rubric. Curriculum Planning Rubric.  Feedback was not incorporated.  Lessons are clearly aligned with  Lessons are aligned with the  Lessons are inconsistently aligned  Lessons are regularly not aligned Lesson Design the objectives that are outlined in content and skill objectives with the content and skill objectives with the content and skill objectives the curriculum. that are outlined in the that are outlined in the curriculum. that are outlined in the curriculum.  All mastery objectives are student- curriculum.  Mastery objectives consistently fail  Mastery objectives consistently fail centered, measurable, attainable,  Most mastery objectives meet to meet one of the following criteria: to meet one of the following criteria: and challenging. all of the following criteria: student-centered, measurable, student-centered, measurable,  Lessons are highly detailed, with student-centered, measurable, attainable, and challenging. attainable, and challenging. scripted questions, anticipated attainable, and challenging.  Lessons have a basic outline of  Lessons are superficial and challenges, and interspersed  Lessons are detailed, with activities with no scripted questions incomplete. checking for understanding. some scripted questions, and or interspersed checking for  Goals and objectives are not being  Goals and objectives are always interspersed checking for understanding. satisfied through the lesson’s being satisfied through the lesson’s understanding.  Goals and objectives are activities. activities.  Goals and objectives are inconsistently being satisfied through  Activities and objectives are not  All activities and objectives are frequently being satisfied the lesson’s activities. aligned well-aligned through the lesson’s activities.  Activities are not always aligned  Activities and objectives are with objectives well-aligned

Lesson Materials  All student materials are always  Most student materials are  Student materials are inconsistently  Student materials consistently fail to rigorous, attractive, error-free, and rigorous, attractive, error-free, rigorous, attractive, error-free, and meet more than one of the following conducive to high-quality work. and conducive to high-quality conducive to high-quality work. criteria: rigor, attractiveness, error- work. free, and conducive to high-quality work.  Always makes necessary  Usually makes necessary  Inconsistently makes curriculum  Does not make necessary curriculum Modification of Material curriculum modifications for curriculum modifications for modifications for students with modifications for students with students with special needs, students with special needs, special needs and inconsistently special needs and/or does not for Students with Special communicating frequently with communicating regularly with communicates with the learning communicate with the learning Needs the learning specialist. the learning specialist(s). specialist(s). specialist(s).  Assumes full responsibility for  Assumes full responsibility  Does not always assume full  Fails to assume full responsibility for student achievement and seeks for supporting these students. responsibility for supporting these supporting these students. innovative ways to support them. students.

COMMENTS ON CURRICULUM:

Page 5 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: Strengths:

Areas for Growth and Action Plans:

Page 6 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: CLASSROOM MANAGEMENT Advanced Proficient Working Towards Needs Improvement  The tone of classroom is  The general tone of the classroom is  The general tone of the  The general tone of classroom is always efficient, respectful efficient, respectful and positive. classroom is inconsistent in inefficient and/or negative. and positive.  Narrates positive student behaviors efficiency, respectfulness, and  Does not use positive framing, and Classroom Tone: Strong  Frequently narrates positive (rather than calling out the negative) positivity. does not work to motivate students. Voice and Positive student behaviors (rather than and uses praise, challenge and talking  Sometimes narrates negative  Does not use economy of language, Framing calling out the negative) and aspiration to motivate the students. student behaviors OR quiet power, do not talk over, square uses praise, challenge and  Often builds compliance through inconsistently uses praise, up/stand still, and nonverbal talking aspiration to motivate economy of language, quiet power, do challenge or aspiration to authority. the students. not talk over, square up/stand still, and motivate students.  Always builds compliance nonverbal authority.  Rarely builds compliance through economy of through economy of language, language, quiet power, do not quiet power, do not talk over, talk over, square up/stand square up/stand still, and still, and nonverbal authority. nonverbal authority.

 School rules, values, and  School rules, values, and STARS  School rules, values, and STARS  Does not enforce or emphasize Alignment with School STARS behaviors are clearly behaviors are mostly enforced and behaviors are enforced and school rules, values, and STARS. enforced and emphasized. emphasized. emphasized but with mixed  Management strategies are generally Culture  Implements a multitude of  Implements several management effectiveness. not employed or employed management strategies so strategies well so that the class has  Implements management ineffectively. well that the class appears to minimal management problems. strategies but with mixed  Classroom learning suffers from a have few if any management effectiveness. Student behaviors lack of management. problems. can distract learning.  There is always a prompt  There is usually a prompt start, a  The class may not have a prompt  The classroom does not have a Classroom Procedures start, smooth finish to class. smooth finish to class. start or a smooth finish. prompt start or a smooth finish.  The classroom runs like  The classroom runs efficiently, and  Some classroom routines are  There are no clear routines OR and clockwork, and students seem students seem routinized to all efficient, while others are not, routines are poorly executed, What to Do routinized to all procedures. procedures. causing a lack of flow in the causing a lack of flow in the class.  Hallway transitions are a  Hallway transitions are smooth, silent classroom.  Hallway transitions are inefficient model of silent efficiency. and efficient.  Hallway transitions are not and/or noisy.  Gives What to do directions  Gives What to Do directions that are consistently silent and efficient.  Gives directions that are vague and that are specific, concrete, specific, concrete, sequential, and  Sometimes gives directions that difficult to follow/understand. sequential, and observable. observable, but sometimes the are not specific, concrete,  Often narrates what not to do.  Always narrates compliance directions need to be rephrased. sequential and/or observable. instead of narrating what not  Usually narrates compliance instead of  Sometimes narrates what not to to do. narrating what not to do. do.

Page 7 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: CLASSROOM MANAGEMENT Advanced Proficient Working Towards Needs Improvement  In a lesson, all students are on  In a lesson, nearly all students are on  In a lesson, 80% of students are  In a lesson, fewer than 80% of Level of On Task task at all times, and there are task at all times, and there are few, if consistently on task. students are on task. no side conversations. any side conversations.  The teacher does not always  The teacher usually does not notice Behavior and 100%  The teacher always notices  The teacher usually notices and notice AND/OR address off-task off-task behavior AND/OR address and addresses off-task addresses off-task behavior. behavior off task behavior. behavior.  If a student moves off task, teacher  The teacher does not consistently  The teacher does not use the least  If a student moves off task, immediately addresses the student use the least invasive form of invasive form of intervention, and teacher immediately frequently using the least invasive form intervention. much class time is wasted with addresses the student always of intervention. efforts to refocus the class. using the least invasive form of intervention and without major adjustments to the pace of instruction.  Always recognizes the need  Usually recognizes the need to refocus  Inconsistently recognizes the  Demonstrates an inability to Ability to Refocus a Class to refocus a class. a class. need to refocus a class and may recognize when a class needs to be  Successfully uses Do It Again  Successfully uses Do It Again when allow problems to escalate. refocused and/or lets problems and when appropriate, and appropriate, and moments of Do It  Does not always use Do It Again escalate. Do It Again moments of Do It Again are Again are usually positive and end in when appropriate, and/or  Use of Do It Again escalates always positive and end in success. moments of Do It Again do not problems rather than refocuses success.  There is only an occasional need for Do always end in success. students.  There is little recognizable it Again because compliance is need for Do It Again because happening consistently. there is 100% compliance.

 Always deals appropriately  Normally deals in an appropriate way  Does not consistently deal in an  Has difficulty dealing with Dealing with Challenging with challenging situations with challenging situations and appropriate way with challenging challenging situations and students and students without derailing students. situations and students. AND/OR does not deal with them Situations and Students the learning process.  Applies elements of strong voice to  Inconsistently applies elements appropriately.  Deftly applies elements of address challenges. of strong voice and students do  Does not apply elements of strong strong voice to address  Rarely engages student not comply. voice and students do not respond challenges. excuses/distractions during correction  Sometimes engages in student respectively and/or do not comply.  Does not ever engage in of student misbehavior. excuses/distractions during  Often engages in student student excuses/distractions  Students usually respond to correction correction of student behavior. excuses/distractions during during correction of student respectfully and with compliance.  Inconsistently respond to correction of student behavior. misbehavior.  Usually knows when and how to diffuse correction respectfully and with  Students do not respond respectfully  Students nearly always these situations and/or when to involve compliance. and/or with compliance, resulting in respond to correction school leaders.  Does not always know when and escalated problems which cause an respectfully and with how to diffuse these situations, unsafe or off-task learning compliance. sometimes escalating problems. environment.  Always knows when and how The teacher may be too reliant on  Over-reliant on or does not involve to diffuse situations with or does not utilize school leaders. school leaders at appropriate times. students and/or when to involve school leaders.

Page 8 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: CLASSROOM MANAGEMENT Advanced Proficient Working Towards Needs Improvement  Creates a climate of caring in  Addresses students in a respectful and  Does not consistently address  Does not address students in a Relationships with the classroom by addressing professional manner. students in a professional manner professional manner. students in a respectful and  Positive relationships with students  Fails to establish positive  Relationships with students are Students positive manner. usually support learning in the relationships with students that inappropriate. Explanation:  Positive relationships with classroom. support learning. students support learning in  Willing to go above and beyond to help the classroom. students.  Demonstrates open concern and develops a sense of responsibility for students’ academic and personal growth. Teacher demonstrates that s/he will not give up on students.

COMMENTS ON CLASSROOM MANAGEMENT:

Strengths:

Areas for Growth and Action Plans:

Page 9 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: PROFESSIONALISM Advanced Proficient Working Towards Needs Improvement  Communicates regularly and often  Communicates frequently with  Communicates sporadically with  Makes little or no attempt to inform Relationships with with families to inform them of the families to inform them of the families to inform parents of the families of student progress. instructional program, as well as instructional program and student instructional program and student  Rarely makes phone calls to Families shares observations about the progress. progress. parents. emotional and social development  Makes regular, sometimes pro-  Makes infrequent phone calls,  Does not regularly return phone of the students. active phone calls, keeping parents keeping parents informed of calls to parents.  Makes frequent, usually pro-active informed of successes and successes and struggles OR phone phone calls, keeping parents struggles. calls are usually reactive. informed of successes and  Returns most phone calls from  Does not consistently return phone struggles. families within 24 hours. calls from families within 24 hours.  Returns all phone calls from families within 24 hours.

 Relationships with colleagues are  Relationships with colleagues are  Relationships with colleagues are  Relationships with colleagues Relationships with extremely positive, collaborative, positive and collaborative. uneven, and collaboration is not negatively affect the working and generous.  Regularly engages in professional consistently evident. environment, and collaboration is Colleagues/ School  Assumes leadership among exchange with colleagues.  Occasionally engages in not evident. colleagues, often supporting them  Upbeat, positive and does not professional exchange with  Rarely engages in professional and engaging in professional complain often. colleagues. exchange with colleagues. exchange.  Can be negative and or complain  Complains frequently and is  Exerts a positive influence on the about school, job, and kids. negative about the school/job/kids. entire staff.  Puts in an extraordinary amount of  Puts in extra time and effort to  Puts in sufficient time and effort to  Puts in minimal time and effort to Additional time and effort to contribute to contribute to student and school contribute to student and/or school contribute to student and school student and school success. success. success. success. Contributions and  Independently assumes additional  Often assumes additional  Occasionally assumes additional  Does not assume additional Responsibilities responsibilities when necessary and responsibilities when necessary, responsibilities. responsibilities. demonstrates leadership. especially when asked.  Always willing to lead and /or pitch  Willing to pitch in and help with in with events or other school events or school needs. needs.  Always punctual for the school day,  Usually punctual for the school day,  Inconsistently punctual for the  Rarely on time for the school day, Timeliness scheduled classes/pick-up times, scheduled classes/pick-up times, school day, scheduled classes/pick- scheduled classes/pick-up times, and/or meetings. and/or meetings. up times, and/or meetings. and/or meetings. (School Day, Classes, Meetings)  Always communicates a tangible  Mostly communicates a sense of  Inconsistently communicates a  Fails to communicate a sense of Urgency sense of urgency in tone, urgency (tone, movement, intensity, sense of urgency (tone, movement, urgency (tone, movement, intensity, movement, intensity, enthusiasm enthusiasm and preparation). intensity, enthusiasm and enthusiasm and preparation). and preparation. preparation).  Always meets deadlines for lesson  Usually meets deadlines for lesson  Inconsistently meets deadlines for  Consistently does not make Ability to plans, progress reports, and/or plans, progress reports, and/or lesson plans, progress reports, deadlines for lesson plans, progress report cards, as well as assessment report cards as well as assessment and/or report cards, as well as reports, and/or report cards as well Meet Deadlines analysis/reflections. analysis/reflections. assessment analysis/reflections as assessment analysis/reflections, Page 10 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: PROFESSIONALISM Advanced Proficient Working Towards Needs Improvement which may inconvenience self, which inconveniences self, colleagues, and/or leaders. colleagues, and/or leaders.  Dress always models professional  Dress is professional.  Dress is mostly professional.  Dress is not professional. Professional attire.  Attitude is respectful of students,  Attitude is inconsistently  Attitude is negative, inappropriate,  Attitude is positive and respectful families, colleagues, and school professional with students, families, and/or disrespectful to students, Dress and Attitude of students, families, colleagues, leaders. colleagues, and/or school leaders. families, colleagues, and school and school leaders.  Professional during staff meetings  Sometimes disengaged in staff leaders.  Always positive during staff and participates often. meetings and/or participates  Usually disengaged in staff meetings and participates actively. infrequently. meetings and does not participate frequently.

COMMENTS ON PROFESSIONALISM:

Strengths:

Areas for Growth and Action Plans:

Page 11 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation:

PROFESSIONAL Advanced Proficient Working Towards Needs Improvement DEVELOPMENT  Has a leadership presence in  Actively participates in professional  Sometimes participates actively in  Not an active participant in Professional professional development development workshops. professional development professional development workshops.  Actively seeks out and implements workshops. workshops. Development  Actively seeks out and implements professional development strategies  Occasionally seeks out and  Does not take steps to seek out or Participation and professional development strategies in his/her classroom. implements professional utilize professional development Implementation in his/her classroom.  Successfully implements strategies development strategies in his/her strategies.  Successfully and quickly presented in workshops in lesson classroom.  Rarely implements new strategies implements strategies presented in plans and presents evidence in  Sometimes implements strategies presented in workshops. workshops in lesson plans and video presented in workshops, but does so presents evidence in video. inconsistently in lesson plans  Actively supports other teachers in and/or video. their developed expertise.  Consistently seeks leader’s support  Frequently seeks leader’s support at  Seeks leader’s support infrequently,  Does not seek leader’s support at Openness to Feedback at appropriate times. appropriate times. or not at appropriate times necessary times.  Eagerly reflects upon and responds  Reflects upon and responds to  Inconsistently reflects upon and  Does not reflect upon or respond to to feedback with openness and a feedback with openness. responds to feedback OR does not feedback AND does not accept “good to great” attitude.  Implements feedback from school always have an open attitude. feedback with openness.  Immediately implements feedback leaders and instructional leaders.  Does not implement feedback from  Does not implement feedback from from school leaders and school leaders or instructional school leaders or instructional instructional leaders. leaders in a timely or consistent leaders. manner.

COMMENTS ON PROFESSIONAL DEVELOPMENT:

Strengths:

Areas for Growth and Action Plans:

Page 12 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018 TEACHER EVALUATION Teacher’s Name: Grade Level and Subject: Date of Evaluation: Teacher Reply Form for Mid Year Evaluation

After reading my evaluation…

I am pleased about:

o

o

o

o

I plan to work on the following goals:

o

o

o

o

I have questions about or could use assistance with:

o

______Signature of Leader Date Signature of Teacher Date

Page 13 of 13—NSA Teacher Evaluation Rubric 2010-11 revised 1/19/2018