1. Is There a Certain Number of Evidence I Should Ask My Teachers to Provide?

Administrator Notes

Formative Evaluation

Administrator Info for Formative Evaluation Page 1 Table of Contents: FAQ-DRAFT 3-4 Pre/Post Conference aligned to Instructional 5 Practices Rubric Data Gathering Options 6 Data Gathering Template Examples 7-1 Ten Key Components Information 15-37

Administrator Info for Formative Evaluation Page 2 FAQ-DRAFT 1. Is there a certain number of evidence I should ask my teachers to provide? No. We have been hesitant to provide numbers because we want the focus to be on demonstration of quality and consistency over time. The observation is one piece of evidence. It should not be the only piece of evidence used to ‘score’ a teacher’s instructional practice. Teachers should also present evidence that demonstrates their quality and consistency over time. When you sit down to score the ten components for the formative evaluation, you want to have the observation along with enough evidence that allows you to feel comfortable to make an evaluative score. 2. If a teacher did a student baseline data study and they meet the criteria for highly effective on that, can I score them highly effective at this point? Yes. It is possible for a teacher to have the first four categories (student baseline data, needs-based question, student achievement goal, and professional objective). If they have done a student baseline study that meets the criteria for highly effective, then they can receive highly effective. That score is only saying, “At this point, this is your score.” If something changes and they don’t attend to it- if new data comes to light that they don’t attend to that is very important- then that might adjust their score. The same is true with the classroom implementation, if they have a great plan, then you can only assess the plan at this point. As they move through the process, the score can change. The formative evaluation score says this is where you are right now. 3. What about late hires? When is the Formative Evaluation due for them? Do they have 45 days to complete? Teacher's hired after the start of the school year should complete the formative evaluation within 45 calendar days from date of hire. 4. I seem to be having an issue with my Ipad receiving my email when I am in the school district’s wireless. Anywhere else, I can access my email. What is the problem? Please contact Rhonda Sumpter to handle this on a case by case situation. 5. Can I get in to the district’s electronic GradeBook to be able to see if teachers are using the GradeBook. Yes. Log in as an administrator. Then go to School administration. Once there, you should see a table with all teacher names along with a listing of the categories they have created and any assignments. While in this table, you should also be able to select any teacher’s name to drill down more deeply into their GradeBook to see exact assignments and grades assigned to students. More in depth information is available by contacting Leon Faircloth. Unfortunately, at this time, attendance information is only available by pulling a report from AS400. 6. Do we have element rubrics for non-classroom teachers? No. Non-classroom teacher rubrics are the newest in the Charlotte Danielson research. At some point in the future this may be available but it is not at this time. 7. I have a teacher who’s already completed her pre-conference. Does she have to go back in and upload the pre-conference to AIMS? No. At this point, if a teacher has already done the pre-conference paper-based or electronically, simply have them go into AIMS and mark, “Paper copy provided to administrator” and submit that information. This will suffice so the teacher does not have to backtrack. However, for those teachers for whom the process has not yet started, they should work in AIMS to gain familiarity and comfort with using the system.

Administrator Info for Formative Evaluation Page 3 7. Is there a timeline? Category 1 and 2 Self-Assessment September 29, 2011 IPDP November 2, 2011 Pre-Observation Conference December 1, 2011 Observation #1 December 1, 2011 Post-Observation Conference December 1, 2011 Mid-Year Review December 15, 2011 (contract date) *IPDP review/score *Instructional practice review/score (10 components) Pre-Observation Conference #2 Jan-Mar, 2012 Observation #2 Jan-Mar, 2012 Post-Observation Conference #2 Jan-Mar, 2012 Summative Appraisal March 15, 2012 (contract date) *IPDP review/score *Instructional practice review/score (22 components) Category 3 and 4 Self-Assessment September 29, 2011 IPDP November 2, 2011 IPDP Mid-Year Review (no score) Jan-February, 2012 Pre-Observation Conference #2 Jan-Mar, 2012 Observation #2 Jan-Mar, 2012 Post-Observation Conference #2 Jan-Mar, 2012 Summative Appraisal March 15, 2012 (contract date) *IPDP review/score *Instructional practice review/score (22 components)

Administrator Info for Formative Evaluation Page 4 Pre-Conference Questions Aligned to Instructional Practices Rubric 1. To which part of your curriculum does this lesson relate? (1e) 2. How does this learning fit in the sequence of learning for this class? (1a, 1c, 1e) 3. Briefly describe the students in this class, including those with special needs. (1b) 4. What are your learning outcomes for this lesson? What do you want the students to understand? (1c) 5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using. (1d, 1e) 6. How will you differentiate instruction for different individuals or groups of students in the class? (1b, 1d) 7. How and when will you know whether the students have learned what you intend? (1f) 8. Is there anything that you would like me to specifically observe during the lesson?

Post Conference Questions Aligned to Instructional Practices Rubric 1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? (3d, 4a) 2. If you have samples of student work, what do they reveal about the students’ levels of engagement and understanding? Do they suggest modifications in how you might teach this lesson in the future? (3d, 3c) 3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning? (2c, 2d, 2e) 4. Did you depart from your plan? If so, how and why? (3e) 5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective? (2c, 3c, 3e, 1d, 1e) 6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently? (4a) 7. Consider different aspects of your planning and execution of the lesson in light of the domains and components on the following pages. Determine evidence, if any, for each of the components, and what that evidence demonstrates about your level of performance.

Administrator Info for Formative Evaluation Page 5 Data Gathering options:

Since the Offline Application is not available, you have a few options for gathering observation data and evaluation of artifact/evidence data.

Gathering data options: 1) Docs to Go for your Ipad ($10.00) or Pages app (10.00), so you can use one of the templates (next pages). 2) Ipad’s Notes section. 3) Handwrite the notes on a paper copy of one of the templates (next pages).

When the Offline App is ready, you will be able to type directly into the notes sections of the teacher’s information. You will NOT need Internet access to use the Offline App. You sync the information once you are able to access the Internet.

Administrator Info for Formative Evaluation Page 6 BAY DISTRICT FRAMEWORK FOR TEACHING RUBRIC Domain 1: Planning and Preparation Needs Improvement or Highly Effective Component Unsatisfactory Effective Developing 1c: Setting Instructional outcomes are Instructional outcomes are of moderate Instructional outcomes are stated as goals Instructional outcomes are stated as goals instructional unsuitable for students, represent rigor and are suitable for some students, reflecting high-level learning and that can be assessed, reflecting rigorous outcomes trivial or low-level learning, or are but consist of a combination of activities curriculum standards. They are suitable for learning and curriculum standards. They stated only as activities. They do not and goals, some of which permit viable most students in the class, represent represent different types of content, offer [FEAPs permit viable methods of methods of assessment. They reflect more different types of learning, and are capable opportunities for both coordination and (a)1.a.,b.; assessment. than one type of learning, but teacher of assessment. The outcomes reflect integration of curricula, and take into (a)3.e.] makes no attempt at coordination or opportunities for coordination of curricula. account of the needs of individual students. integration of curricula.

1f: Designing Teacher’s approach to assessing Teacher’s plan for student assessment is Teacher’s plan for student assessment is Teacher’s plan for student assessment is fully student student learning contains no clear partially aligned with the instructional aligned with the instructional goals, using aligned with the instructional goals, with assessment criteria or standards, lacks goals, without clear criteria, and is clear criteria, and is appropriate to the clear criteria and standards that show congruence with the instructional inappropriate for at least some students. needs of students. Teacher uses evidence of student participation in their [FEAPs (a)1.d.; goals, or is inappropriate to many Teacher plans to use assessment results to assessment results to plan for future development. Assessment methodologies (a)3.e.; students. Teacher has no plans to plan for future instruction for the class as a instruction for groups of students. Teacher may have been adapted for individuals, and (a)4.b.c.d.f.] use assessment results in designing whole. Teacher infrequently uses uses technology to organize and integrate the teacher uses assessment results to plan future instruction. Teacher does not technology to organize and integrate assessment information. future instruction for individual students. use technology to organize and assessment information Teacher consistently applies technology to integrate assessment information the organization and integration of assessment information.

Administrator Info for Formative Evaluation Page 7 Domain 2: The Classroom Environment Component Needs Improvement or Highly Effective Unsatisfactory Effective Developing 2a: Creating an Classroom interactions, both Classroom interactions, both between the Classroom interactions between teacher Classroom interactions among the teacher environment of between the teacher and students teacher and students and among students, and students and among students are and individual students are highly respectful, respect and and among students, are negative, are generally appropriate and free from polite and respectful, reflecting general reflecting genuine warmth and caring and rapport inappropriate, or insensitive to conflict but may be characterized by warmth and caring, and are appropriate to sensitivity to students’ cultures and levels of [FEAPs students’ cultural backgrounds, occasional displays of insensitivity or lack the cultural and developmental differences development. Students themselves ensure (a)2.d.f.h.; and characterized by sarcasm, put- of responsiveness to cultural or among groups of students. high levels of civility among members of the (a)3.e.] downs, or conflict. developmental differences among class. students.

2b: Establishing The classroom environment Teacher’s attempt to create a culture for The classroom culture is characterized by High levels of student engagement and a culture conveys a negative culture for learning are partially successful, with little high expectations for most students, teacher passion for the subject create a for learning learning, characterized by low teacher commitment to the subject, genuine commitment to the subject by culture for learning in which everyone shares teacher commitment to the modest expectations for student both teacher and students, and respect for a belief in the importance of the subject, and [FEAPs subject, low expectations for achievement, some respect for or and knowledge of students’ diverse all students hold themselves to high (a)2.c.d.f.h.; student achievement, little knowledge of students’ diverse cultures cultures, with students demonstrating standards of performance, for example by (a)3.e.] respect for or knowledge of and little student pride in work. pride in their work. initiating improvements to their work. students’ diverse cultures and Teacher and students demonstrate high little or no student pride in work. levels of respect for and knowledge of diverse student cultures.

Administrator Info for Formative Evaluation Page 8 Needs Improvement or Highly Effective Component Unsatisfactory Effective Developing 2d: Managing There is no evidence that The teacher has made an effort to establish Standards of conduct are clear to students, Standards of conduct are clear, with student standards of conduct have been standards of conduct for students. Teacher and the teacher monitors student behavior evidence of student participation in setting behavior established, and little or no tries, with uneven results, to monitor against those standards. Teacher response them. Teacher’s monitoring of student [FEAPs teacher monitoring of student student behavior and respond to student to student misbehavior is appropriate and behavior is subtle and preventive, and (a)2.b.h.; behavior. Response to student misbehavior. respects the students’ dignity. teacher’s response to student misbehavior is (a)3.e.] misbehavior is repressive, or sensitive to individual student needs. disrespectful of student dignity. Students take an active role in monitoring the standards of behavior.

Domain 3: Instruction 3b: Using Teacher’s questions are low-level Some of the teacher’s questions elicit a Most of the teacher’s questions elicit a Questions reflect high expectations and are questioning and or inappropriate, eliciting limited thoughtful response, but most are low- thoughtful response, and the teacher culturally and developmentally appropriate. discussion student participation and level, posed in rapid succession. Teacher allows sufficient time for students to Students formulate many of the high-level techniques recitation rather than discussion. attempts to engage all students in the answer. All students participate in the questions and ensure that all voices are [FEAPs discussion are only partially successful. discussion, with the teacher stepping aside heard. (a)3.a.b.c.d.e.f.; when appropriate. (a)4.a.]

Administrator Info for Formative Evaluation Page 9 Needs Improvement or Highly Effective Component Unsatisfactory Effective Developing 3c: Engaging Activities and assignments, Activities and assignments, materials, and Activities and assignments, materials, and Students are highly intellectually engaged students in materials, and groupings of groupings of students are partially groupings of students are fully appropriate throughout the lesson in higher order learning students are inappropriate to the appropriate to the instructional outcomes to the instructional outcomes and learning and make material contributions to . instructional outcomes or levels or levels of understanding, resulting in students’ cultures and levels of the activities, student groupings, and [FEAPs of understanding, resulting in moderate intellectual engagement. The understanding. All students are engaged in materials. The lesson is adapted as needed (a)3.a.b.c.d.e.f.g; little intellectual engagement. lesson has a recognizable structure but is work of a high level of rigor. The lesson’s to the needs of individuals, and the (a)4.a.] The lesson has no structure or is not fully maintained. Activities, structure is coherent, with appropriate structure and pacing allow for student poorly paced. Activities, assignments, and materials are partially pace. Activities, assignments, and reflection and closure. Students assist in assignments, and materials are appropriate for diverse cultures. materials are fully appropriate for diverse ensuring that activities, assignments and not appropriate for diverse cultures. materials are fully appropriate for diverse cultures cultures.

Domain 4: Professional Responsibilities 4a: Reflecting on Teacher’s reflection on the Teacher’s reflection provides a partially Teacher’s reflection provides an accurate Teacher’s reflection on the lesson is highly Teaching lesson does not provide an accurate and objective description of the and objective description of the lesson, accurate and perceptive, and cites specific accurate or objective description lesson, but does not cite specific positive and cites specific positive and negative examples that were not fully successful, for [FEAPs (a)1.e.; of the event of the lesson. and negative characteristics. Teacher characteristics. Teacher makes some at least some students. Teacher draws on (b)1.a.b.c.d.e.] makes global suggestions as to how the specific suggestions as to how the lesson an extensive repertoire to suggest lesson might be improved. might be improved. alternative strategies.

Administrator Info for Formative Evaluation Page 10 Needs Improvement or Highly Effective Component Unsatisfactory Effective Developing 4b: Maintaining Teacher’s system for maintaining Teacher’s system for maintaining both Teacher’s system for maintaining both Teacher’s system for maintaining both Accurate both instructional and non- instructional and non-instructional records instructional and non-instructional records instructional and non-instructional records Records instructional records is either is rudimentary and only partially effective. is accurate, efficient and effective. is accurate, efficient and effective, and [FEAPs (a)1.e.; non-existent or in disarray, students contribute to its maintenance. (b)1.a.b.c.d.e.] resulting in errors and confusion.

4c: Communicating Teacher provides little or no Teacher complies with school procedures Teacher communicates frequently and Teacher communicates frequently and with information to families, or such for communicating with families and successfully engages most families in the sensitively with individual families in a Families* communication is culturally makes an effort to engage families in the instructional program. Information to culturally sensitive manner, with students [FEAPs (a)1.e.; inappropriate. Teacher makes no instructional program. Communications families about individual students is participating in the communication. Teacher (b)1.a.b.c.d.e.(a)4.e.] attempt to engage families in are not always appropriate to the cultures conveyed in a culturally appropriate successfully engages families in the the instructional program. of some families. manner. instructional program, as appropriate.

Administrator Info for Formative Evaluation Page 11 Observation Rubric Domain 2: The Classroom Environment Component Needs Improvement or Highly Effective Unsatisfactory Effective Developing 2a: Creating an Classroom interactions, both Classroom interactions, both between the Classroom interactions between teacher Classroom interactions among the teacher environment of between the teacher and students teacher and students and among students, and students and among students are and individual students are highly respectful, respect and and among students, are negative, are generally appropriate and free from polite and respectful, reflecting general reflecting genuine warmth and caring and rapport inappropriate, or insensitive to conflict but may be characterized by warmth and caring, and are appropriate to sensitivity to students’ cultures and levels of [FEAPs students’ cultural backgrounds, occasional displays of insensitivity or lack the cultural and developmental differences development. Students themselves ensure (a)2.d.f.h.; and characterized by sarcasm, put- of responsiveness to cultural or among groups of students. high levels of civility among members of the (a)3.e.] downs, or conflict. developmental differences among class. students.

2b: Establishing The classroom environment Teacher’s attempt to create a culture for The classroom culture is characterized by High levels of student engagement and a culture conveys a negative culture for learning are partially successful, with little high expectations for most students, teacher passion for the subject create a for learning learning, characterized by low teacher commitment to the subject, genuine commitment to the subject by culture for learning in which everyone shares teacher commitment to the modest expectations for student both teacher and students, and respect for a belief in the importance of the subject, and [FEAPs subject, low expectations for achievement, some respect for or and knowledge of students’ diverse all students hold themselves to high (a)2.c.d.f.h.; student achievement, little knowledge of students’ diverse cultures cultures, with students demonstrating standards of performance, for example by (a)3.e.] respect for or knowledge of and little student pride in work. pride in their work. initiating improvements to their work. students’ diverse cultures and Teacher and students demonstrate high little or no student pride in work. levels of respect for and knowledge of diverse student cultures.

Administrator Info for Formative Evaluation Page 12 Needs Improvement or Highly Effective Component Unsatisfactory Effective Developing 2d: Managing There is no evidence that The teacher has made an effort to establish Standards of conduct are clear to students, Standards of conduct are clear, with student standards of conduct have been standards of conduct for students. Teacher and the teacher monitors student behavior evidence of student participation in setting behavior established, and little or no tries, with uneven results, to monitor against those standards. Teacher response them. Teacher’s monitoring of student [FEAPs teacher monitoring of student student behavior and respond to student to student misbehavior is appropriate and behavior is subtle and preventive, and (a)2.b.h.; behavior. Response to student misbehavior. respects the students’ dignity. teacher’s response to student misbehavior is (a)3.e.] misbehavior is repressive, or sensitive to individual student needs. disrespectful of student dignity. Students take an active role in monitoring the standards of behavior.

Administrator Info for Formative Evaluation Page 13 Domain 3: Instruction Needs Improvement or Highly Effective Component Unsatisfactory Effective Developing 3b: Using Teacher’s questions are low-level Some of the teacher’s questions elicit a Most of the teacher’s questions elicit a Questions reflect high expectations and are questioning and or inappropriate, eliciting limited thoughtful response, but most are low- thoughtful response, and the teacher culturally and developmentally appropriate. discussion student participation and level, posed in rapid succession. Teacher allows sufficient time for students to Students formulate many of the high-level techniques recitation rather than discussion. attempts to engage all students in the answer. All students participate in the questions and ensure that all voices are [FEAPs discussion are only partially successful. discussion, with the teacher stepping aside heard. (a)3.a.b.c.d.e.f.; when appropriate. (a)4.a.]

3c: Engaging Activities and assignments, Activities and assignments, materials, and Activities and assignments, materials, and Students are highly intellectually engaged students in materials, and groupings of groupings of students are partially groupings of students are fully appropriate throughout the lesson in higher order learning students are inappropriate to the appropriate to the instructional outcomes to the instructional outcomes and students’ learning and make material contributions to . instructional outcomes or levels of or levels of understanding, resulting in cultures and levels of understanding. All the activities, student groupings, and [FEAPs understanding, resulting in little moderate intellectual engagement. The students are engaged in work of a high materials. The lesson is adapted as needed to (a)3.a.b.c.d.e.f.g; intellectual engagement. The lesson has a recognizable structure but is level of rigor. The lesson’s structure is the needs of individuals, and the structure (a)4.a.] lesson has no structure or is not fully maintained. Activities, coherent, with appropriate pace. and pacing allow for student reflection and poorly paced. Activities, assignments, and materials are partially Activities, assignments, and materials are closure. Students assist in ensuring that assignments, and materials are appropriate for diverse cultures. fully appropriate for diverse cultures. activities, assignments and materials are fully not appropriate for diverse appropriate for diverse cultures. cultures

Administrator Info for Formative Evaluation Page 14 2a: Creating an Environment of Respect/Rapport 3b: Using Questioning/Discussion Techniques (Teacher/student interactions; student/student interactions/ (Quality of questions; discussion techniques; student Ex: Teacher stood by door & welcomed students by name.) participation/Ex: Teacher asked, “Does the earth move around the sun?” Student answered, “How do we know that the earth moves around the sun?”)

2b: Establishing a Culture for Learning 3c: Engaging Students in Learning (Importance of the content; expectations for (Activities/assignments; grouping; instructional learning/achievement; student pride in work/Ex: Teacher materials/resources; structure and pacing/Ex: All students had challenges students: “This is hard, but you can do it….”) their eyes on the teacher as she modeled their next activity.)

2d: Managing Student Behavior (Expectations; monitoring of; responses to/Ex: 1 student was sleeping, while another was drawing during instruction time.)

Administrator Info for Formative Evaluation Page 15 Ten Key Components Information

The following pages combine all ten key component information into one place. The information for each component consists of-

1) Component level rubric. This is the level at which teachers are scored.

2) Element rubric. This provides additional information in order to more deeply understand the component.

3) Critical Attributes. For items in Domains 2 and 3, Critical Attributes are also provided in order to provide teacher and student actions or evidence information.

4) Notes from the Enhancing Professional Practice book by Charlotte Danielson.

Administrator Info for Formative Evaluation Page 16 1c: Setting Instructional Outcomes

Component Unsatisfactory Needs Improvement or Effective Highly Effective Developing 1c: Setting Instructional outcomes are Instructional outcomes are of Instructional outcomes are Instructional outcomes are instructional unsuitable for students, moderate rigor and are suitable stated as goals reflecting stated as goals that can be outcomes represent trivial or low- for some students, but consist high-level learning and assessed, reflecting rigorous level learning, or are of a combination of activities curriculum standards. They learning and curriculum [FEAPs stated only as activities. and goals, some of which permit are suitable for most standards. They represent (a)1.a.,b.; They do not permit viable viable methods of assessment. students in the class, different types of content, (a)3.e.] methods of assessment. They reflect more than one type represent different types of offer opportunities for both of learning, but teacher makes learning, and are capable of coordination and integration no attempt at coordination or assessment. The outcomes of curricula, and take into integration of curricula. reflect opportunities for account of the needs of coordination of curricula. individual students.

L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORY NEEDS IMPROVEMENT OR EFFECTIVE HIGHLY EFFECTIVE DEVELOPING

Value, sequence, Outcomes represent low Outcomes represent Most outcomes represent high All outcomes represent high expectations and alignment expectations for students and moderately high expectations expectations and rigor and and rigor and important learning in the lack of rigor. They do not reflect and rigor. Some reflect important learning in the discipline. They are connected to a important learning in the important learning in the discipline. They are connected to sequence of learning both in the discipline discipline or a connection to a discipline and at least some a sequence of learning. and in related disciplines. sequence of learning. connection to a sequence of learning.

Clarity Outcomes are either not clear Outcomes are only moderately All the instructional outcomes All the outcomes are clear, written in the or are stated as activities, not asclear or consist of a are clear, written in the form of form of student learning, and permit viable student learning. Outcomes do combination of outcomes and student learning. Most suggest methods of assessment. not permit viable methods of activities. Some outcomes do viable methods of assessment. assessment. not permit viable methods of assessment.

Balance Outcomes reflect only one type Outcomes reflect several types Outcomes reflect several - Where appropriate, outcomes reflect of learning and only one of learning, but teacher has different types of learning several different types of learning and discipline or strand. made no attempt at and opportunities for opportunities for both coordination and coordination or integration. coordination. integration.

Suitability for diverse Outcomes are not suitable for Most of the outcomes are Most of the outcomes are Outcomes are based on a learners the class or are not based on suitable for most of the suitable for all students in the comprehensive assessment of student any assessment of student students in the class based on class and are based on learning and take into account the needs. global assessments of student evidence of student varying needs of individual students or learning. proficiency. However, the groups. needs of some individual students may not be accommodated.

Administrator Info for Formative Evaluation Page 17 Notes

1C: Danielson Says:  Outcome is based on the standards and course description for the class.  What will students LEARN? It is not, what will students DO? o Students will know the distinction between different trees on the school’s property. (Learning outcome) o Students will take a walking tour of the school grounds. (Activity)  To determine if it is an outcome or an activity, consider what will count as evidence  Reflect rigorous learning AND curriculum standards  Skilled teachers are alert to opportunities to collaborate to create truly integrated learning experiences for students

Demonstration:  Set outcomes orally or in writing  Describe how outcomes relate to district curriculum guidelines, state frameworks, content standards and curriculum outcomes  How outcomes are appropriate for students and how they fit within a sequence of learning and reflect the balance among different types of learning.  When appropriate, teachers are able to describe the potential for coordination and integration of curriculum topics and skills.  Suitability of instructional outcomes for a diverse group is best observed in classroom visit.

Evidence:  Pre-conference questions Other evidence:  Lesson plans, information posted for students either in the classroom or on instructional materials

Administrator Info for Formative Evaluation Page 18 1F: Designing Student Assessment Component Unsatisfactory Needs Improvement or Effective Highly Effective Developing 1f: Designing Teacher’s approach to Teacher’s plan for student Teacher’s plan for student Teacher’s plan for student student assessing student learning assessment is partially aligned assessment is aligned with assessment is fully aligned assessment contains no clear criteria with the instructional goals, the instructional goals, using with the instructional goals, or standards, lacks without clear criteria, and is clear criteria, and is with clear criteria and [FEAPs (a)1.d.; congruence with the inappropriate for at least some appropriate to the needs of standards that show evidence (a)3.e.; instructional goals, or is students. Teacher plans to use students. Teacher uses of student participation in (a)4.b.c.d.f.] inappropriate to many assessment results to plan for assessment results to plan for their development. students. Teacher has no future instruction for the class future instruction for groups Assessment methodologies plans to use assessment as a whole. Teacher of students. Teacher uses may have been adapted for results in designing future infrequently uses technology to technology to organize and individuals, and the teacher instruction. Teacher does organize and integrate integrate assessment uses assessment results to not use technology to assessment information information. plan future instruction for organize and integrate individual students. Teacher assessment information consistently applies technology to the organization and integration of assessment information.

UNSATISFACTORY NEEDS IMPROVEMENT OR EFFECTIVE HIGHLY EFFECTIVE ELEMENT DEVELOPING

Congruence with Assessment procedures are Some of the instructional All the instructional outcomes Proposed approach to assessment is fully instructional not congruent with outcomes are assessed through are assessed through the aligned with the instructional outcomes in outcomes instructional outcomes. the proposed approach, but approach to assessment; both content and process. Assessment many are not. assessment methodologies may methodologies have been adapted for have been adapted for groups of individual students, as needed. students.

Criteria and standards Proposed approach contains Assessment criteria and Assessment criteria and Assessment criteria and standards no criteria or standards. standards have been standards are clear. are clear; there is evidence that the developed, but they are not students contributed to their clear. development.

Design of formative Teacher has no plan to Approach to the use of Teacher has a well-developed Approach to using formative assessment is assessments incorporate formative formative assessment is strategy to using formative well designed and includes student as well assessment in the lesson or rudimentary, including only assessment and has designed as teacher use of the assessment unit. some of the instructional particular approaches to be used.information. outcomes.

Use for planning Teacher has no plans to use Teacher plans to use Teacher plans to use assessment Teacher plans to use assessment results to assessment results in assessment results to plan for results to plan for future plan future instruction for individual designing future instruction. future instruction for the class instruction for groups of students. as a whole. students.

Administrator Info for Formative Evaluation Page 19 Notes

1F: Danielson Says (page 59-62):  Assessment serves two purposes o Of learning (Did they learn the material?) o For learning (How can this guide future instruction?)  Each instructional outcome must be assessed in some way  Assessment methods must be appropriate to the type of outcome  Should reflect authentic, real-world applications of knowledge and understanding (as appropriate)  Rubrics are best for complex instructional outcomes o Criteria defines the important characteristics of a successful response o Establishes standards of performance  Standards of performance are clear to students- no “gotchas”  Exact items that will be used in an assessment should NOT be given in advance/types of items are appropriate  When students participate in the design of the assessment, they are able to be purposeful about their learning  Formative assessments provide diagnostic information  Analysis of wrong answers reveals misconceptions  It is essential for teachers to analyze student work

Demonstration (page 62):  Of learning o A unit plan should include the method to be used to assess student understanding o Includes rubrics and/or scoring guides  For learning o Details should be part of the plan o Explain how they intend to use assessment of learning in their instruction and how they plan to include students in assessment activities

Evidence:  Pre-conference questions Other evidence:  Data study for IPDP, other analysis of student assessments, assessment samples as well as appropriate student samples

Administrator Info for Formative Evaluation Page 20 2A: Creating an Environment of Respect and Rapport Component Unsatisfactory Needs Improvement or Effective Highly Effective Developing 2a: Creating Classroom interactions, Classroom interactions, both Classroom interactions Classroom interactions among an both between the between the teacher and between teacher and the teacher and individual environment teacher and students students and among students, students and among students students are highly respectful, of respect and and among students, are are generally appropriate and are polite and respectful, reflecting genuine warmth and rapport negative, inappropriate, free from conflict but may be reflecting general warmth caring and sensitivity to [FEAPs or insensitive to characterized by occasional and caring, and are students’ cultures and levels of (a)2.d.f.h.; students’ cultural displays of insensitivity or lack of appropriate to the cultural development. Students (a)3.e.] backgrounds, and responsiveness to cultural or and developmental themselves ensure high levels characterized by developmental differences differences among groups of of civility among members of sarcasm, put-downs, or among students students. the class. conflict.

UNSATISFACTORY NEEDS IMPROVEMENT EFFECTIVE HIGHLY EFFECTIVE ELEMENT OR DEVELOPING

Teacher interaction Teacher interaction with at Teacher-student interactions are Teacher-student interactions are Teacher interactions with students with students least some students is generally appropriate but may friendly and demonstrate general reflect genuine respect and caring for negative, demeaning, reflect occasional inconsistencies, caring and respect. Such interactionsindividuals as well as groups of sarcastic, or inappropriate favoritism, or disregard for are appropriate to the age and students. Students appear to trust the to the age or culture of the students’ cultures. Students cultures of the students. Students teacher with sensitive information. students. Students exhibit exhibit only minimal respect for exhibit respect for the teacher. disrespect for the teacher. the teacher.

Student interactions Student interactions are Students do not demonstrate Student interactions are generally Students demonstrate genuine with other students characterized by conflict, disrespect for one another. polite and respectful. caring for one another and monitor sarcasm, or put-downs. one another’s treatment of peers, correcting classmates respectfully when needed.

Critical Attributes  Teacher uses disrespectful  The quality of interactions  Talk between teacher and In addition to the characteristics of talk toward students. between teacher and students students and among students is “effective,”  Student body language or among students is uneven, uniformly respectful.  Teacher demonstrates indicates feelings of hurt with occasional disrespect.  Teacher makes connections with knowledge and caring about or insecurity.  Teacher attempts to respond to individual students. individual students’ lives beyond  Teacher does not address disrespectful behavior, with  Students exhibit respect for the school. disrespectful interactions uneven results. teacher.  The teacher’s response to a among students.  Teacher attempts to make  During the lesson, the teacher student’s incorrect response  Teacher displays no connections with individual offers encouragement to students respects the student’s dignity. familiarity with or caring students, but student reactions as they struggle with complex  When necessary, students about individual students’ indicate that the efforts are not learning. This may be 2b, correct one another in their interests or personalities. successful. expectations. conduct toward classmates.  Students use disrespectful talk toward one another with no response from the teacher.

Administrator Info for Formative Evaluation Page 21 Notes:

Danielson says:  Students can’t concentrate on academic content if they don’t feel comfortable in the classroom  Teachers create an environment of respect and rapport by the ways they interact with students and by the interaction they encourage and cultivate among students o Students feel valued and safe o Treated with dignity, which encourages them to take intellectual risks  Sometimes characterized by o Friendliness and openness and frequently by humor, but the teacher does not forget their role as adult o Firm demeanor and businesslike atmosphere, but the essential care for students is clear  Teacher cares enough about students to insist on the highest standards of work and conduct  How the teacher responds-and how other students are permitted to respond- sets the tone for how students are treated and therefore how they feel about themselves, both as people and as learners  Demonstrated through non-verbal as well as verbal means  Some teachers may be reluctant to have performance judged by an aspect over which they may feel they have little control over because many students patterns of interaction are formulated based on behavior at home and in the larger community; however, students must understand that for the learning community (the classroom) there are ground rules for and standards of conduct or routines that may be different than those at home

Demonstration:  Established through words and actions  May require follow-up and explanation during the post-conference

Evidence:  Classroom observation o Words and actions that show teacher-student and student-student interactions. o How does the teacher speak to students and allow them to speak to each other? o How does the teacher respond to off-task behavior and redirect behavior? o Does the teacher greet students as they enter the room and ask questions or show concern about things beyond the classroom?  Other evidence o Lesson Plans showing how the environment was created or how the teacher allowed students to assist in any procedural creation that is posted in the room. o Handouts? Posters created by students?

Administrator Info for Formative Evaluation Page 22 2B: Establishing a Culture for Learning Component Unsatisfactory Needs Improvement or Effective Highly Effective Developing 2b: The classroom Teacher’s attempt to create a The classroom culture is High levels of student Establishing a environment conveys a culture for learning are partially characterized by high engagement and teacher culture negative culture for successful, with little teacher expectations for most passion for the subject create a for learning learning, characterized commitment to the subject, students, genuine culture for learning in which by low teacher modest expectations for student commitment to the subject everyone shares a belief in the [FEAPs commitment to the achievement, some respect for by both teacher and students, importance of the subject, and (a)2.c.d.f.h.; subject, low or knowledge of students’ and respect for and all students hold themselves to (a)3.e.] expectations for student diverse cultures and little knowledge of students’ high standards of achievement, little student pride in work. diverse cultures, with performance, for example by respect for or knowledge students demonstrating pride initiating improvements to of students’ diverse in their work. their work. Teacher and cultures and little or no students demonstrate high student pride in work. levels of respect for and knowledge of diverse student cultures.

Importance of the Teacher or students convey Teacher communicates Teacher conveys genuine Students demonstrate through their active content a negative attitude toward importance of the work but enthusiasm for the content, and participation, curiosity, and taking initiative the content, suggesting that with little conviction and only students demonstrate consistent that they value the importance of the it is not important or has minimal apparent buy-in by the commitment to content. been mandated by others. students. its value.

Expectations for Instructional outcomes, Instructional outcomes, Instructional outcomes, activities Instructional outcomes, activities and learning and activities and assignments, activities and assignments, and and assignments, and classroom assignments, and classroom interactions achievement and classroom interactions classroom interactions convey interactions convey high convey high expectations for all convey low expectations for only modest expectations for expectations for most students. students. Students appear to have at least some students. student learning and internalized these expectations. achievement.

Student pride in work Students demonstrate little Students minimally accept the Students accept the teacher’s Students demonstrate attention to detail or no pride in their work. responsibility to do good work insistence on work of high quality and take obvious pride in their work, They seem to be motivated but invest little of their energy and demonstrate pride in that initiating improvements in it by, for by the desire to complete a into its quality. work. example, revising drafts on their own or task rather than to do high- helping peers. quality work.

Critical Attributes  The teacher conveys that  The teacher’s energy for the  The teacher communicates the In addition to the characteristics of the reasons for the work work is half-hearted or importance of the work and “effective,” are external. unsuccessful at enlisting expectations that all students  The teacher communicates a genuine  The teacher conveys to at student energy. can be successful in it. passion for the subject. least some students that  The teacher conveys only  Student work and conduct  Students indicate that they are not the work is too modest expectations. during a lesson indicate satisfied unless they have complete challenging for them.  The teacher trivializes some commitment to high quality. understanding.  The teacher trivializes the of the learning goals and  The teacher demonstrates a  Student questions and comments learning goals and assignments. high regard for student indicate a desire to understand the assignments.  Students comply with the abilities. concepts rather than, for example,  Students exhibit little or teacher’s expectations for  The teacher emphasizes the simply learning a procedure for getting no pride in their work. learning, but don’t indicate role of hard work in student the correct answer. commitment on their own learning.  Students recognize the efforts of their initiative for the work.  The teacher expects student classmates.  Most students indicate that effort and recognizes it.  Students take initiative in improving they are looking for an “easy  The students put forth good the quality of their work. path.” effort to complete work of high

Administrator Info for Formative Evaluation Page 23 quality.

Danielson Says:  A culture of learning reflects the importance of the work undertaken by both students and teacher  Describes the norms that govern the interactions among individuals about the activities and assignments, the look of the classroom, and the general ‘tone’ of the class  Positive culture of learning characterized by -- o Students and teachers . Engaged in pursuits of value . Taking pride in work and giving best efforts . High energy . High expectations . Having a sense that what is happening is important and it is essential to get it right . See the content as important o Teachers . Communicating a high regard for student’s abilities o Students . invest energy in their activities and assignments and persevere in activities and assignments . Take obvious pride in work o Being a cognitively busy place o Student learning being displayed  Negative culture characterized by-- o Teachers indirectly placing blame elsewhere for a curriculum that is not valued o A communication to students that the material is beyond the reach of the students o A watering down of the material so that it is trivial and boring o Lethargy and alienation

Demonstration:  Evidence found primarily in the classroom  Evident from the look of the room (student work displayed, for example), nature of interactions and tone of conversations  Teachers instructional outcomes and activities (lesson plans) also demonstrate high expectations of all students for learning  Conversations with students reveal that they value learning and hard work

Evidence  Classroom Observation o Look of the room –is student work displayed, for example? What is the nature of interactions and tone of conversations from teacher-student and student-student?  Other evidence o Lesson plans with instructional outcomes and activities demonstrating high expectations o Conversations reveal they value learning and hard work

Administrator Info for Formative Evaluation Page 24 2D: Managing Student Behavior Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 2d: Managing There is no evidence that The teacher has made an effort Standards of conduct are Standards of conduct are clear, student standards of conduct to establish standards of clear to students, and the with evidence of student behavior have been established, conduct for students. Teacher teacher monitors student participation in setting them. [FEAPs and little or no teacher tries, with uneven results, to behavior against those Teacher’s monitoring of (a)2.b.h.; monitoring of student monitor student behavior and standards. Teacher response student behavior is subtle and (a)3.e.] behavior. Response to respond to student misbehavior. to student misbehavior is preventive, and teacher’s student misbehavior is appropriate and respects the response to student repressive, or students’ dignity. misbehavior is sensitive to disrespectful of student individual student needs. dignity. Students take an active role in monitoring the standards of behavior.

Expectations No standards of conduct Standards of conduct appear to Standards of conduct are clear to Standards of conduct are clear to all appear to have been have been established, and all students. students and appear to have been established, or students are most students seem to developed with student participation. confused as to what the understand them. standards are.

Monitoring of Student behavior is not Teacher is generally aware of Teacher is alert to student Monitoring by teacher is subtle and student behavior monitored, and teacher is student behavior but may miss behavior at all times. preventive. Students monitor their own unaware of what the the activities of some students. and their peers’ behavior, correcting one students are doing. another respectfully.

Response to student Teacher does not respond Teacher attempts to respond to Teacher response to misbehavior Teacher response to misbehavior is misbehavior to misbehavior, or the student misbehavior but with is appropriate and successful and highly effective and sensitive to students’ response is inconsistent, is uneven results, or there are no respects the student’s dignity, or individual needs, or student behavior is overly repressive, or does major infractions of the rules. student behavior is generally entirely appropriate. not respect the student’s appropriate. dignity.

Critical Attributes  The classroom  The teacher attempts to  Students can describe the In addition to the characteristics of environment is chaotic, maintain order in the standards of conduct. “effective,” with no apparent classroom but with uneven  Upon a non-verbal signal from  Students can explain the reasons for standards of conduct. success. the teacher, students correct the different standards of conduct and  The teacher does not  Classroom rules are posted, their behavior. how they reflect students’ own monitor student behavior. but neither teacher nor  Teacher continually monitors priorities.  Some students violate students refer to them. student behavior.  The teacher monitors student behavior classroom rules, without  Teacher attempts to keep without speaking – just moving about. apparent teacher track of student behavior, but  Students respectfully intervene as awareness or with no apparent system. appropriate with classmates to ensure consequences.  The teacher’s response to compliance with standards of conduct.  When the teacher notices student misbehavior is student misbehavior, s/he inconsistent: sometimes very appears helpless to do harsh, other times lenient. anything about it.

Danielson Says:  Learning cannot occur in an environment where student behavior is out of control

Administrator Info for Formative Evaluation Page 25 o If students are running amok, they cannot engage deeply in content o When students are engaged deeply in content, they are less likely to run amok  Key to efficient and respectful management lies in agreed-upon standards of conduct and clear consequences for overstepping the bounds  Certain characteristics o Expectations are clear to everyone and may be posted in the classroom o Standards of behavior are appropriate to developmental levels of the students and are consistent with the cultural norms of students in the class o Expectations are consistently applied o Teachers are aware of what is going on and may influence behavior (management by proximity) o Teachers refrain from losing temper and demonstrating a lack of composure o Any chastisement of conduct focuses on student behavior, not on the student o Teachers encourage students to monitor their own behavior

Demonstration:  Skill can only be observed in the classroom; however, artifacts may demonstrate how standards were developed or be posters of the classroom standards (rules, procedures, etc.)  Standards of conduct, however, must frequently be inferred  Student behavior indicates that a teacher has established standards at the beginning of the year and has maintained them consistently  While most teachers can articulate their approach to standards of conduct, implementation is critical  Students themselves should be able to explain the agreed-upon standards of conduct

Evidence:  Classroom Observation and Post-Observation Conference  Other evidence o Lesson plans showing how standards were developed or posters of the classroom standards (rules, procedures, etc.). o Students themselves explain the agreed-upon standards of conduct  Kagan, Fred Jones, Harry Wong, RtI strategies

Administrator Info for Formative Evaluation Page 26 3B: Using Questioning and Discussion Techniques Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 3b: Using Teacher’s questions are Some of the teacher’s questions Most of the teacher’s Questions reflect high questioning and low-level or elicit a thoughtful response, but questions elicit a thoughtful expectations and are culturally discussion inappropriate, eliciting most are low-level, posed in response, and the teacher and developmentally techniques limited student rapid succession. Teacher allows sufficient time for appropriate. Students [FEAPs participation and attempts to engage all students students to answer. All formulate many of the high- (a)3.a.b.c.d.e.f.; recitation rather than in the discussion are only students participate in the level questions and ensure (a)4.a.] discussion. partially successful. discussion, with the teacher that all voices are heard. stepping aside when appropriate.

Quality of questions Teacher’s questions are Teacher’s questions are a Most of the teacher’s questions Teacher’s questions are of uniformly high virtually all of poor quality, combination of low and high are of high quality. Adequate quality, with adequate time for students to with low cognitive challenge quality, posed in rapid time is provided for students to respond. Students formulate many and single correct responses, succession. Only some invite a respond. questions. and they are asked in rapid thoughtful response. succession.

Discussion Interaction between teacher Teacher makes some attempt toTeacher creates a genuine Students assume considerable techniques and students is predominantly engage students in genuine discussion among students, responsibility for the success of the recitation style, with the discussion rather than stepping aside when appropriate. discussion, initiating topics and making teacher mediating all questions recitation, with uneven results. unsolicited contributions. and answers.

Student participation A few students dominate the Teacher attempts to engage all Teacher successfully engages all Students themselves ensure that all discussion. students in the discussion, but students in the discussion. voices are heard in the discussion. with only limited success.

Critical Attributes  Questions are rapid-fire and  Questions are a mix of higher- Most questions are open- In addition to the characteristics of convergent, with a single order and questions with a ended, inviting students to “effective,” correct answer. single correct answer. think.  Students initiate higher-order  Questions do not invite  Some questions are unrelated Most questions have multiple questions. student thinking. to the learning outcomes. possible answers.  Students extend the discussion,  Many questions are  The teacher invites students  Questions are related to the enriching it. unrelated to the lesson to respond directly to one lesson objectives.  Students invite comments from their outcomes. another’s ideas, but few  The teacher makes effective classmates during a discussion.  All discussion is between students respond. use of wait time. teacher and students;  The teacher calls on many  Discussions enable students to students are not invited to students, but only a small talk to one another, without speak directly to one number actually participate in continual mediation by the another. the discussion. teacher.  The teacher only calls on  The teacher calls on all students who have their students, even those who hands up. don’t initially volunteer.  All students actively engage in the discussion.

Danielson Says:

Administrator Info for Formative Evaluation Page 27  A teacher’s skill in questioning and leading discussions makes a powerful contribution to student learning and is valuable for many instructional purposes  Poor questions- o Boring, comprehensible only to a few students, narrow- only one answer in mind when other options are possible o Convergent  Good questions- o Divergent o Students invited to formulate hypothesis, make connections, challenge previously held views o Promote thinking by students, encouraging them to make connections, and to arrive at new understandings of complex material  Low skill level in questioning characterized by: o Rapid-fire, short answer, low-level questions o Questions a vehicle for students to demonstrate knowledge o Recitation rather than discussion o Questions elicit from students’ knowledge a particular topic, evidence they have completed reading assigned for homework  High level skill in questioning characterized by: o Engagement by students in exploration of content o Carefully framed questions that enable students to reflect on their understanding and consideration of new possibilities o Rarely requiring yes/no answers o Encouraging all students to participate o Probing a student’s answer, seeking clarification or elaboration through additional questioning o Encouraging deeper understanding, conveying respect for students and their thinking o Teachers making good use of questioning and discussion as an instructional skills by teaching students how to frame good questions o Using questions posed by students  Teacher does not hold center stage; teacher gradually moves from center to side  Teacher shows skill when responding to student off-topic responses  While some disciplines present more opportunities for discussion (history, language) rather than others (math, science), both hold opportunities that can enliven student engagement

Demonstration:  Skills in questioning demonstrated almost exclusively in classroom observations  Initial questions used to frame a discussion should be planned in advanced and will be part of lesson planning

Evidence  Classroom observation o A class session demonstrating questioning and discussion (CRISS strategies )  Other evidence o Planning for cognitively complex questions; training students to answer complex questions or participating in a discussion o Lesson plans, student samples, handouts used with students, or procedural information placed in the room that students reference during discussions

Administrator Info for Formative Evaluation Page 28 3C: Engaging Students in Learning Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 3c: Engaging Activities and Activities and assignments, Activities and assignments, Students are highly students in assignments, materials, materials, and groupings of materials, and groupings of intellectually engaged learning and groupings of students are partially students are fully throughout the lesson in . students are appropriate to the instructional appropriate to the higher order learning and [FEAPs inappropriate to the outcomes or levels of instructional outcomes and make material contributions (a)3.a.b.c.d.e.f.g; instructional outcomes understanding, resulting in students’ cultures and levels to the activities, student (a)4.a.] or levels of moderate intellectual of understanding. All groupings, and materials. The understanding, resulting engagement. The lesson has a students are engaged in lesson is adapted as needed in little intellectual recognizable structure but is work of a high level of rigor. to the needs of individuals, engagement. The lesson not fully maintained. Activities, The lesson’s structure is and the structure and pacing has no structure or is assignments, and materials are coherent, with appropriate allow for student reflection poorly paced. Activities, partially appropriate for diverse pace. Activities, and closure. Students assist in assignments, and cultures. assignments, and materials ensuring that activities, materials are not are fully appropriate for assignments and materials are appropriate for diverse diverse cultures. fully appropriate for diverse cultures cultures.

Activities and Activities and assignments Activities and assignments are Most activities and assignments All students are cognitively engaged in the assignments are inappropriate for appropriate to some students are appropriate to students, and activities and assignments in their exploration students’ age or and engage them mentally, but almost all students are of content. Students initiate or adapt activities background. Students are others are not engaged. cognitively engaged in exploring and projects to enhance their understanding. not mentally engaged in content. them.

Grouping of students Instructional groups are Instructional groups are only Instructional groups are Instructional groups are productive and fully inappropriate to the partially appropriate to the productive and fully appropriate appropriate to the students or to the students or to the students or only moderately to the students or to the instructional purposes of the lesson. Students instructional outcomes. successful in advancing the instructional purposes of the take the initiative to influence the formation instructional outcomes of the lesson. or adjustment of instructional groups. lesson.

Instructional Instructional materials and Instructional materials and Instructional materials and Instructional materials and resources are materials and resources are unsuitable to resources are only partially resources are suitable to the suitable to the instructional purposes and resources the instructional purposes or suitable to the instructional instructional purposes and engage students mentally. Students initiate do not engage students purposes, or students are only engage students mentally. the choice, adaptation, or creation of mentally. partially mentally engaged with materials to enhance their learning. them.

Structure and pacing The lesson has no clearly The lesson has a recognizable The lesson has a clearly defined The lesson’s structure is highly coherent, defined structure, or the structure, although it is not structure around which the allowing for reflection and closure. Pacing of pace of the lesson is too uniformly maintained activities are organized. Pacing the lesson is appropriate for all students. slow or rushed, or both. throughout the lesson. Pacing of the lesson is generally of the lesson is inconsistent. appropriate.

Administrator Info for Formative Evaluation Page 29 DOMAIN 3: INSTRUCTION Component 3c: Engaging Students in Learning Elements: Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing

Critical Attributes  Learning tasks require only  Learning tasks are a mix of  Most learning tasks demand In addition to the characteristics of “effective,” recall or have a single those requiring thinking and higher-order thinking  Students have choice in how they complete correct response or recall.  Learning tasks have multiple tasks. method.  Students have no choice in correct responses or  Students modify a learning task to make it  The materials used ask how they complete tasks. approaches. more meaningful or relevant to their needs. students only to perform  The instructional groups  There is a productive mix of  Students suggest modifications to the rote tasks. partially serve the different types of groupings, grouping patterns used.  Only one type of instructional purpose. suitable to the lesson  Students suggest modifications or additions instructional group is used  The materials and resources objectives. to the materials being used. (whole group, small are partially aligned to the  Materials and resources  Students have an opportunity for reflection groups) when variety lesson objectives, only some support the learning goals and and closure on the lesson. would better serve the of them requiring student students’ cultures.  All students are highly engaged in the instructional purpose. thinking.  The lesson has a clear lesson.  Instructional materials  There is a discernible structure. used are unsuitable to the structure to the lesson, but  Most students are lesson and/or the it’s not completely successful. intellectually engaged in the students.  Some students are lesson.  The materials used clash intellectually engaged in the with students’ cultures. lesson.  Few students are engaged in the lesson.

Danielson says:  Engaging students in learning is the reason schools are here; it is through active engagement that students learn complex content  Lack of engagement is easy to spot o Students doodle, pass notes, gaze out the window, create serious discipline problems o It is not always easily identified, so sophisticated observation is essential o Busy work  Good engagement o Students mentally involved, actively participate, make genuine contributions to the effort  Quality of student engagement is the result of careful planning of learning experiences (1E)  Mere activity is inadequate for the engagement as is simple participation  Activities should represent new learning and involve intellectual involvement with the content or active construction of understanding  Physical materials may enhance student engagement (manipulatives); however, these must be used in a manner that is not busy work- it must be “minds-on”  School is not a spectator sport  Successful instruction requires the active and invested participation of all parties  Activities and Assignments (including homework) o Challenge students to think broadly and deeply and engage in non-routine thinking o Cognitive challenge is appropriately high  Grouping of students o Students are grouped in many different ways to enhance their level of engagement o Groups are varied from one day to the next  Instructional Materials and resources o Materials and resources are not, in themselves, engaging or unengaging, it is a teacher’s an student’s use of the materials that is the determinant o They must be suitable for students and applicable to outcomes  Structure and Pacing

Administrator Info for Formative Evaluation Page 30 o A well-designed lesson has defined structure and students know where they are in the structure o May have clear beginning, middle and end, with clear introduction and closure or may be a working session; regardless, there is structure to what happens and that structure is created by the teacher o Pacing is appropriate to students and content, there are suitable opportunities for closure o Students do not feel rushed, nor does time drag while others finish their work

Demonstration:  Demonstrate skills through conduct of lesson  Degree of student engagement can be evidenced via student work in response to well-designed assignment

Evidence  Classroom observation o A class session demonstrating questioning and discussion (CRISS strategies )  Other evidence o Planning for cognitively complex questions; training students to answer complex questions or participating in a discussion o Lesson plans, student samples, handouts used with students, or procedural information placed in the room that students reference during discussions

Administrator Info for Formative Evaluation Page 31 4A: Reflecting on Teaching Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 4a: Reflecting on Teacher’s reflection on Teacher’s reflection provides a Teacher’s reflection provides Teacher’s reflection on the Teaching the lesson does not partially accurate and objective an accurate and objective lesson is highly accurate and provide an accurate or description of the lesson, but description of the lesson, and perceptive, and cites specific [FEAPs (a)1.e.; objective description of does not cite specific positive cites specific positive and examples that were not fully (b)1.a.b.c.d.e.] the event of the lesson. and negative characteristics. negative characteristics. successful, for at least some Teacher makes global Teacher makes some specific students. Teacher draws on an suggestions as to how the lesson suggestions as to how the extensive repertoire to suggest might be improved. lesson might be improved. alternative strategies.

Accuracy Teacher does not know Teacher has a generally accurate Teacher makes an accurate Teacher makes a thoughtful and whether a lesson was effective impression of a lesson’s assessment of a lesson’s accurate assessment of a lesson’s or achieved its instructional effectiveness and the extent to effectiveness and the extent to effectiveness and the extent to outcomes, or teacher which instructional outcomes werewhich it achieved its instructional which it achieved its instructional profoundly misjudges the met. outcomes and can cite general outcomes, citing many specific success of a lesson. references to support the examples from the lesson and judgment. weighing the relative strengths of each.

Use in future teaching Teacher has no suggestions for Teacher makes general Teacher makes a few specific Drawing on an extensive how a lesson could be suggestions about how a lesson suggestions of what could be tried repertoire of skills, teacher improved another time the could be improved another time another time the lesson is taught. offers specific alternative lesson is taught. the lesson is taught. actions, complete with the probable success of different courses of action. Danielson Says:  The ability to reflect on teaching is the mark of a true professional  Through critical reflection, teachers are able to assess the effectiveness of their work and take steps to improve  By trying to understand the consequences of their actions and by contemplating alternative approaches, teachers expand their repertoire of practice  Teaching, given is complexity, can never be perfect  No matter how good a lesson, it can always be improved  This is not to suggest a lesson is of poor quality and must be fixed, but because quality teaching is so hard some aspect can always be improved  Quality reflection is a learned skill o Novice teachers . May make global statements – a lesson was fine- if students were busy and if the teacher survived the day o Skilled teachers . Are more likely to be discerning and can evaluate successes and errors . Know how to refine their approach and improve their practice . Can cite examples to support assessment of the lesson . Able to suggest specific remedies and can often predict impact of remedies  Reflection must be used in practice Demonstration:  Demonstrated through professional conversation with colleagues  A written reflection may encourage more thoughtful results Evidence:

Administrator Info for Formative Evaluation Page 32 Post-conference questions that demonstrate reflection.  During the post-conference, additional discussion will help in understanding how the teacher reflects and what they do with that knowledge. Other evidence:  Lesson study or any other reflection activities

Administrator Info for Formative Evaluation Page 33 4B: Maintaining Accurate Records Component Unsatisfactory Needs Improvement or Effective Highly Effective Developing 4b: Maintaining Teacher’s system for Teacher’s system for Teacher’s system for Teacher’s system for Accurate maintaining both maintaining both instructional maintaining both maintaining both instructional Records instructional and non- and non-instructional records is instructional and non- and non-instructional records [FEAPs (a)1.e.; instructional records is rudimentary and only partially instructional records is is accurate, efficient and (b)1.a.b.c.d.e.] either non-existent or in effective. accurate, efficient and effective, and students disarray, resulting in effective. contribute to its maintenance. errors and confusion.

Student completion of Teacher’s system for Teacher’s system for maintaining Teacher’s system for maintaining Teacher’s system for maintaining assignments maintaining information on information on student completioninformation on student completioninformation on student completion student completion of of assignments is rudimentary and of assignments is fully effective. of assignments is fully effective. assignments is in disarray. only partially effective. Students participate in maintaining the records.

Student progress Teacher has no system for Teacher’s system for maintaining Teacher’s system for maintaining Teacher’s system for in learning maintaining information on information on student progress in information on student progress in maintaining information on student progress in learning, or learning is rudimentary and only learning is fully effective. student progress in learning is the system is in disarray. partially effective. fully effective. Students contribute information and participate in interpreting the records.

Noninstructional Teacher’s records for non- Teacher’s records for non- Teacher’s system for maintaining Teacher’s system for records instructional activities are in instructional activities are information on noninstructional maintaining information on disarray, resulting in errors adequate, but they require activities is fully effective. noninstructional activities is and confusion. frequent monitoring to avoid highly effective, and students errors. contribute to its maintenance.

Danielson says:  One consequence of the complexity of teaching is the need for teachers to keep accurate records of routine classroom events, of student progress, of non-instructional matters  “Paperwork” is essential, though, it informs student-teacher interactions and enables teachers to respond to individual needs  Truly experienced and expert teachers have made their record keeping a routine procedure  A well-designed system allows students and teachers to know which assignments have been completed and which are still outstanding  Students may contribute to the design and implementation of the system; they have experienced many over the course of their academic career  Teachers must keep track of student progress (formative and summative) as well as non-instructional activities such as permission slips for field trips, lunch requests, and money  Many successful record-keeping methods are paper-pencil; however, teachers are discovering the uses of electronic record keeping methods and these can be more accurate and less time-consuming Demonstration:  Teachers demonstrate their skill through artifacts and evidence such as gradebook, assessment results, and records of classroom non-instructional activities Evidence:  Post Conference Other Evidence: Administrator Info for Formative Evaluation Page 34  Use of online gradebook, RtI folders, assessment results, and record keeping systems of non-instructional activities (such as field trip forms, lunch records, etc.)

Administrator Info for Formative Evaluation Page 35 4C: Communicating with Families Component Unsatisfactory Needs Improvement or Effective Highly Effective Developing 4c: Communicating Teacher provides little Teacher complies with school Teacher communicates Teacher communicates with or no information to procedures for communicating frequently and successfully frequently and sensitively Families* families, or such with families and makes an engages most families in the with individual families in a [FEAPs (a)1.e.; communication is effort to engage families in the instructional program. culturally sensitive manner, (b)1.a.b.c.d.e.(a)4.e.] culturally instructional program. Information to families with students participating in inappropriate. Teacher Communications are not about individual students is the communication. Teacher makes no attempt to always appropriate to the conveyed in a culturally successfully engages families engage families in the cultures of some families. appropriate manner. in the instructional program, instructional program. as appropriate.

Information about the Teacher provides little or no Teacher participates in the school’sTeacher provides frequent Teacher provides frequent instructional program information about the activities for family communicationinformation to families, as information to families, as instructional program to but offers little additional appropriate, about the appropriate, about the families. information. instructional program. instructional program. Students participate in preparing materials for their families.

Information about Teacher provides minimal Teacher adheres to the school’s Teacher communicates with Teacher provides information to individual students information to families about required procedures for families about students’ progress families frequently on student individual students, or the communicating with families. on a regular basis, respecting progress, with students communication is Responses to family concerns are cultural norms, and is available as contributing to the design of the inappropriate to the cultures of minimal or may reflect occasional needed to respond to family system. Response to family the families. Teacher does not insensitivity to cultural norms. concerns. concerns is handled with great respond, or responds professional and cultural insensitively, to family sensitivity. concerns about students.

Engagement of families Teacher makes no attempt to Teacher makes modest and Teacher’s efforts to engage Teacher’s efforts to engage in the instructional engage families in the partially successful attempts to families in the instructional families in the instructional program instructional program, or such engage families in the instructional program are frequent and program are frequent and efforts are inappropriate. program. successful. successful. Students contribute ideas for projects that could be enhanced by family participation.

Danielson Says:  Educators have long recognized that when they can enlist the participation of students’ families in the education process, student learning is enhanced  Most parents care deeply about the progress of their children and appreciate meaningful participation  Communication includes o Keeping parents informed about how a class is run . Just as students should never be surprised about how they will be assessed or the procedures of the class, parents also need information that will not make the teacher’s approach to learning a surprise o Written information, web site, Open House information, regular newsletters, phone calls, formalized procedures (progress reports, report cards), notes, emails o Publications can be ways to recognize exemplary student work or to call attention to visitors in the classroom; students can contribute to such communications o Allowing parents to be the student so they can have an understanding of the instructional program Administrator Info for Formative Evaluation Page 36 o Academic and Social progress  Communication should be timely and honest  Communication can be engage parents in instructional program o Primary- books that can be sent home for bedtime reading, suggestions of activities parents can do with children o Older- interviews with older relatives o Students can take home portfolio of work and explain contents to family members

Demonstration: o Keep copies of newsletters, handouts from Open House, descriptions of new programs sent to parents, guidelines for parents on how to review a child’s portfolio, how to encourage responsible completion of homework, phone log and personal contact with families (both positive and negative information being shared with parents)

Evidence:  Post-Conference Other evidence:  Written information, web site, Open House information, regular newsletters, phone calls, formalized procedures (progress reports, report cards), notes, emails

Administrator Info for Formative Evaluation Page 37