Bay District Teacher Appraisal System 2015-2016

2015- 2016

Bay District Schools Teacher Appraisal System

William V. Husfelt, III Superintendent of Schools

School Board Members Jerry Register, District 1 Ginger Littleton, District 2 Joe Wayne Walker, District 3 Ryan Neves, District 4 Steve Moss, District 5

1 Bay District Schools Approval Page Bay District Teacher Appraisal System 2015-2016 Procedural Manual

The purpose of this manual is to ensure uniform implementation of the Teacher Appraisal System in Bay District Schools. The document reflects compliance with applicable state laws (i.e. SB736, SB1664, and State Board Rule 6A-5.0411)

I, William V. Husfelt III, do hereby certify that this document, Bay District Schools Administrator Appraisal System 2015-2016, was approved by the Bay District School Board on January 12, 2016.

______

William V. Husfelt III Steve Moss

Superintendent School Board Chairperson

2 Bay District Schools Table of Contents

Introduction and Overview 4-7 Teacher Categories 7 Timeline 8-11 Teacher Appraisal System Components  What is the Framework 12-15  Common Themes 16-17  How will the practice be evaluated? 18  The Placemat 19  Framework for Teaching rubric 20-26  Rubrics for non-classroom teachers 27  Evaluators of non-classroom teachers 28  The Collaborative Process 29  Evaluation of Instructional Practices Step by 30-38 Step  The Deliberate Practice 39-54  Student Growth/Achievement Component 55-63  Student Growth/Achievement Considerations 64-66  Formative Teacher Evaluation 67  Final Summative Evaluation 68-69  Alternate Evaluation 70  Corrective Action Plan 71-74  Human Resources Employee Information 75-77 Appendix 78  Reference List 79-80  Florida Educator Accomplished Practices 81-82  Framework for Teaching- Element Level 83-106 Rubric  Non-classroom Teacher Rubrics 107-164  Notice of Counseling and Unsatisfactory 165-168 Performance  Charter School Participation 169-170

3 Bay District Schools INTRODUCTION

Empowering Effective Teachers

Teacher supervision and evaluation in the Bay County School District have as their primary purpose the improvement of teaching and student learning. For teaching and student learning to improve, a professional culture must exist in which teachers are engaged in activities that identify areas of strength and areas of growth, and that support efforts to improve practice, pedagogy, and content knowledge to advance student achievement.

The purpose of the teacher evaluation system is to increase student learning growth by improving the quality of instructional, administrative and supervisory service.

Every component of the Bay District Schools Strategic Plan confirms this commitment.

Bay District Schools Strategic Plan

VISION

Bay District Schools will deliver a high quality education An effective system of teacher evaluation accomplishes two in a collaborative, safe, and respectful environment. things: it ensures quality teaching and it promotes professional Our commitment is to inspire students in the learning. The quality of teaching is the single most important development of character with the acquisition and use determinant of student learning; a school district’s system of of knowledge and skills as we prepare them for life and teacher evaluation is the method by which it ensures that work in a diverse, global economy. teaching is of high quality. Therefore, the system developed for teacher evaluation must have certain characteristics; it must be MISSION rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching. Bay District Schools will develop all students to their highest potential to produce successful, innovative -Charlotte Danielson citizens and leaders for tomorrow's world.

Core Beliefs and Commitments:

We Believe that:

1. Belief: Everyone must have a passionate commitment to academic excellence through high standards. Commitment: We will set standards for school operations which create schools that are high-performing organizations where everyone is accountable and responsible for maintaining academic excellence and sound operations.

2. Belief: Relationships of students and adults must show empathy, care and trust. Commitment: We will build relationships which enhance the students’ opportunity to excel in a high quality education without regard to place of residence, ethnicity, socio- economic status, native language, or special needs.

4 Bay District Schools 3. Belief: Compassion, conviction, and intense dedication to student academic success should stand as our hallmark. Commitment: We will ensure that effective teachers and principals lead the classroom environment with academic excellence and innovative teaching practice as the aspiration.

4. Belief: A professional teaching environment must be collaborative, innovative, and progressive Commitment: We will foster collaborative teamwork, critical thinking, mastery of content, personal growth and a school-wide learning culture.

5. Belief: Data is revered as a means to provide feedback to students, refine instructional practice, and drive intervention decisions. Commitment: We will use data and program evaluations to determine student, teachers, school, and district gains in student achievement.

6. Belief: Connections with the community will help to enhance student engagement. Commitment: We believe that responsible citizens are the foundation of our society and learning must take place at home, in school, and in community through student engagement.

7. Belief: Technology skills are essential in a global economy. Commitment: We will provide our students with the opportunities to acquire technology skills necessary to compete in the local and global workforce.

8. Belief: Equitable distribution of academic and operational resources will promote student success. Commitment: We will distribute resources in an equitable manner to ensure the needs and requirements of each facility are provided in support of academic excellence of all students. Goals:

1. Advance Academic Achievement for Every Student

2. Integrate Technology into Every Learning Environment

3. Employ Effective Teachers and Principals

4. Ensure Safe, Compassionate, and Respectful Learning Environments

5. Empower Family and Community Advocacy

6. Assure High Quality Support for Schools

5 Bay District Schools Bay District Teacher Appraisal System Overview

Stakeholder participation is important in the Bay District Teacher Appraisal System. Without input from teachers, administrators and district level staff, the system would not meet the needs of those it is designed to serve. ABCE continues to have an active role in the establishment and continued modification of Teacher Appraisal System and has provided valuable input during all proceedings. ABCE representatives, along with Principals and district administrators comprise the Oversight Committee. The Oversight Committee meets at least twice yearly to determine modifications/clarifications that need to be made to the Teacher Evaluation System. The Oversight Committee is also charged with resolving issues that may arise in the Teacher Evaluation System process.

The Bay District School Teacher Appraisal System consists of three components: the administrator observation/evaluation of effective instructional practices, the development and evaluation of the Deliberate Practice and student growth/achievement. The percentiles are as follows:

Bay District will employ a rating scale for each of the evaluation sections -- Instructional Practice (based on the Danielson Framework for Teaching), the Deliberate Practice, and Student Growth/Achievement. The section ratings will be combined according to the designated weightings for each section to determine the overall or final summative evaluation rating for the teacher.

As each component is explored, it is important to understand the Guiding Principle that underscores all decision-making in Teacher Evaluation efforts: by increasing teacher capacity, there will be an improvement in student achievement. It is the intent of the Bay District Teacher Appraisal System to improve and expand teachers’ instructional practices and to assist teachers to grow professionally so that in turn, they can assist their students to achieve to the highest level possible. It is not meant to be a punitive system, but instead one that presents and supports opportunities for teachers.

The outcomes expected as a result of the evaluation system include: 6 Bay District Schools  Student-centered instruction  Open conversations between observers/evaluators and teachers  Teachers focused on student learning  Principals focused on improvement and support of teaching and learning  A common language regarding instructional practices  Clear expectations regarding the professional development needed to support the learning of all students  Multiple measures of teacher performance  Focused, timely and actionable feedback

The components in the teacher evaluation system:  Rubric to measure teacher effectiveness  Trained observers/evaluators  Formal and informal observation tools with feedback  Prescriptive professional development  Mentors for new teachers/induction program  Training program for administrators  Student growth/achievement data

Categories for Bay District Teacher Appraisal System

Bay District teachers will be placed in one of four categories based on the number of years of teaching experience, teaching experience in Bay District and previous performance ratings.

Category 1 Beginning teachers with 0-2 years of teaching experience. Category 1 teachers receive two evaluations/observations per year-a formative and summative evaluation. Category 2 Teachers with 3 or more years of experience, and who are newly hired to Bay District. Newly hired includes those teachers with a “break in service.” Category 2 teachers receive two observations/evaluations per year-a formative and summative evaluation. A category 2 teacher moves from this category when there is no break in service. Category 3 Teachers with 3-9 years of teaching experience. Category 3 teachers receive one evaluation/observation. Category 4 Teachers with 10 or more years of teaching experience. Category 4 teachers receive one evaluation/observation.

7 Bay District Schools 7/15/2015 2015-2016 Teacher Appraisal System Timeline

This timeline subject to addendums/additions. Instructional and administrative staff will be notified via email of due dates by the Coordinator of Appraisal Systems, Dawn Capes.

All steps must be completed by dates listed. This is a responsibility shared by the teacher and evaluating administrator. Complete Appraisal System Dates evaluations are required for pay increases should they be available. Item Note: School administrators may need to set internal dates to meet dates listed (within reason). Instructional staff (teacher and therapists) hired or transferred after the start of the year will have from date of employment or transfer: 15 school days to complete self-assessment, 30 days to submit DP to administrator and 45 days to begin the observation cycle (Formative for Cat 1 and 2) Aug  Admin reviews expectations of and modifications to Teacher Appraisal Appraisal School-based in-service 12- System including the new Deliberate Practice and the component System Training1 Prior to student arrival 13 reductions. Aug 14-Aug 25 · Instructional staff completes self -assessment in AIMS. Self-Assessment Within 5 days of submission of · Administrator accepts the self-assessment in AIMS (“Accept” indicates (All) self- assessment receipt).  PLC Work Date. Teams engage in PLC work. See DP/PLC Timeline for September 23rd specifics. Completed on or before September 30th  Individuals submit Anticipated Goals/Gains/Barriers and Action Steps to (3 weeks prior to end of 1st AIMS. nine weeks)  Admin reviews and accepts (if guidelines and intent met). On or before · Admin provides feedback to PLC and/or individual team members, meets (October 7) face to face with PLC or individuals, as needed. Deliberate (If necessary)  If admin does not approve, PLC uses feedback to improve Practice On or before Goals/Gains/Barriers. (All) (October 14)  Individuals resubmit to administrator via AIMS. (If necessary) On or before  If meeting all guidelines, admin accepts gains/goals/barriers. (October 21)  PLC Work Date. Teams engage in PLC work. October 28  District PLCs convene on this date (PE, Music, Art, CTE). PLC Minutes Ongoing · PLCs submit meeting minutes to administrator following each PLC meeting. (All Categories) Formative On or Before · See Formative Evaluation Process for Observation process information. Observation (December 152) On or Before · Administrator completes walkthrough #1 of Alternate Evaluation personnel. Walkthrough #1 (December 18) · Written rubric-based feedback provided.

Deliberate Completed on or before  PLC Work Date. PLC teams progress monitor DP goals/gains/barriers and Practice (January 19) other assessment data analysis completed thus far. On or Before · Admin completes #2 walkthroughs of Alternate Evaluation personnel. Walkthrough #2 (January 22) · Written rubric-based feedback provided.

1 Required by 2014-2017 Teacher Contract (11.1.B) 2 Required by 2014-2017 Teacher Contract (11.3) 8 7/15/2015 Completed on or before (6 days after 1st Semester) · ALL Individuals complete DP reflections and submit via AIMS. Deliberate (January 26) Practice Completed on or before  Admins formatively score ALL DPs in AIMS. (February 2)  Based on walkthroughs completed thus far and observation of teacher work (PLCs, lesson planning, etc.), administrator inputs 11 component scores for Alt. Eval. personnel. Alternate On or before  Scores are baseline from prior year, but certain components can go up or Evaluation (February 12) down based on evidence collected. (Note: See Walkthroughs #3 and #4 if Component questions about scoring occur. One announced/one unannounced). Scoring  Scores shared via AIMS.  Face to face meeting not required unless necessary. Walkthrough #3 On or Before · If additional information needed or teacher requests, complete walkthrough (As needed) (February 19) #3 for Alt. Eval. people on or before this date. #4 must also be done.

Deliberate February 24 · PLC Work Date. PLC teams progress monitor DP work completed thus far. Practice Walkthrough #4 On or before · Walkthrough #4 due on or before. (#3 and #4/one announced-one (As needed) (March 11) unannounced).

Completed on or before (April 1) · All DP Reflection Questions due. (Two days following end of 3rd nine weeks)

Non Alt-Eval Component Within 5 days · Admin scores DP (all) and 11 components (non Alt. Eval.) in AIMS scoring (April 8) · Shared via AIMS. (Optional) and · Teacher may resubmit to admin additional reflection or evidence related to On or before DP or components. All (April 15) DP Scoring (As needed) On or before · Admin rescores DP and/or components in AIMS, as needed. (April 22) · Upon Receipt of Student Growth scores applied to Summative Evaluation. Summative · Staff prints complete Summative Evaluation. Student Growth Evaluation · Admin and teacher/therapist sign. Date (TBA) · Copy submitted to HR.

9 7/15/2015 Item Dates Steps

Formative  Ongoing administrator formative assessment of regularly Aug Ongoing submitted Staff member evidence using Instructional Practices Evidence 15- rubric to guide feedback Review Nov 21

Pre- Within 5 days Observation  Staff member submits pre-observation conference answers via prior to pre- Conference AIMS conference submit Pre- Within 3 days  Admin holds face to face to review answers and have further Observation prior to discussion about lesson planning Conference observation On or Observation before  Admin completes observation focusing on 11 components Nov 20

Post- Observation Within 3 days of  Staff member submits post-observation conference answers via Conference Observation AIMS submit Formative Evaluation Ongoing and  Staff member participates in DP process with primary PLC. Process DP Updates Prior to Evidence Review  Completes Action Steps as identified by team/individual. (Cat 1 and 2)  Admin reflects upon evidence (lesson planning, PLC participation, etc).  Admin submits draft scores of 11 Instructional Practice Evidence Prior to Post Conference components. Option: Admin and staff member can review Review and Formative evidence together and admin can assign score alongside staff Evaluation Discussion member.  Admin shares via AIMS. Post Observation  Administrator and staff member meet face to face to discuss post Conference, Within 10 days of observation questions, draft scoring of Instructional Practices (11 DP Review Observation3 components). and (On or before  Administrator and staff member review evidence, discuss final Formative December 15th) formative evaluation ratings based on evidence review and using Evaluation the language of the rubrics. discussion Within 3 days · Staff member prints Formative Report from AIMS. On or of Post · Both signed by administrator completing the evaluation, principal before Printing of Conference (if different than evaluator) and staff member. Feb 5 materials and Formative · Copy provided to staff member. Evaluation · Originals maintained at school level. Discussion

3 2014-2017 Teacher Contract (11.2A) 10 Item Dates Steps  Evidence for all staff members will be based on lesson planning (both PLC and individual), PLC Evidence Collection participation/implementation, walkthroughs or (All Categories) Ongoing observation cycle (pre/post questions and observation), and regularly observed evidence aligning to 11 components/DP. Pre- Within 5 Observation days prior to  Staff member submits pre-observation conference Conference pre- answers via AIMS. submit conference Pre- Within 3  Admin holds face to face conference, reviewing Observation days prior to responses to the pre-conference answers and Conference observation discussing lesson planning.  Admin completes observation focusing on 11 Observation Formal components, as appropriate. Observation Post- Within 3 Process Observation  Staff member submits post-observation conference days of Conference answers via AIMS. observation Non-Alt. Eval. submit Post Within 5-8  Admin reflects upon evidence using rubric for guidance.

st Observation days of  Admin provides draft score for 11 components via 1 Observation Conference observation AIMS. for Cat 3/4 Feedback  Option: Admin and staff member can review evidence together and admin can assign score alongside staff 2nd member. Information then input into AIMS. Observation Post Within 10 On or  Admin and staff member have face to face post-con. Conference days of before  Staff member presents additional evidence (if any) for Cat 1/2 4 observation April 8  Note: April 8 is also the date the full Eval must be completed and scored.  Another Full Obs. Cycle OR Pop-In Obs. (1-2 components) can be completed. One or the other; not both. Optional  Note: Both options are for additional evidence gathering. The second does not replace previous information. Note:  Lesson planning does not necessarily mean lesson plans. Lesson planning can be evidence in many locations and it should not be expected that teachers will copy/paste if all lesson planning evidence is readily available to the admin. Lesson planning can take place in the PLCs and noted in PLC Minutes, in individual lesson plans that may need to spell out individual differentiation or accommodations/modifications that teacher must make. Good lesson planning has 7 essential components: o Instructional outcomes stated as goals aligned to standards. o Evidence of DOK (Levels of Thinking in Tasks and Questions). o Direct Instruction leading to guided practice, leading to independent practice over time. Not necessary for each one to occur every day. o Evidence of formative and/or summative assessments. o Alignment of Resources to standards and activities/tasks. o Differentiation embedded in #3. o Reflection/Analysis of data.

4 2014-2017 Teacher Contract (11.2A) 11 Teacher Appraisal System Components

Administrator’s Evaluation of Instructional Practices

The Bay District Teacher Appraisal System uses Charlotte Danielson’s Framework for Teaching to establish a common language for effective teaching. Administrators incorporate the Framework for Teaching into teacher observations and conferences to define effective practices, encourage conversations about instruction, and identify areas for professional growth.

Bay District personalized the Framework for Teaching by adapting evaluation forms and procedures as well as the rubrics and developing weighting scales/scoring systems used to define and assign the teacher’s final evaluation rating.

What is the Framework for Teaching?

The Framework for Teaching is organized into 4 Domains and 22 Components. Domains 1 and 4 are typically “behind the scenes” while Domains 2 and 3 are “on the stage.” The Framework for Teaching with its respective Domains, Components, Elements and levels of Performance is identified as a research-based set of criteria for teaching practice. The Framework for Teaching defines a comprehensive set of responsibilities in the teaching profession connected to increased student learning.

 Domain 1: Planning and Preparation Defines how a teacher organizes the content that the students are to learn—how the teacher designs instruction. All elements of the instructional design—learning activities, materials, assessments, and strategies—should be appropriate to both the content and the students. The components of Domain 1 are demonstrated through the plans that teachers prepare to guide their teaching. The plan’s effects are observable through actions in the classroom.  Domain 2: The Classroom Environment Consists of the non-instructional interactions that occur in a classroom. Activities and tasks establish a respectful classroom environment and a culture for learning. The atmosphere is businesslike; routines and procedures are handled efficiently. Student behavior is cooperative and non-disruptive, and the physical environment supports instruction. The components of Domain 2 are demonstrated through classroom interaction and are observable.  Domain 3: Instruction Consists of the components that actually engage students in the content. These components represent distinct elements of instruction. Students are engaged in meaningful work that is important to students as well as teachers. Like Domain 2, the components of Domain 3 are demonstrated through teacher classroom interaction and are observable.  Domain 4: Professional Responsibilities Encompasses the professional’s role outside of the classroom. These roles include professional responsibilities such as self-reflection and professional growth, in addition to contributions made to the schools, the district, and to the profession as a whole. The components in Domain 4 are demonstrated through teacher interactions with colleagues, families, and the larger community.

12 Framework for Teaching

4 Domains – broad organization of professional practice in the Framework for Teaching 22 Components – distinct, yet inter-related aspects of each domain 76 Elements – specific features of each component

“Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching.” Charlotte Danielson

13 The Framework for Teaching is organized in a four-square grid, with the Domains displayed in a clockwise order. This design choice is deliberate; it reminds us that planning precedes the work in the classroom, a strong classroom environment must be in place for instruction to occur, and upholding professional responsibilities leads to better planning. Each Domain’s Components describe distinct aspects of teaching practice.

Framework for Teaching

14 The Framework for Teaching: More Details

Domain One: Domain Two Planning and Preparation Classroom Environment Instructional planning includes a deep understanding of content and pedagogy Teachers create a learning environment through positive interpersonal interactions, and an understanding and appreciation of the students and what they bring to efficient routines and procedures, clear and consistent standards of conduct, and a safe the educational encounter. But understanding the content is not sufficient; physical environment that supports the learning purposes. In addition, the environment the content must be transformed through instructional design into sequences of encourages students to take pride in their work and to assume responsibility for their activities and exercises that make it accessible to students. All elements of the learning. Students respond to the warmth and caring of teachers, their high expectations instructional design -- learning activities, materials, and strategies –must be for achievement, and their commitment to students. Students feel safe with these appropriate to both the content and the students, and aligned with larger teachers and know that they can count on the teachers to be fair and, when necessary, instructional goals. In their content and process, assessment techniques must compassionate. Students are also sensitive to the subtle messages they receive from also reflect the instructional outcomes and should serve to document student teachers as to their capabilities. The components of Domain 2 are not associated with progress during and at the end of a teaching episode. Furthermore, in designing the learning of any particular content; instead, they set the stage for all learning. The assessment strategies, teachers must consider their use for formative purposes, teacher establishes a comfortable and respectful classroom environment, which and how assessments can provide diagnostic opportunities for students to cultivates a culture for learning and creates a safe place for risk-taking. The atmosphere demonstrate their level of understanding during the instructional sequence, while is businesslike, with non-instructional routines and procedures handled efficiently; there is still time to make adjustments. student behavior is cooperative and non-disruptive; and the physical environment conducive to learning.

Domain Four Domain Three Professional Responsibilities Instruction The components in Domain 4 are associated with being a true professional Domain 3 contains the components that are at the essential heart of teaching – the educator: they encompass the roles assumed outside of and in addition to those actual engagement of students in learning, through the vision of students developing in the classroom with students. Students rarely observe these activities; parents complex understanding and participating in a community of learners. Students are and the larger community observe them only intermittently. But the activities are engaged in meaningful work, which carries significance beyond the next test and is critical to preserving and enhancing the profession. Educators exercise some of relevant to students’ lives. Teachers who excel in Domain 3 have finely honed them (for example, maintaining records and communicating with families) instructional skills. Their work in the classroom is fluid and flexible; they can shift easily immediately upon entering the profession, since they are integral to their work from one approach to another when the situation demands it. They seamlessly with students. Domain 4 consists of a wide range of professional responsibilities, incorporate ideas and concepts from other parts of the curriculum into their from self-reflection and professional growth, to participation in a professional explanations and activities. Their questions probe student thinking, and serve to extend community, to contributions made to the profession as a whole. The components understanding. They are attentive to different students in the class, and the degree to also include interactions with the families of students, contacts with the larger which they are thoughtfully engaged; they carefully monitor student understanding as community and advocacy for students. Domain 4 captures the essence of they go (through well-designed questions or activities) and make minor mid-course professionalism by teachers; teachers are, as a result of their skills in this domain, corrections as needed. And above all, they promote the emergence of self-directed full members of the teaching profession, and committed to its enhancement. learners fully engaged in the work at hand.

15 Framework for Teaching Common Themes

Danielson identifies common themes that do not reflect what teachers do, but are reflected in the manner in which teachers do what they do. She states that these seven themes permeate all the different Components and Elements of the Framework for Teaching and serve to define performance at a high level. These themes are described below:

 Equity

Implicit in the entire Framework, particularly those Domains relating to interaction with students (2 and 3), is a commitment to equity. Creating an environment of respect and rapport enables all students to feel valued. Danielson states that a commitment to excellence is not complete without a commitment to equity.

 Cultural Competence

Although primarily reflected in Domain 1, cultural competence extends far beyond an awareness of the traditions, dress, and foods of a particular culture. Schools have an obligation to help students recognize that in a democracy, no one and no cultural group is marginalized.

 High Expectations

The importance of high expectations in promoting high levels of student achievement is reflected in many Components of the Framework. High expectations are grounded in clear and open standards for achievement and embedded in a culture of hard work and perseverance. Teachers must represent the task at hand as important learning.

 Developmental Appropriateness

Attention to developmental appropriateness relates to many Components of the Framework, particularly those in Domain 1. Teachers who are sensitive to developmental patterns choose their instructional outcomes, activities and materials, and assessment strategies carefully. They also ask developmentally appropriate questions and provide feedback in ways that stretch but do not intellectually overwhelm students.

 Attention to Individual Students, including Those with Special Needs

Attention to individual students has implications throughout the Framework. Attentive teachers’ instructional plans and assessment strategies are suitable to the needs of every class 16 member. Interactions with students are appropriate to individuals, and feedback is relatable to where each student is in his learning. Teachers who have students with disabilities must also attend to the instructional, physical, behavioral and environmental needs of each student according to their IEPs or 504 Plans.

17 ““MuchMuch educationeducation todaytoday isis monumentallymonumentally ineffective.ineffective. AllAll tootoo oftenoften wewe areare givinggiving youngyoung peoplepeople cutcut flowersflowers whenwhen wewe shouldshould bebe teachingteaching themthem toto growgrow theirtheir ownown  Appropriate Use of plants.”plants.” Technology

JohnJohn W.W. GardnerGardner Using technology to enhance learning is an important responsibility of today’s teachers. Such tools can be used in the classrooms with students, to help with records management, and to communicate with families. Moreover, teachers can employ technology to expedite and enhance planning and to pursue opportunities for professional learning/development.

 Student Assumption of Responsibility

An important aspect of the Framework, and one that is manifest in many of the Components, is student assumption of responsibility – for the work students undertake, for the physical arrangement of the class, and for their participation in a purposeful learning community. This is not to say that the teacher is not in charge, but part of being in charge is to enlist student energy in ensuring the success of the class.

Formative and Summative Aspects of the Framework for Teaching The formative aspect of the Framework for Teaching model promotes professional growth through teacher self-assessment, goal setting and professional reflection. The summative aspect of the model uses classroom observations, teacher conferences with the supervising administrator, and a review of the attainment of individual goals to document professional growth and effective teaching practice.

The objective of the formative aspect is to improve professional practice. This is best achieved when learners take ownership of their learning goals that are established through thoughtful self- assessment, personal reflection on teaching practices, and specific feedback based upon standards of teaching practice. The formative evaluation results, while supplied to DOE, do not compute into the summative evaluation.

The purpose of the summative aspect is to provide a comprehensive assessment of a professional educator’s practice which validates professional growth and competence, provides public assurance of teaching effectiveness and provides evidence-based judgments about professional practice.

19 How a Teacher’s Instructional Practices Will Be Evaluated

The rating labels for the Instructional Practices evaluation component are described below as well as the rubrics and the weighting scales/scoring system.

Description of the Four Rating Labels

Highly Effective: Level of performance that shows that the teacher has mastered all the underlying concepts of the Component and the classroom functions as a community of learners with students assuming responsibility for their learning.

Effective: Level of performance that shows that the teacher has a thorough knowledge of the concepts underlying the Component. Students are engaged in learning. This level of performance represents successful, professional, and proficient teaching. Teachers at this level have mastered the work of teaching while working to continually improve their practice.

Needs Improvement or Developing: Level of “We know, (and there’s a lot of research on the matter), performance that shows that the teacher that of all the factors that contribute to student learning, understands the concepts underlying the Component the single most important one, that happens in the and attempts to implement the elements. However, school, is the quality of teaching.” Charlotte Danielson the implementation is sporadic, intermittent, or otherwise not entirely successful.

Unsatisfactory: Level of performance that shows that the teacher does not understand the concepts underlying the Component. This level represents teaching that is below the licensing standard of “do no harm” and requires intervention. Evaluation Rubric The evaluation rubric has been adapted from the Danielson Framework for Teaching model and consists of the four Domains: 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities For the 2015-2016 school year, Bay District Schools will focus on 11 components. These components were chosen based on PLUS2 walkthrough data which indicated a need for focusing on two areas—planning and instruction. Each of the 11 Components will be graded on four proficiency levels: Highly Effective, Effective, Needs Improvement or Developing (teachers with 0-2 years of experience and teachers newly hired to the district) and Unsatisfactory. Teachers will be evaluated at the Component level; the Critical Attributes and the Element Rubric (located in the Appendix) help define the Component and give both teacher and administrator more information for rating and for improving instructional practice. Additionally, the 2013 Framework for Teaching rubric will also be used to provide additional background information to deepen teacher and administrator understanding of the different rating labels. The 2013 Framework Instrument can be found at http://danielsongroup.org/framework/ You must register (free) to ensure download to individuals only. These rubrics do not define every role that a teacher plays each day,

20 but provide information to aid the teacher and administrator in accurately understanding the level of effectiveness. A Framework for Teaching: Components of Professional Practice

“The Placemat”

Domain 1: Planning and Preparation Domain 2: Classroom Environment 1a. Demonstrating knowledge of content and pedagogy 2a. Creating an environment of respect and rapport . knowledge of content and the structure of the discipline . teacher interaction with students . knowledge of prerequisite relationships . student interactions with one another . knowledge of content-related pedagogy 2b. Establishing a culture for learning 1b. Demonstrating knowledge of students . importance of the content . knowledge of child and adolescent development . expectations for learning and achievement . knowledge of the learning process . student pride in work . knowledge of students’ skills, knowledge and language proficiency 2c. Managing classroom procedures . knowledge of students’ interests and cultural heritage . management of instructional groups . knowledge of students’ special needs . management of transitions 1c. Setting instructional outcomes . management of materials and supplies . value, sequence and alignment . performance of non-instructional duties . clarity . supervision of volunteers and paraprofessionals . balance 2d. Managing student behavior . suitability for diverse learners . expectations 1d. Demonstrating knowledge of resources . monitoring of student behavior . resources for classroom use . responses to student misbehavior . resources to extend content knowledge and pedagogy 2e. Organizing physical space . resources for students . safety and accessibility 1e. Designing coherent instruction . arrangement of furniture and use of physical . learning activities resources . instructional materials and resources . instructional groups . lesson and unit structure 1f. Designing student assessments . congruence with instructional outcomes . criteria and standards . design of formative assessments . use for planning Domain 4: Professional Responsibilities Domain 3: Instruction 4a. Reflecting on Teaching 3a. Communicating with students . accuracy . expectations for learning . use in future teaching . directions and procedures 4b. Maintaining accurate records . explanations of content . student completion of assignments . use of oral and written language . student progress in learning 3b. Using questioning and discussion techniques . non-instructional records . quality of questions 4c. Communicating with families . discussion techniques . information about the instructional program . student participation . information about individual students 3c. Engaging students in learning . engagement of families in the instructional program . activities and assignments 4d. Participating in a professional community . grouping of students . relationships with colleagues . instructional materials and resources . involvement in a culture of professional inquiry . structure and pacing . service to school 3d. Using assessment in instruction . participation in school and district projects . assessment criteria 4e. Growing and developing professionally . monitoring of student learning . enhancement of content knowledge and pedagogical skill . feedback to students . receptivity to feedback from colleagues . student self-assessment and monitoring of . service to profession progress 4f. Demonstrating professionalism 3e. Demonstrating flexibility and responsiveness . integrity and ethical conduct  lesson adjustment . service to students . response to students . advocacy . persistence . decision making . compliance with school and district regulations Highlight represents 11 components for the 2015-2016 school year.

21 BAY DISTRICT FRAMEWORK FOR TEACHING RUBRIC (Classroom Teacher Rubric) Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Domain 1: Planning and Preparation Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 1a: Teacher’s plans and practice Teacher’s plans and practice reflect some Teacher’s plans and practice reflect Teacher’s plans and practice reflect Demonstrating display little knowledge of the awareness of the important concepts in solid knowledge of the content, extensive knowledge of the content knowledge of content, prerequisite the discipline, prerequisite relations prerequisite relations between and of the structure of the discipline. content and relationships between different between them and of the instructional important concepts and of the Teacher actively builds on knowledge pedagogy aspects of the content, or of the practices specific to that discipline. instructional practices specific to that of prerequisites and misconceptions [FEAPs (a)1.a.b; instructional practices specific to discipline. when describing instruction or seeking (a) 2.c.g.h.i; that discipline. causes for student misunderstanding (a)3.e.g.] 1b: Teacher demonstrates little or no Teacher indicates the importance of Teacher actively shows respect for Teacher actively shows respect for and Demonstrating knowledge of or respect for understanding and respecting students’ and seeks knowledge of students’ seeks knowledge of students’ knowledge of students’ backgrounds, cultures, backgrounds, cultures, skills, language backgrounds, cultures, skills, backgrounds, cultures, skills, language students skills, language proficiency, proficiency, interests, and special needs, language proficiency, interests, and proficiency, interests, and special interests, and special needs, and and attains this knowledge for the class special needs, and attains this needs from a variety of sources, and [FEAPs (a)1.e.; does not seek such as a whole. knowledge for groups of students. attains this knowledge for individual (a)2.a.h.; understanding. students. (a)3.e.h.; (a)4.a.] 1c: Setting Instructional outcomes are Instructional outcomes are of moderate Instructional outcomes are stated as Instructional outcomes are stated as instructional unsuitable for students, represent rigor and are suitable for some students, goals reflecting high-level learning goals that can be assessed, reflecting outcomes trivial or low-level learning, or are but consist of a combination of activities and curriculum standards. They are rigorous learning and curriculum stated only as activities. They do and goals, some of which permit viable suitable for most students in the standards. They represent different [FEAPs (a)1.a.,b.; not permit viable methods of methods of assessment. They reflect class, represent different types of types of content, offer opportunities 2.g.h.i.; (a)3.e.(a) assessment. more than one type of learning, but learning, and are capable of for both coordination and integration 4.a.] teacher makes no attempt at assessment. The outcomes reflect of curricula, and take into account of coordination or integration of curricula. opportunities for coordination of the needs of individual students. curricula.

22 Domain 1: Planning and Preparation Continued Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Component Needs Improvement or Unsatisfactory Effective Highly Effective Developing 1d: Teacher demonstrates little or no Teacher demonstrates some familiarity Teacher is aware of the resources, Teacher seeks out resources, including Demonstrating familiarity with resources, with resources, including appropriate including appropriate technology (i.e. appropriate technology (i.e. current knowledge of including appropriate technology technology (i.e. current and emerging current and emerging assistive and emerging assistive technology) in resources and (i.e. current and emerging assistive technology) available through technology) available through the and beyond the school or district in technology assistive technology) to enhance the school or district to enhance own school or district to enhance own professional organizations, on the own knowledge, to use in knowledge, to use in teaching, or for knowledge, to use in teaching, or for Internet, and in the community to [FEAPs (a)2.g.; teaching, or for students who students who need them. Teacher does students who need them. enhance own knowledge, to use in (a)3.e.] need them. Teacher does not not seek to extend such knowledge teaching, and for students who need seek such knowledge. them.

1e: Designing The series of learning experiences The series of learning experiences Teacher coordinates knowledge of Teacher coordinates knowledge of coherent is poorly aligned with the demonstrates partial alignment with content, of students, and of content, of students, and of resources instruction instructional outcomes and does instructional outcomes, some of which resources to design a series of to design a series of learning Use of not represent a coherent are likely to engage students in learning experiences aligned to experiences aligned to instructional appropriate structure. It is suitable for only significant learning. The lesson or unit instructional outcomes and suitable outcomes, differentiated where data some students. has a recognizable structure and reflects to groups of students. The lesson or appropriate to make them suitable to partial knowledge of students and unit has a clear structure and is likely all students and likely to engage them [FEAPs resources. to engage students in significant in significant learning. The lesson or (a)1.a.b.c.e.f.; learning. unit’s structure is clear and allows for (2)a.g.h.i.; different pathways according to (a)3.e.g.(a)4.a] student needs. 1f: Designing Teacher’s approach to assessing Teacher’s plan for student assessment is Teacher’s plan for student Teacher’s plan for student assessment student student learning contains no clear partially aligned with the instructional assessment is aligned with the is fully aligned with the instructional assessment criteria or standards, lacks goals, without clear criteria, and is instructional goals, using clear goals, with clear criteria and standards [FEAPs (a)1.d.; congruence with the instructional inappropriate for at least some students. criteria, and is appropriate to the that show evidence of student (a)3.e.; goals, or is inappropriate to many Teacher plans to use assessment results needs of students. Teacher uses participation in their development. (a)2.g.h.i; students. Teacher has no plans to to plan for future instruction for the class assessment results to plan for future Assessment methodologies may have (a)4.b.c.d.f.] use assessment results in as a whole. Teacher infrequently uses instruction for groups of students. been adapted for individuals, and the designing future instruction. technology to organize and integrate Teacher uses technology to organize teacher uses assessment results to plan Teacher does not use technology assessment information and integrate assessment future instruction for individual to organize and integrate information. students. Teacher consistently applies assessment information technology to the organization and integration of assessment information.

23 Domain 2: The Classroom Environment Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Component Needs Improvement or Unsatisfactory Effective Highly Effective Developing 2a: Creating an Classroom interactions, both Classroom interactions, both between Classroom interactions between Classroom interactions among the environment of between the teacher and the teacher and students and among teacher and students and among teacher and individual students are respect and students and among students, students, are generally appropriate and students are polite and respectful, highly respectful, reflecting genuine rapport are negative, inappropriate, or free from conflict but may be reflecting general warmth and caring, warmth and caring and sensitivity to [FEAPs (a)2.d.f.h.; insensitive to students’ cultural characterized by occasional displays of and are appropriate to the cultural students’ cultures and levels of (a)3.e.] backgrounds, and characterized insensitivity or lack of responsiveness to and developmental differences development. Students themselves by sarcasm, put-downs, or cultural or developmental differences among groups of students. ensure high levels of civility among conflict. among students members of the class.

2b: Establishing a The classroom environment Teacher’s attempt to create a culture for The classroom culture is High levels of student engagement and culture conveys a negative culture for learning are partially successful, with characterized by high expectations teacher passion for the subject create for learning learning, characterized by low little teacher commitment to the subject, for most students, genuine a culture for learning in which teacher commitment to the modest expectations for student commitment to the subject by both everyone shares a belief in the [FEAPs subject, low expectations for achievement, some respect for or teacher and students, and respect for importance of the subject, and all (a)2.c.d.f.h.; student achievement, little knowledge of students’ diverse cultures and knowledge of students’ diverse students hold themselves to high (a)3.e.] respect for or knowledge of and little student pride in work. cultures, with students standards of performance, for example students’ diverse cultures and demonstrating pride in their work. by initiating improvements to their little or no student pride in work. Teacher and students work. demonstrate high levels of respect for and knowledge of diverse student cultures.* 2c: Managing Much instructional time is lost Some instructional time is lost due to Little instructional time is lost due to Students contribute to the seamless classroom due to inefficient classroom only partially effective classroom classroom routines and procedures, operation of classroom routines and procedures routines and procedures, for routines and procedures, for transitions, for transitions, handling of supplies, procedures, for transitions, handling of . transitions, handling of handling of supplies, and performance of and performance of non-instructional supplies, and performance of non- [FEAPs (a)2.a.h.; supplies, and performance of non-instructional duties. duties, which occur smoothly. instructional duties. (a)3.e.] non-instructional duties. *It should be noted that when speaking of “student culture,” culture is not restricted to the ethnicity of students within the classroom.

24 Domain 2: The Classroom Environment Continued Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 2d: Managing There is no evidence that The teacher has made an effort to Standards of conduct are clear to Standards of conduct are clear, with student standards of conduct have establish standards of conduct for students, and the teacher monitors evidence of student participation in behavior been established, and little or students. Teacher tries, with uneven student behavior against those setting them. Teacher’s monitoring of [FEAPs (a)2.b.h.; no teacher monitoring of results, to monitor student behavior and standards. Teacher response to student behavior is subtle and (a)3.e.] student behavior. Response to respond to student misbehavior. student misbehavior is appropriate preventive, and teacher’s response to student misbehavior is and respects the students’ dignity. student misbehavior is sensitive to repressive, or disrespectful of individual student needs. Students take student dignity. an active role in monitoring the standards of behavior. 2e: Organizing Teacher makes poor use of the Teacher’s classroom is safe, and essential Teacher’s classroom is safe, and The classroom is safe, and the physical physical physical environment, resulting learning is accessible to most students, learning is accessible to all students; environment ensures the learning of all space in unsafe or inaccessible but the physical arrangement only teacher ensures that the physical students, including those with special [FEAPs (a)2.a.h.; conditions for some students or partially supports the learning activities. arrangement supports the learning needs. Students contribute to the use (a)3.e.] and the lesson activities or a Teacher’s use of physical resources, activities. Teacher makes effective or adaptation of the physical significant mismatch between including computer technology, is use of physical resources, including environment to advance learning. the physical arrangement. moderately effective. computer technology (when Technology is used skillfully, as applicable). appropriate to the lesson. Domain 3: Instruction Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 3a: Expectations for learning, Expectations for learning, directions and Expectations for learning, directions Expectations for learning, directions Communicating directions and procedures, and procedures, and explanations of content and procedures, and explanations of and procedures, and explanations of with explanations of content are are clarified after initial confusion; content are clear to students. content are clear to students. students unclear or confusing to students. teacher’s use of language is correct but Communications are appropriate to Teacher’s oral and written . Teacher’s use of language may not be completely appropriate to students’ diverse cultures and levels communications are clear and [FEAPs contains errors or is students’ diverse cultures or levels of of development. expressive, appropriate to students’ (a)2.c.d.e.f.g.h.i.; inappropriate to students’ development. diverse cultures and levels of (a)3.a.b.c.d.e.i.; diverse cultures or levels of development, and anticipate possible (a)4.a.] development. student misconceptions. 3b: Using Teacher’s questions are low-level Some of the teacher’s questions elicit a Most of the teacher’s questions elicit Questions reflect high expectations questioning and or inappropriate, eliciting limited thoughtful response, but most are low- a thoughtful response, and the and are culturally and developmentally discussion student participation and level, posed in rapid succession. Teacher teacher allows sufficient time for appropriate. Students formulate many techniques recitation rather than discussion. attempts to engage all students in the students to answer. All students of the high-level questions and ensure [FEAPs discussion are only partially successful. participate in the discussion, with the that all voices are heard. (a)3.a.b.c.d.e.f.; teacher stepping aside when (a)2.d.f.g.h.i.; appropriate. (a)4.a.]

25 Domain 3: Instruction Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 3c: Engaging Activities and assignments, Activities and assignments, materials, Activities and assignments, materials, Students are highly intellectually students in materials, and groupings of and groupings of students are partially and groupings of students are fully engaged throughout the lesson in learning students are inappropriate to the appropriate to the instructional appropriate to the instructional higher order learning and make . instructional outcomes or levels outcomes or levels of understanding, outcomes and students’ cultures and material contributions to the activities, [FEAPs of understanding, resulting in resulting in moderate intellectual levels of understanding. All students student groupings, and materials. The (a)3.a.b.c.d.e.f.g; little intellectual engagement. engagement. The lesson has a are engaged in work of a high level of lesson is adapted as needed to the (a)2.d.f.g.h.i.; The lesson has no structure or is recognizable structure but is not fully rigor. The lesson’s structure is needs of individuals, and the structure (a)4.a.] poorly paced. Activities, maintained. Activities, assignments, and coherent, with appropriate pace. and pacing allow for student reflection assignments, and materials are materials are partially appropriate for Activities, assignments, and materials and closure. Students assist in ensuring not appropriate for diverse diverse cultures. are fully appropriate for diverse that activities, assignments and cultures cultures. materials are fully appropriate for diverse cultures. 3d: Using Assessment is not used in Assessment is occasionally used in Assessment is regularly used in Multiple assessments are used in Assessment in instruction, either through instruction, through some monitoring of instruction, through self-assessment instruction, through student Instruction* students’ awareness of the progress of learning by teacher and/or by students,* monitoring of progress involvement in establishing the assessment criteria, monitoring students. Feedback to students is of learning by teacher and/or assessment criteria, self-assessment by [FEAPs of progress by teacher or uneven, and students are aware of only students, and through high quality students and monitoring of progress by (a)1.e; (a)2.f.g.h.i; students, or through feedback to some of the assessment criteria used to feedback to students. Students are both students and teachers, and high (a)3.a.b.c.d.e.h.i.j; students. evaluate their work. fully aware of the assessment criteria quality feedback to students from a (a)4.a.c.de.] used to evaluate their work. variety of sources. 3e: Demonstrating Teacher adheres to the Teacher demonstrates moderate Teacher ensures the successful Teacher is highly responsive to flexibility and instruction plan in spite of flexibility and responsiveness to student learning of all students, making individual students’ needs, interests responsiveness evidence of poor student questions, needs and interests during a adjustments as needed to instruction and questions, making even major understanding or of students’ lesson, and seeks to ensure the success plans and responding to student lesson adjustments as necessary to [FEAPs lack of interest, and fails to of all students. questions, needs and interests. meet instructional goals, and persists (a)2.c.d.f.g.h.i.; respond to student questions; in ensuring the success of all students (a)3.a.b.c.d.e.j.; teacher assumes no (a)4.a.d.] responsibility for students’ failure to understand.

26 Domain 4: Professional Responsibilities Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 4a: Reflecting on Teacher’s reflection on the Teacher’s reflection provides a partially Teacher’s reflection provides an Teacher’s reflection on the lesson is Teaching lesson does not provide an accurate and objective description of the accurate and objective description of highly accurate and perceptive, and accurate or objective lesson, but does not cite specific positive the lesson, and cites specific positive cites specific examples that were not [FEAPs (a)1.e.; description of the event of the and negative characteristics. Teacher and negative characteristics. Teacher fully successful, for at least some (b)1.a.b.c.d.e.] lesson. makes global suggestions as to how the makes some specific suggestions as students. Teacher draws on an lesson might be improved. to how the lesson might be extensive repertoire to suggest improved. alternative strategies. 4b: Maintaining Teacher’s system for Teacher’s system for maintaining both Teacher’s system for maintaining Teacher’s system for maintaining both Accurate maintaining both instructional instructional and non-instructional both instructional and non- instructional and non-instructional Records and non-instructional records records is rudimentary and only partially instructional records is accurate, records is accurate, efficient and [FEAPs (a)1.e.; (a) 4.f. is either non-existent or in effective. efficient and effective. effective, and students contribute to (b)1.a.b.c.d.e.] disarray, resulting in errors its maintenance. and confusion. 4c: Communicating Teacher provides little or no Teacher complies with school Teacher communicates frequently Teacher communicates frequently and with information to families, or procedures for communicating with and successfully engages most sensitively with individual families in a Families* such communication is families and makes an effort to engage families in the instructional program. culturally sensitive manner, with [FEAPs (a)1.e.; culturally inappropriate. families in the instructional program. Information to families about students participating in the (b)1.a.b.c.d.e.(a)4.e.] Teacher makes no attempt to Communications are not always individual students is conveyed in a communication. Teacher successfully engage families in the appropriate to the cultures of some culturally appropriate manner. engages families in the instructional instructional program. families. program, as appropriate.

4d: Participating in a Teacher avoids participating in Teacher becomes involved in the job Teacher participates actively in the Teacher makes a substantial Professional the job embedded embedded professional community and job embedded professional contribution to the job-embedded Community professional community or in in school and district events and projects community and maintains positive professional community, and assumes [FEAPs (a)1.e.; school and district events and when specifically asked; relationships and productive relationships with a leadership role with colleagues. In (b)1.a.b.c.d.e.] projects, relationships with with colleagues are cordial. Teacher colleagues. In addition, teacher addition, teacher seeks out feedback colleagues are negative or accepts, with some reluctance, feedback welcomes feedback from colleagues. from colleagues. self-serving and teacher is from colleagues. resistant to feedback from colleagues.

27 Domain 4: Professional Responsibilities Used With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD Needs Improvement or Component Unsatisfactory Effective Highly Effective Developing 4e: Growing and Teacher does not participate Teacher’s participation in job embedded Teacher engages in opportunities for Teacher actively pursues professional Developing in professional development professional development activities is job embedded professional development opportunities and makes Professionally activities, even when such limited to those that are convenient or development that is based on a self- a substantial contribution to the activities are clearly needed are required. assessment of need. profession through such activities as [FEAPs (a)1.e.; for the development of action research and mentoring new (b)1.a.b.c.d.e. – weak teaching skills. teachers. relationship] 4f: Demonstrating Teacher has little sense of Teacher is honest and well-intentioned Teacher displays a high level of ethics Teacher assumes a leadership role in Professionalism ethics and professionalism, in serving students and contributing to and professionalism in interactions ensuring that school practices, [FEAPs (a)1.e.; (b)2] and contributes to practices child centered decisions in the school. with both students and the school decisions and procedures address all that are self-serving or Teacher complies minimally with school community, and complies fully with the students’ interests. Teacher harmful to students. Teacher and district regulations, doing just school and district regulations. displays the highest standards of fails to comply with school enough to “get by.” ethical conduct. and district regulations and timelines.

NOTE: The complete Framework for Teaching Rubric that includes Domains, Components, and Elements and Critical Attributes that further define Components can be found in the Appendix. The 2013 Framework for Teaching Evaluation Instrument will be used to further define component level language. The Instrument can be found at http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf

28 Frameworks/Rubrics for Non-Classroom Teachers

Danielson’s Framework for Teaching is just that – a framework for classroom teaching; it is not a framework for non-classroom teachers. For non-classroom teachers, Danielson developed specialized frameworks that closely follow the Framework for Teaching. Each has 4 Domains and 22 Components that have the same emphasis as the Framework for Teaching – Planning and Preparation, The Environment, Delivery of Service, and Professional Responsibilities. Bay District will utilize these frameworks with some adaptations. It is the goal of Bay District to align rubrics to job codes in order to streamline the process of providing an appropriate appraisal system to an individual. The following chart depicts the adapted rubrics and the types of teachers who will use them. This chart does not display all of the different positions within Bay District Schools, but provides an overview of many.

Framework for Teaching Rubric 1. Classroom Teachers including Music, Art, PE, ESE Pre-K ESE, and ESE teachers

2. TOSAs, Resource Teachers (21st Century Grant Personnel) Literacy Coaches, Staff Training Specialists, Title I Resource Teachers

3. ESE Resource Teachers, DJJ Liaison

4. Media Specialists

5. Guidance Counselors Non-Classroom Teacher Rubrics aligned to job 6. Speech Teachers expectations 7. Social Workers, Behavioral/Counseling Resource Teacher/Crisis Intervention Teachers

8. School Psychologists

9. Teachers of Visually Impaired Students (not in AIMS)

10. Occupational Therapists, Speech/Language Pathologists and Physical Therapists

Rubrics can be found in the Appendix. The 11 evaluated components for these rubrics are noted.

29 Updated: August 4, 2015 Evaluators of Non-Classroom Teachers

The observer/evaluators of non-classroom teachers are summarized in the chart below:

Media Specialists, Guidance Counselors, Speech The principal (AP or AA if designated by the principal) Teachers for the site where these positions are housed. Literacy Coaches The Instructional Specialist for Reading or a designee of the Superintendent will be the evaluator; however, the Principal of the school where the teacher is assigned will also provide input into the evaluation. TOSAs Supervisor of Technology, Media Services and eLearning or a designee of the Superintendent will be the evaluator. ESE Resource Teachers Director of ESE or a designee of the Superintendent will be the evaluator; however, the Principal of the school where the teacher is assigned will also provide input into the evaluation. Staff Training Specialists Coordinator for Staff Development or a designee of the Superintendent will be the evaluator; however, the Principal of the school where the teacher is assigned will also provide input into the evaluation. RtI Staff Training Specialists, School Psychologists, Director of Student Services or a designee of the Social Workers Superintendent will be the evaluator; however, the Principal of the school where the teacher is assigned will also provide input into the evaluation. Title I Resource Teachers Supervisor of Title I or a designee of the Superintendent will be the evaluator; however, the Principal of the school where the teacher is assigned will also provide input into the evaluation. ESE Pre-K The Coordinator of ESE Pre-K services or a designee of the Superintendent will be the evaluator; however, the Principal of the school where the teacher is assigned will also provide input into the evaluation.

Note: Not all positions and evaluators are specified. The chart demonstrates that a variety of evaluators will be used to evaluate non-classroom positions. The Principal of the school should be provided the opportunity to provide evidence to be considered with the evaluator’s evidence, but this is not mandatory. Assigning the rating level for each component will remain as the Evaluator/District Program Director’s responsibility.

30 Updated: August 4, 2015 The Collaborative Process

The Framework for Teaching empowers teachers to affect their own summative Instructional Practices and IPDP evaluation results through a highly collaborative process aligned to the four foundational domains. Self- Assess 1 Artifacts – planning documents, assignments, newsletters, and Conduct student work created or selected by teachers that are used to self-self- represent an aspect of their performance assessmenassessmen tt againstagainst 44 Domains 2 Observations – a source of data for use in collecting evidence and as a focus for professional discussion and reflection IndividuIndividu al Professi 3 Evidences – sources of information such as classroom onal observations, teacher self-assessments, planning documents, analysis of professional development and artifacts that support Develop the components of teaching ment Plan Collabora Domain tete2: to toClassroom Environmentdevelop & DomainIPDP*IPDP* 3: Instruction *Constructivism – an approach to learning where learners Engage in pre- are the makers of meaning and knowledge; the framework Engage in pre- for teaching is grounded in this approach to professional conference Domain 1: Planning and conference growth.Domain 4: Professional Preparation Conduct classroom Responsibilities Preparation 22 Responsibilities 1 observation(s) 1 Collect artifacts 1 Collect artifacts 1 againstagainst componentscomponents representingrepresenting growthgrowth inin representingrepresenting growthgrowth inin of Domains 2 and 3 componentscomponents ofof thisthis domaindomain componentscomponents ofof thisthis domaindomain EngageEngage inin post-post- conferenceconference wherewhere teacherteacher andand observerobserver reviewreview andand reflectreflect upon evidences gatheredgathered duringduring thethe observation(s) Final Evaluation for Instructional Practices Assess teacher strengths and areas for development across 4 domains based on evidencesevidences33

31 Updated: August 4, 2015 Evaluation of Instructional Practices Step by Step

9. Teacher Conducts Self-Assessment

Teachers conduct a self-assessment against the four Domains of the Framework for Teaching using the rubric for their particular area. Teachers are not required to present artifacts to support their self- assessment rubric scores; however, a teacher may want to add comments to the self-assessment in order to provide support for a particular rating. This self- assessment is designed to assist the teacher in identifying areas of strength and areas that should be targeted for enhancement or growth.

10.Pre-observation Conference

The pre-observation conference is a brief (15-20 minutes) meeting between the teacher and the observing administrator a few days (no more than three days is recommended) before the scheduled observation. Administrators are reminded that the Formal Observation must be scheduled a minimum of 24 hours in advance. Although the teacher may request that the administrator observe a particular class or subject, it is the administrator’s decision as to what class or subject will be observed.

It is recommended that the pre-observation conference be held in the teacher’s classroom. The Bay District Schools Pre-Observation Conference Interview questions should be completed in AIMS by the teacher prior to this conference. The teacher could also present available artifacts relating to the lesson at this meeting.

There are 8 questions the classroom teacher answers prior to the Pre-observation Conference

1. To which part of your curriculum does this lesson relate? (1A)

2. How does this learning fit in the sequence of learning for this class? (1C)

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)

32 Updated: August 4, 2015 6. How will you differentiate instruction for different individuals or groups of students in the class? (1B, 1C, 1E)

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?

There are 8 questions the non-classroom teacher answers prior to the Pre-observation Conference

1. To which of your job responsibilities does this activity relate? (1A)

2. How does this activity support the teaching/learning process at your school? (1C)

3. If you will be working with students during this activity, briefly describe the students with whom you will have contact, including those with special needs. (1B)

4. What are your goals for this activity and how will you know if they are achieved? (1C)

5. How will you engage students and/or peers in this activity? What will you do? What will the students/peers do? Provide any specific materials that you will use. (1D, 1E)

6. How will you differentiate instruction for different individuals or groups of students in the class if the activity is conducted with students? (1B, 1C, 1E)

7. How will this activity support the overall school improvement goals of our school? (1F)

8. Is there anything that you would like me to specifically observe during the activity?

11.Administrator Observes the Lesson (Domains 2 and 3)

The administrator should arrive in the classroom or designated place at the agreed upon time that was scheduled with the teacher a minimum of 24 hours in advance. It is recommended that the observation occur no more than 3 days after the Pre-Observation Conference. The formal observation of Domains 2 and 3 consists of an observation for a class period (minimum of 30 minutes). During the observation, the administrator takes notes throughout the lesson or activity, scripting what the teacher and students say, and recording what goes on (e.g. number of students writing, amount of wait time teacher uses, and the landscape of the classroom). This concrete evidence (what the administrator sees and hears) gives specificity to the administrator’s feedback during the post-conference.

TIP: During the pre-observation when the lesson is being discussed, the administrator and teacher specify which components will be observed and how they will be observed. This way the administrator walks into the observation knowing exactly what to look for.

If the administrator, due to illness or emergency, is unable to observe the teacher’s lesson that was discussed in the pre-conference, another pre-conference and observation must be scheduled. If the 33 Updated: August 4, 2015 observation is cancelled due to teacher illness or emergency, the administrator can establish a new observation time with the teacher to observe the lesson that was discussed at the original pre- conference or set a new pre-conference date and observation time to observe a different lesson.

34 Updated: August 4, 2015 What Will Administrators Record? -- Evidence of Teaching

Charlotte Danielson refers to the collection of the evidence of a teacher’s instructional practices as the “harvest of the work of teaching.”

The Framework for Teaching guides the collection of evidence of practice…

 that is grounded in events, actions, statements, and artifacts of teaching and learning.

 that serves as a basis for decision-making.

 that promotes reliability and consistency in teacher supervision and evaluation.

Evidence is a factual reporting of events. It may include:

 verbal comments from teacher or student

 teacher and student actions and behaviors

 artifacts prepared by the teacher, students or others

When an administrator is conducting a formal observation of a teacher, the objective will be to collect quality evidence relating to the Components in Domains 2 and 3. Types of observation evidence include:

1. Verbatim scripting of teacher or student comments

Example: “In today’s science lesson, we are going to learn how to measure the hardness of a rock using Moh’s Scale.”

2. Non-evaluative statements of observed teacher or student behavior

Example: The teacher stands by the door, greeting students as they enter.

3. Numeric information about time, student participation, resources use, etc.

Example: Three of the twenty-five students participated in the discussion.

4. An observed aspect of the environment

Example: Desks are arranged in groups of four.

Opinion versus Evidence

35 Updated: August 4, 2015 The Framework for Teaching requires administrators to quantify what they see and hear in the classroom rather than generalize their thoughts, which can easily be misconstrued as opinion.

On the next page are a few examples of the difference between opinion and evidence.

36 Updated: August 4, 2015 Component Opinion Evidence 2a The classroom was welcoming. T stood by the door and welcomed each student by name as he/she came into the classroom. 2b Teacher has low expectations for students. T “This is easy stuff…If you don’t understand, it’s okay, you won’t have to know it for the test.” 2c Very little instructional time was lost. Transition to pre-set groups took less than one minute. 2d The classroom was out of control. 4 students played cards during silent reading time; 2 students sharpened pencils while other students were addressing class; 1 student drummed loudly on desk 2e The teacher did the best she could with limited Desks were arranged so all students could see and space and materials. hear the teacher. Pathways were clear. 3a Teacher repeated the directions over and over. Teacher repeated the directions three times 3b Teacher asked higher order thinking questions. T “Does the earth move around the sun?” S answered. “How do we know that the earth moves around the sun?” 3c Students were engaged in the lesson. All students had their eyes on the teacher as she modeled their next activity. 3d Teacher assessed students informally. T “Give me a ‘thumbs up’ if you’re ready to move on.” T quickly walked around classroom to monitor progress of science project. 3e Teacher used a question as a teachable moment. “Interesting thought, what does everyone else think? How do YOU think those two animals get along in the wild?”

The forms on the following pages can be used to record evidence during the observation. Electronic versions of these forms and more available at http://www.bay.k12.fl.us/rttt/AppraisalSystems.aspx

37 Updated: August 4, 2015 Bay District Schools

ADMINISTRATOR’S NOTES FROM CLASSROOM OBSERVATION

Teacher: ______Date: ______

Administrator: ______

Domain 2 – The Classroom Environment Domain 3 -- Instruction

Gathering evidence is the key to using the Framework for Teaching!

38 Updated: August 4, 2015 Communication Observation Notes 2a. Creating an environment of respect and rapport  teacher interaction with students  student interactions with one another 2b. Establishing a culture for learning  importance of the content  expectations for learning and achievement  student pride in work 3a. Communicating with students expectations for learning directions and procedures  explanations of content  use of oral and written language Management Observation Notes 2c. Managing classroom procedures  management of instructional groups  management of transitions  management of materials and supplies  performance of non-instructional duties  supervision of volunteers and paraprofessionals 2d. Managing student behavior  expectations  monitoring of student behavior  responses to student misbehavior 2e. Organizing physical space  safety and accessibility  arrangement of furniture/use of physical resources

Engagement Observation Notes 3b. Using questioning and discussion techniques  quality of questions  discussion techniques  student participation 3c. Engaging students in learning  activities and assignments  grouping of students  instructional materials and resources  structure and pacing 3d. Using assessment in instruction  assessment criteria  monitoring of student learning  feedback to students  student self-assessment 3e. Demonstrating flexibility and responsiveness  lesson adjustment  response to students  persistence L. Kibler, October 2013

39 Updated: August 4, 2015 4. Post-Observation Conference

After the observation, the administrator will reflect on what was observed in the classroom or during the activity. The administrator will utilize the applicable Framework for Teaching Rubric housed in AIMS and will begin to align the evidence to the Framework Components. Once the administrator’s evidence is posted and aligned, it can be made available for the teacher’s review prior to the Post-Observation Conference. The teacher will complete the Post-Observation questions and submit to their administrator via AIMS. The Post-Observation Conference should occur as soon as possible after the observation and it is required that it be held within ten (10) workdays.

At the Post-Observation Conference, the administrator will share and review with the teacher the evidence collected. The teacher is invited to supply additional artifacts or evidences from the lesson.

It should be remembered that the levels of performance for the Framework for Teaching are a rubric, not a checklist. The rubric evaluates the consistency, frequency and quality of work. Evidence and artifacts demonstrate how the practice is done over time. While the pre- conference, observation and post-conference cycle capture one piece of information, artifacts and other evidence gathered over time represent different pieces of information. A good explanation of the Levels of Performance can be found in Enhancing Professional Practice by Charlotte Danielson (pages 38-42).

There are 6 post-conference questions the classroom teacher will answer in AIMS prior to the meeting.

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

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?

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning?

4. Did you depart from your plan? If so, how and why?

40 Updated: August 4, 2015 5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what extent were they effective?

6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?

There are 6 post-conference questions the non-classroom teacher will answer in AIMS prior to the meeting.

1. In general, how successful was the activity? Did you accomplish what you intended to do? How do you know?

2. In reflecting on the success of the activity, how would you modify it in the future?

3. Comment on your procedures and your use of physical space. To what extent did these contribute to the success of the activity?

4. Did you depart from your plan? If so, how and why?

5. Comment on different aspects of your performance during the activity (e.g., activities, grouping of students/peers, materials, and resources). To what extent were they effective?

6. If you had an opportunity to conduct this activity again with the same group, what would you do differently?

Tips:  During the post observation, the administrator and teacher may discover that 1-2 components were not evidenced during the observation. The administrator and teacher may schedule a pop-in during which the administrator can collect the remaining evidence.  During the post-observation, the administrator and teacher may discover that an additional piece of evidence in the teacher’s possession helps the teacher prove a more effective rating. The teacher may then share that information.

Feedback, Guidance and Coaching

Administrators must consider a continuum of support when conversing with teachers based on the teacher’s developmental level of instructional practice. In some instances, the administrator must be more direct with the teacher. However, most teachers are reflective of their instructional practices and will collaborate with the administrator to generate ideas for growth. In some cases administrators can assume a non-directive support role allowing the teacher to develop their own ideas, alternatives and solutions. Definitions and examples of feedback, guidance and coaching follow.

 Feedback: Specific comments regarding observed behaviors

41 Updated: August 4, 2015 Three students responded during the discussion.

 Guidance: Suggestion(s) on how to better meet expectations or improve performance

You might consider allowing more wait time in order to engage more students in the discussion.

 Coaching: Questions and/or paraphrased responses to clarify, reinforce, and cause reflection

How might you vary your questioning strategy to increase student participation during discussions?

42 Updated: August 4, 2015 5. Consider other Evidence Collection Points

1A-Demonstrating knowledge of content and PLC Minutes pedagogy Individual (regularly submitted) lesson plans 1C-Setting instructional outcomes Other lesson planning evidence (for example- Reading 1E-Designing coherent instruction Framework planning documents) 1F-Designing student assessments Pre-conference 2D- Managing student behavior Observation 3A-Communicating with students 3B-Using questioning and discussion techniques PLC Minutes 3C-Engaging students in learning Observation 3D-Using assessments in instruction Post-conference 3E-Demonstrating flexibility and responsiveness Regularly submitted evidence (for example, grades, 4B Maintaining accurate records FOCUS gradebook)

6. Determine Level of Teacher’s Performance

During the formative and/or summative review, administrator and teacher examine the evidence and artifacts together and use the collection of evidence from the lesson and that provided by the teacher to identify which rubric language best characterizes the evidence. Based on the evidence, they will determine what level of performance would be indicated for each component evaluated.

Rubric Weighting Scale for Formative and Summative Instructional Practices Evaluation

Each Framework for Teaching Component is rated separately and Components are weighted equally.

Levels 0 1 2 3 Ratings Used for Unsatisfactory Needs Effective Highly Effective Each Domain Improvement/Developing Component Greater than or If not meeting He, E or At least 75% at At least 80% at equal to 50% at NI/U, then Developing Level 3 and/or Level 3 and 0% at All categories Level 1 and/or Level 2 and 0% at Level 1 and/or Level 0 Level 0 Level 0

43 Updated: August 4, 2015 Deliberate Practice Processes and Guidelines

Step One: Identify the Primary PLC

All staff participate in a primary PLC. A person may communicate with several PLCs, but there must be a primary PLC.

Primary PLCs may be—

 For school level instructional staff--

o grade level at an elementary school

o content area at a high school

o all the special area at an elementary school (PE, chorus, band, art).

 Other types of instructional staff --

o MTSSs

o Literacy Coaches

o Math Coaches

o TOSAs

o STSs

o Resource Teachers

 For a school level administrator-

o The administrative team (Smaller elementary admin teams may decide to include personnel such as guidance counselors into the primary PLC. This is up to the principal to decide the best course of action.)

 The primary PLC for the Division of Teaching and Learning may be-

o Departments or small groups within a department (Student Services, ESE and Pre-K services, Assessment and Accountability, etc.)

What about singletons?

 A “singleton” occurs when there may only be one PE, music, art, Advanced Placement, anatomy, geometry or professional development provider at a school or within the district.

44 Updated: August 4, 2015  While it is acknowledged that singletons across the district will want to meet as collaborative groups to share information, the singleton’s PLC for the 2015-2016 school year will be school- based. It is imperative that “Singletons” be connected to the mission of the school and that they provide meaningful contributions to student achievement. It is important to consider that 33% of the teacher’s evaluation is based on how the students at his/her school perform, so it is in his/her best interest to stay connected to the school.

 Therefore, when the academic area is similar (not identical, i.e. the science department, the math department), the PLC may still focus on the same PLC vision as all other PLCs– common assessments, data analysis, answering the 4 driving questions of the PLC. The team may decide to focus first on content areas in critical need where achievement is low or where EOCs occur. These teams may also choose to focus on a “common problem” instead of a common assessment due to differing standards. Possible issues to address include: higher order thinking questions and tasks, content frameworks. Teams then work together to find and implement solutions to these common problems.

 When the academic area is dissimilar (PE, Art, Music, for example), then the group may focus on a different kind of “common problem” rather than a common assessment. For instance, a group of elementary elective teachers may decide to focus on socialization and communication using positive behavior implementation in order to impact behavior and discipline. This can then have an impact on student growth/achievement because of the high level of collaboration and student ownership required in the new standards. When students know how to socialize and communicate, this helps the content area teacher as well.

 Common problem teams will still need to gather data, analyze that data and be systematic and recursive in their common problem action steps. If they resolve the common problem, then they should consider if the common problem identified has an extension or identify a new common problem to address next. Much like a common assessment team, common problem teams, will be recursive and systematic in their common assessments.

Suggestions:

 It is suggested that multi-prep teachers be allowed to focus on a primary PLC instead of multiple PLCs. Recommended focus area for the teacher should consider courses with an EOC, critical need areas, or an area of in need of growth for the teacher. The teacher and administrator should confer to determine which will be in the best interest of student and teacher achievement.

 Large departments may choose to divide into smaller course specific PLCs, but should come together at least once quarterly as a larger department to share information, collaborate and problem solve.

Step Two: Establish Anticipated Goals, Gains and Barriers

 On or before September 23rd

45 Updated: August 4, 2015  (Teams may want to consider establishing some PLC procedural basics first—norms, roles, responsibilities.)

 Teams establish a goal (or goals) for the 2015-2016 school year. Due to the changing FSA and the new MAP, systemic data may be an issue for many. Because of this, goals are encouraged to be numeric, but may or may not use “assessment” data as their basis. It should be noted that for the 2016-17 school year and as assessment data becomes clarified, how we set goals will change. Goals need to take into consideration where the PLC team is on their journey to being a fully operational PLC. Teams just beginning to engage in PLC work may have very different goals than a PLC who has been established and fully functional for years.

 Next, teams discuss gains they hope to make in the 2015-2016 school year. Beyond the numeric goal that the team just set, what does the PLC hope to learn throughout the PLC process? Again, this will depend on where the PLC team is on their continuum of PLC implementation. A beginning team may not know clearly what they want to gain beyond the first common assessment and sharing that data! More established teams may have already begun and ready to continue the complicated conversations around grading and reporting.

 Finally, teams want to think about the barriers to the goal(s) and gains. Lack of information can be a barrier and as such the team needs to acknowledge the barrier and start thinking about HOW they will address that barrier. Acknowledging the barrier also helps an administrator determine resources the team needs to accomplish the necessary work. Gains and barriers may correspond. For example, a team may know that the inclusion model will help them differentiate instruction for their students (gain)—but may not know anything about what an inclusion model looks like (barrier). Acknowledging the barrier can assist the team in targeting the professional development needed.

 Note: There is no set number for how many goals, gains or barriers. The identification of the goals, gains and barriers are to help teams establish the work that must be done next in the Action Steps.

 PLC teams collaboratively write the goals, gains and barriers. Each person must input into AIMS.

Examples of Goals, Gains and Barriers (Examples do not indicate a required number; they are for illustrative purposes only.

Goals:

 Have a 10% total class average increase of the combined three rubric components (purpose, focus, organization, elaboration and conventions) as measured by Bay Writes.

 Complete no less than 6 common assessments (with the corresponding recursive PLC process to include data analysis review and adjustment to instruction). (This goal most appropriate for beginning PLC teams).

 Rate ourselves at a 3 on the Learning Goal and Scale for PLC Implementation; current rating is at a 1.

Gains:

46 Updated: August 4, 2015  We hope to learn more about the gradual release model in order to arrive at a student centered classroom.

 We hope to gain a fully implemented inclusion model in order to differentiate appropriately for all our students.

 We hope to gain more engaged students so that our student discipline issues decrease as student engagement increases.

 We hope to collaboratively problem solve and find strategies for differentiating our instruction.

 We hope that by working together as a team we will lessen our stress levels! No more IPDP individuality! YAY! 

Barriers:

 Time will be a barrier. In order to overcome this barrier, we have established and pledge to follow our norms which will encourage us to stay on topic, allow all to have a voice- but not allow one voice to dominate. We will have roles and responsibilities that will help ensure we stay on track (norm person, timekeeper, etc.) We also agree to abide by due dates and areas of responsibility in order to ensure we come to meetings prepared and ready to work.

 Our knowledge of the inclusion model and how to support our ESE students is a barrier. One of our team members, Ms. Golden, had verifiable growth of all of her ESE students last year. We plan on having her share strategies with us, complete professional development in the inclusion model and then do learning walks to observe those strategies in action with her ESE students. We want to implement those strategies, but we need more information and PD to make this happen.

 We aren’t really sure how to differentiate instruction for our students. We plan on engaging in job embedded professional development with our school’s coach in order to increase our knowledge of how to do differentiate instruction. We need to get with our coach as soon as possible to have her help us with our plan to increase our knowledge in this area through job embedded PD.

 We are just learning the PLC process. How to do this work is still perplexing to us; we just aren’t sure how it will work in a high school. We plan on using the Learning By Doing book in order to guide our work and answer some of our questions.

 This DP is new, so there may be some barriers in understanding what exactly we need to complete and do. We plan on engaging in the PLC process with as much fidelity as we can. The intent of the DP is to tap into our PLC work, so if we do that, then the DP should be fine. If all else fails, we will reach out to Dawn Capes for assistance. 

Step Three: Create Action Steps

 On or before September 23rd

 PLC Teams consider the actions that must be completed in order to address the stated goals, gains and barriers by the DP due date (April 1st). It should be noted that these action steps are fluid and will need to be monitored and updated as needed. (Team creates; Individuals input into AIMS by September 30th.)

47 Updated: August 4, 2015  Some of the action steps will have hard due dates, while some may merely be statements of the PLC processes the team agrees to abide by, how they will completed, and by when they will be completed. These may not be dates, but may give ranges. For instance, following a common assessment, the team will meet the day after the common assessment is given in order to quickly understand and initiate changes to instruction.

 Stated Due Dates such as --

o District PLC/DP timeline

 Processes and procedures such as—

o Collaboration with others outside the PLC (also mentioned in the rubric)

o A shared balance of team work

o Submission of PLC team minutes to evaluating administrator

o Common assessment completion, procedures, responsibilities

o Data analysis completion, procedures, responsibilities (all must complete a data chart)

o Progress monitoring procedures, responsibilities

o Adjustment to instruction (for those students exceeding expectations or those who need remediation)

o Reflection statements

 Individual team members may need to establish their own action steps in order to assist the team with meeting the team’s Action Steps-especially if they are critical to the team’s success. If so, individuals add in AIMS in order to capture what must be completed.

Step Four: Engage in the PLC work

 Teams engage in the regular and recursive PLC work.  Step four is where teams roll up their sleeves and get down to business examining standards, building common assessments, planning and then implementing instructional strategies, implementing common assessments, analyzing common assessment data, and refining instruction based on the data. This is the ongoing, recursive cycle of PLCs.

Step Five: Complete Reflections

 Step five is to reflect both mid-year and at the end of the year. Prior to reflections being due, PLC teams examine the goal or goals and gains they initially set and review the action steps. Have any been met? Do any need to be adjusted? Does anything need to be added? Individuals then

48 Updated: August 4, 2015 respond to reflection questions mid and end of year. These responses are uploaded to AIMS and are an important piece of evidence for Step 6: Administrator Assigns Rating.

Individual mid-year reflection questions uploaded to AIMS (on or before January 26th):

 What have you learned in working with your team? (refer back to the GAINS).

 How has the PLC process/Deliberate practice process changed your practice? How/where would your administrator see this change?

 As you have compared your student’s growth/achievement on the common assessments to others in the PLC, what impact have you seen in your students’ growth/ achievement? Explain. OR As you and your team examined the common problem data, what were some observations you all made regarding this data? What has the data indicated needs to be your team’s next steps? What has the data indicated needs to be your next steps?

 Collaboration is an important part of the PLC process. It involves both stepping forward to share and stepping back to listen. Explain how you are collaborating with your PLC to bring about student growth/achievement. What are you contributing?

 What questions, concerns or barriers do you still have regarding the goal(s), gains and/or barriers?

Individual end of year reflection questions (uploaded to AIMS on or before April 1st):

 What changes to personal practice did you make?

 How/where did your administrator see this change?

 How are you working to sustain the change?

 When you compared your student’s growth/achievement to others in the PLC, what impact did you see in your students’ growth/ achievement? Explain. OR As you and your team examined the common problem data, what were some observations you all made regarding this data? What has the data indicated needs to be your next steps?

 Collaboration is an important part of the PLC process. It involves both stepping forward to share and stepping back to listen. Explain how you collaborated with your PLC to bring about student growth/achievement. What did you contribute?

49 Updated: August 4, 2015 Step Six: Administrator Assigns Rating

U NI E HE

 Demonstrates no  Inconsistencies exist in Individual fulfills personal Individual fulfills personal significant effort to work fulfilling Action Steps. responsibility in Action responsibility in Action Steps on the  Limited evidence of an Steps due dates. by due dates. goals/gains/barriers/ effort to work on the Individual contributes to Individual participates in action steps. goals/gains/barriers/ discussions, led if discussions, problem solving  Demonstrates an action steps. facilitator role was with team members, indifference/ resistance  Participation in PLC/DP assigned. contributing ideas, stepping in to data, PLC/DP process. process may be limited or Met outside the PLC; as a facilitator/leader or back  No verifiable change in inappropriate- resistant to presented information to as a team member regularly practice compared to step forward as leader or PLC. and as appropriate. previous year. back as team member as Made a change to personal Individual regularly collaborates appropriate. practice, but may or may outside the PLC and brings  Made a limited change to not be sustained. back suggestions/ideas which practice. also serve to strengthen the PLCs work. Has made a relevant change to personal practice with verifiable impact and/or has sustained implementation of the change.

The rating is not a group score. It is based on an individual’s contribution to the work of the PLC. It is possible that group members will have different scores based on that individual contribution.

Additional DP Information

Administration

 It is highly suggested that administrators at the school have PLC teams assigned to them and these PLC team members are also staff members that the administrator evaluates.

 Administrators are to attend assigned PLCs at least once monthly. The purpose of this visit is to observe, provide feedback and offer guidance or suggestions as appropriate. Administrators may or may not need to attend PLC meetings on the PLC work date. If a PLC team is struggling, then a visit would be appropriate.  The administrator’s attendance serves multiple purposes-

o Provide assistance/guidance and feedback to the PLC team.

o Observe the PLC team group as well as individuals.

o Gather evidence for the DP rating.

o Gather evidence for Domain 1 (planning).

 Administrators review all PLC minutes.

50 Updated: August 4, 2015  It may occur that the admins rating for the DP may be different than what the teacher feels he/she should have been scored. In instances such as this, the administrator and teacher meet specifically to discuss why this discrepancy is occurring and any additional evidence that needs to be brought to light. This meeting may or may not change the final rating, but will allow for additional discussion to take place if necessary. If there is no question about the rating, then a DP meeting is not required.

 On the four PLC work dates, administrators are allowed 1 hour to set the tone for the PLC meeting date. The rest of the day should be spent within the school-based PLCs on their respective school sites. For October 28th select singletons (PE, Music, Art, CTE) will have the option to come together to share information. Other meetings should not be taking place on this date. PLC Teams

 PLCs are to complete the district’s PLC Minutes form for each PLC meeting, not just the PLC work dates, and submit to administrator. PLC Teams addressing the common problem rather than a common assessment, can still use the same format. There will still be the same guiding questions and many of the topics are either applicable or include a modification for the common problem.  Teams must complete a data analysis sheet. Samples are provided in the appendix. Principals may require a systemic format for a school or allow PLC teams to choose. Lesson Plans

 As teams complete the PLC minutes, they are in fact planning together. Since teams are to turn in the minutes to the evaluating administrator, there should be no need to duplicate planning information into separate lesson plans for each teacher. Each teacher will still need to plan for individual classrooms and students, but there is no need to copy/paste all the details already present in the PLC Minutes.

 Lesson planning can be found in individual lesson plans, classroom walkthroughs/observations, or PLC Minutes. As long as it is clearly in one place, it need not be in all places copied and pasted. Principals may have staff members be systematic in WHERE the documentation is placed so that it is easily found for monitoring purposes.

 A task force, comprised of ABCE members, principals and district staff established seven elements of good lesson planning. They are as follows: 1. Instructional outcomes stated as goals aligned to standards. 2. Evidence of DOK (Levels of Thinking in Tasks and Questions). 3. Direct Instruction leading to guided practice, leading to independent practice over time. Not necessary for each one to occur every day. 4. Evidence of formative and/or summative assessments. 5. Alignment of Resources to standards and activities/tasks. 6. Differentiation embedded in #3. 7. Reflection/Analysis of data. Other

 For those whose primary work is done with teachers rather than Prk-12 students, then the reflection questions and work should center on the teacher as the “student.”

51 Updated: August 4, 2015 52 Updated: August 4, 2015 District DP/PLC Timeline

Included also on the 2015-2016 Teacher Appraisal System Timeline

On or before September 23, 2015  Principal and leadership team share vision and mission for PLC work for the upcoming school year along with any data pertinent to school improvement.  PLC teams establish norms. (Learning by Doing, pgs 133-139) o It is suggested that in addition to establishing norms, teams discuss important what if scenarios: What if someone is not adhering to the norms? What will team members do? What if someone is not adhering to the due dates? What will team members do? What if someone is being less than professional? What will team members do?  PLC teams review work completed during the previous year. What was successful? What needs improvement? What needs to be repeated? What needs to be removed?  PLC teams decide upon the current years’ anticipated Goals/Gains/Barriers and Action Steps Idea: As teams establish the DP areas, team members enter information individually into AIMS as it is completed. Team members would need laptop, tablet or computer to do so. On or before September 30, 2015  Anticipated Goals/Gains/Barriers and Action Steps submitted by individuals into AIMS. On or before October 7th  Goals/Gains/Barriers and Action Steps accepted by administrator. Acceptance means that the team has responded to the information as requested in the DP steps and adheres to the intent and purpose of the PLC process.  In an instance the information is not acceptable or did not follow the intent of the processes and guidelines, then the administrator provides specific feedback. DP is then turned back in to evaluator October 14th. DP accepted on or before October 21st. October 28, 2015 (PLC work date-students out of school)  Teams review Action Steps. Teams attend to regular agenda items in the PLC process, such as an evaluation of common assessment data to determine if strategies and interventions identified are working or need modification(s).

 Note: District level PLCs for PE, Music, Art, and CTE teachers will convene on this date. January 19, 2016 (Teacher PLC work date)

 PLC teams evaluate pacing guides, common assessment data, etc. in preparation of standardized testing. The goal is to identify what next in order to prepare students for standardized testing.

 PLC teams progress monitor DP goals/gains/barriers and other assessment data analysis completed thus far. On or before January 26, 2016

 Individuals complete and submit individual DP reflections. 53 Updated: August 4, 2015 On or before February 2, 2016

 Administrator reviews submitted reflection statements.

 Administrator provides formative score in AIMS for each staff member.

 In situations where an individual may not be an active contributor, is not fulfilling individual responsibilities or there are general concerns, the administrator must meet with the teacher face-to-face and address these concerns.

 A face to face is not required unless there is a question about the score. February 24, 2016 (PLC work date-students out of school)  PLCs analyze data from January mid-year review and ensure that subsequent common assessments are addressing high priority standards/skills and areas of need as reflected in the common assessment data implemented after January 19th PLC Day.

 PLC teams progress monitor DP goals/gains/barriers and other assessment data analysis completed thus far. On or before April 1, 2016

 Teams analyze the data pertinent to the target goal.

 Teams discuss and determine if according to the data, they have met the target goal.

 Complete in AIMS individual end of year reflection questions: April 8, 2016

 Administrator reviews final reflections and assigns scores based on scoring rubric. Should it be necessary:

 April 15: Teachers/PLC teams may resubmit additional evidence or reflection related to DP.

 April 22: Admin rescores DP.

54 Updated: August 4, 2015 Learning Goal and Scale for PLC Implementation

Learning while doing provides guidance to Principals as they lead teachers in the shift to new Florida Standards and the new Florida Standard Assessment. In order to increase student achievement on the assessment, teachers will demonstrate an understanding of new Florida standards, know what mastery of the standards looks like, and implement aligned instruction and assessments to increase student levels of proficiency. As the instructional leader on my campus, I ensure processes and procedures for monitoring PLCs are systematic. My staff actively and regularly participates in PLCs and collaborates to unpack standards and know what mastery looks like. Through PLCs, teachers demonstrate an understanding of new Florida standards, know what mastery of the standards looks like, and implement aligned instruction and assessments to increase student levels of proficiency as evidenced by my participation/monitoring of the PLC system. Deep understanding and evidence of all teachers using the PLC process to impact student achievement via strong alignment between standards, assessment and instruction (as 4 appropriate) while all singletons implement with fidelity meaningful recursive common Full Implementation problem solving in alignment with the PLC intent, roles and responsibilities. Regular and Lift off has occurred systemic collaboration is the norm and expectation for all, by all. All PLC processes and procedures** are clearly systematic (includes new teacher mentorship and education in PLCs) and followed by all teachers and administrators. Student growth and achievement is the primary focus of all PLCs and is consistently on an upward trend. The greater majority actively and regularly participates in PLCs and works as a team to unpack standards. They collaborate to implement aligned instruction and assessments including how 3 to remediate and enrich instruction. The majority of singleton PLCs implement meaningful Progressing common problems and engage regularly in common problem recursive cycles. Attempts to All systems go adjust instruction are a part of regular discussion and implemented often. Processes and procedures for PLC are systematic. Student growth and achievement is the most common focus of PLCs. Teachers participate in PLCs. The PLC process has been completed by the greater majority of 2 teachers (common assessments, data analysis, and adjustments to instruction). Singletons Compliance also participate in the PLC process and engage regularly in common problem recursive cycles. Checklist complete Attempts to change instruction have occurred, but may or may not be sustained. Processes and procedures for monitoring PLCs are basic. 1 Teachers have created common assessments (or common problems) and examined the data Beginning but adjustments to instruction are minimal. Conversations regarding standards, standards- On the launch pad based assessments and instruction are occurring, but still in the early stages. Singletons meet and have devised common problems. Monitoring may only occur as teachers report issues. 0 Still in the car on the way A group structure in place, but remain as meetings operating under old norms and rules. to the rocket.  **Processes and procedures for PLCs related to:  Instruction of students: Remediation, enrichment, change of instruction to meet student needs  Monitoring of PLC work: Submission of PLC minutes; attendance of admin to PLC; review of minutes by admin  PLC: Intent and purpose, rating rubric, etc.

55 Updated: August 4, 2015 PLC Meeting Minutes PLCs are to complete PLC Minutes for each PLC meeting and submit to administrator. Meeting Date: ______Grade Level/Department______

Members in Attendance: Members not in Attendance:

Facilitator: Norms:

Today’s PLC Meeting Focus Action Steps/Collaboration completed Only complete items from curriculum, assessment, instruction, and Data Driven Dialogue that apply to today’s meeting. Not all will apply to every meeting. Curriculum Topics PLC Guiding Question Resources Instructional Focus What do we want our students to  Learning by Doing: Ch 3, 5  Standards addressed learn?  PLUS2 Look For #1  Learning objective/goal  Danielson: 1C: Setting  Essential Question Instructional Outcomes & 3A:  Focus issue (dissimilar teams) Communicating with Students Team Notes:

Assessment Topics PLC Guiding Questions Resources  Common Assessments aligned to How will we know when they have  Learning by Doing: Ch 3 instructional focus (created or learned it? What will mastery look like?  PLUS2 Look For #6 refined)  Danielson: 1E: Designing  Common Assessment procedures Student Assessments & 3D:  Common problem tools, Using assessment in Instruction documents, etc. Team Notes:

Bay District Schools 56 Instruction Topics PLC Guiding Question Resources  Levels of Thinking (tasks and What strategies can we use to ensure  Learning by Doing: Ch 7 questions) the success of all students?  PLUS2 Look For #2, 3, 4, 5, 6  Student Cognitive Engagement  Danielson: 3B: Using  Reading/Math/Content questioning and discussion Framework techniques; 3C: Engaging  Differentiated Instruction students in learning, 3d: Using  Ongoing progress monitoring assessment in instruction Team Notes:

Data Driven Dialogue Topics PLC Guiding Questions Resources  Common Assessment What will we do for those who DID  Learning by Doing: Ch 4 (problem) Data Analysis (Data NOT achieve proficiency?  PLUS2 Look For #2, 3, 4, 5, 6 Driven Dialogue)  Danielson: 3E: Demonstrating  Re-teaching/remediation What will we do for those who DID? flexibility and responsiveness (additional help around prerequisite skills) S

S  Interventions (Additional time T

M and support-List intervention and student name)  Enrichment Note: It is possible to replace Tier 2 documentation with the PLC minutes. In order to do so, teams MUST regularly complete the full PLC process (curriculum, assessment, instruction, data driven dialogue and the sub categories within.) Working as a PLC is a pattern of practice when meeting student needs. Questions? Jennifer Jennings. Team Notes:

Additional Meeting Notes (other school business, topics outside of the PLC work)

Questions, concerns, professional development needs:

Next PLC date:

Specific next steps before next PLC meeting:

(Review Action Steps)

57 Updated: August 4, 2015 Data Charts

It is suggested that the school principal and/or PLC Leadership Team decide upon a school-wide data collection chart that is most conducive to the school. At this time, a district-wide data chart will not be selected.

Two sample data collection Excel sheets are shown below. These two charts are used in conjunction. The first is useful for individuals to use as an item analysis data sheet. The second would be used by the team to analyze that data. See Appraisal System webpage to download these samples.

Includes Group graph and by Teacher Graph as well.

Includes student score analysis graph and item analysis graph

58 Updated: August 4, 2015 Data Driven Dialogue

A four phase protocol to assist data teams with analyzing data, examine patterns and trends of performance indicators, move from identifying symptoms to possible causes of student performance and engage in generating solutions.

Video available at: https://sites.google.com/a/bay.k12.fl.us/bdssi/plus2

Data Questions for common assessments

 Do we see specific strands that need to be re-taught? How will we adjust our instructional calendar?

 Do we see classrooms where students are excelling in mastery? What is happening in the classroom? How can members of the team learn and implement successful strategies?

 Do we see any patterns of incorrect answers? Were these incorrect answers based on misconceptions?

 Who made great gains? What is different about this student(s) instructional experience? How can we change this for other students? 59 Updated: August 4, 2015 Definitions

Change to personal practice: The teacher has implemented a change to instruction or assessment based on lessons learned in the PLC process. Highly effective change is more than a single event. The work has become a pattern of practice- more likely to be than not.

Collaborative teams: A group of people working together interdependently to achieve a common goal for which members are held mutually accountable. Members engage in a systematic process in which they work together, interdependently, to analyze and impact their professional practice in order to improve individual and collective results. Those who develop systematic practice do not hope things happen in a certain way; they create specific structures to ensure certain steps are taken.

“Collaborates with others outside of the PLC”- The intent of this term in the rubric is to encourage individuals to eliminate the “silo” approach and encourage collaboration with others and individuals within the PLC and outside the PLC. Team members wishing to receive an HE for the PLC work, regularly work with others and individuals in a commitment to continuous improvement. This does not necessarily mean that a team member must meet regularly with any one group to receive HE because that may not be possible; however, a team member must work regularly with individuals or groups outside the PLC bringing back ideas and suggestions that will enhance and improve the teams goal-oriented work.

Data Driven Dialogue- A four phase protocol to assist data teams with analyzing data, examine patterns and trends of performance indicators, move from identifying symptoms to possible causes of student performance and engage in generating solutions.

PLC: A PLC is a group committed to an ongoing process in which “educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.” (Learning By Doing, page 11). This is not a book study or a social committee. “Professional Learning Communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.” There is a commitment to continuous improvement wherein members collectively:

o gather evidence of current levels of student understanding

o develop strategies and ideas to build on strengths and weaknesses in that learning

o implement those strategies and ideas

o analyze the impact of the changes to discover what was effective and what was not

o apply new knowledge in the next cycle of continuous improvement

Regular: The action, process, procedure or work being described is more than a single event. The work has become a pattern of practice- more likely to be than not.

60 Updated: August 4, 2015 “Shared balance of team work”- This is included to encourage collaborative group work where there is no one person assuming the majority of responsibility within the group while others do not. The bottom line is that everyone has a part to play in the success of our students and everyone assumes a role equal to other team members.

 This may mean that the team establishes roles and team members stick with that role; it can mean that the roles rotate. Sample roles include:

o Recorder: Takes and distributes minutes.

o Focus monitor: Reminders of tasks and purpose. Refocuses dialogue on processes and agenda items.

o Timekeeper: Follows time frame allocated on agenda (and District Timeline). Reminds group of timeframe during dialogue.

o Data Facilitator: Assists team members with data charts (but does not complete the work for team members). Asks data driven dialogue guiding questions and facilitates data analysis conversation.

o Mentor: Works with new team members ensuring understanding of the PLC process. While the PLC is an excellent place for new team members to learn, it is always helpful to have an assigned mentor. A mentor is available for 1-1 guidance should the new team member have questions, concerns, etc. that they may not yet have the comfort level to share in front of the group. This is just a good way to ensure that a new team member is up to speed and has a specified person looking after them and helping them along.

 The role of facilitator should rotate amongst all team members.

Sustained: The action, process, procedure or work being described is more than a single event. The work has become a pattern of practice- more likely to be than not.

Verifiable: There is confirmed and substantiated evidence. Teacher responds in the reflection and the administrator is able to confirm via regularly submitted evidence such as observation, walkthrough, lesson planning, reflection, etc.

61 Updated: August 4, 2015 Student Growth/Achievement Component

Measurements for Instructional Staff for grades PK-12

The Student Growth/Achievement represents 33% of a teacher’s evaluation.

 Direct: An assessment is tied directly to a course. For example, a student is in a reading course and takes the FSA Reading assessment.

 Indirect: There is an assessment tied indirectly to a course. For example, a student is in a Social Studies course which does not have a direct assessment; however, the student takes the FSA. Therefore, the FSA Reading is tied indirectly to the Social Studies class.

 School: Instructional staff serves the school and are responsible for students at the school. As such, staff receives the growth/achievement of the students at the school.

 District: Instructional staff that serve the district are responsible for students in the district and as such receive the growth/achievement of students in the district.

The following measurements are the approved measurements for use in the 15/16 Teacher Evaluation System.

Approved Measurements State Assessments (Required use) District Assessments  FSA Math/Reading VAM  NWEA MAP  Algebra 1 VAM  Industry Certifications  Biology (if VAM approved*)  Advanced Placement (AP)  American History (if VAM approved*)  International Baccalaureate (IB)  Geometry (if VAM approved*)  Advanced International Certificate of Education (AICE)  Civics (if VAM approved*)  Dual Enrollment (DE) *In the event a VAM is not approved by the  Florida Alternate Assessment State Board and the Commissioner, then the  Adult General Education district will use the passing results of the  FSA (3rd grade) assessment and the Achievement rubric.

There are many different classifications of teachers, courses, and assessments that cannot be easily captured in one easy to read table. The table below represents the bulk of grades, assessments and rubrics. It is not an all-inclusive list and it should be recognized that gaps may occur. In the event that an issue or question arises about the evaluation system and specifically the student

Bay District Schools 62 growth/achievement section, either the Oversight Committee charged with monitoring the system, the Coordinator of Appraisal Systems, the Director of HR, and/or the Superintendent of Schools will make modification decisions. Every effort will be made to comply with the law, and be as fair as possible given the situation.

Note: In order to comply with the law, every effort will be made to apply a student growth/ achievement measurement based on the students that the teacher serves.

Grade Measurement Explanation K-2 MAP-Reading/Math Teachers receive a direct measurement based on the reading (Direct) and math achievement of assigned students. The district will use the MAP predicted score OR the BDS VAM model, whichever is deemed most appropriate given the newness of the MAP assessment. The rating will be based upon the achievement Rubric. 3 FSA-Reading and/or Teachers receive a direct measurement based on the reading math and/or math achievement of assigned students. The district (Direct) will use the BDS VAM model as an attempt to account for ESE, ELL, attendance, 504 and mobility. The rating then for each teacher will be based upon the VAM Rubric. 4-5 FSA Combined (reading Teachers receive a direct measurement based on courses and/or math) (Direct taught matched to FSA and the students in those courses. VAM) The measurement is based on a reading VAM or math VAM or reading/math VAM aggregate. For example, if the teacher teaches a reading class- the VAM is based on just reading. If the teacher teaches reading and math classes, then the VAM is based on a reading/math aggregate. The state standardized VAM measurement will be used. 5 FCAT Science Teachers receive a direct measurement based on courses taught matched to FCAT-Science and the students in those courses. The district will use the BDS VAM model as an The district will use the BDS VAM model as an attempt to account for ESE, ELL, attendance, 504 and mobility. The rating then for each teacher will be based upon the VAM Rubric. K-5 Elective (PE, FSA-Reading VAM Teachers receive an indirect measurement based on the Music, Art) (Indirect) measurements of students assigned to them. Examples include: FSA-Reading and MAP. Measurements are MAP Reading combined and weighted based on the number of students. See appropriate rubric. Indirect Informational Note: The state will no longer submit an Indirect VAM score to districts for teachers not receiving a direct VAM. Bay District Schools will now use the following guidelines for this scoring:  A comparison will be made of students’ predicted score versus actual score.  This information will then use the Achievement Rubric to derive the teacher’s Indirect Rating and will be based on students’ served. 6-8 FSA VAM (Direct) Teachers receive a direct VAM based on courses matched to FSA reading or math or reading/math aggregate and the students assigned to them. The state standardized VAM measurement will be used. 63 Updated: August 4, 2015 FSA VAM-Reading Teachers receive an indirect measurement based on the FSA (Indirect) VAM-Reading of students assigned to them. See Achievement rubric and Indirect Informational Note above. Algebra I VAM Teachers receive a direct measurement based on Algebra 1 VAM of assigned students taking the Algebra 1 course. If approved by the SGIC, see VAM rubric. If a VAM is not approved by the SGIC, then the Achievement rubric will be used. Other State Required For Civics AND FCAT (8th grade) Science, the district will use Assessments the data as provided by DOE. If a VAM approved by the SGIC, see VAM rubric. If VAM is not approved by the SGIC, then see the Achievement rubric. 9-12 FSA VAM (Direct) Teachers receive a direct measurement based on reading or math or reading/math aggregate of the students assigned to them. The state standardized VAM measurement will be used. FSA VAM (Indirect) Teachers receive an indirect measurement based on the FSA VAM-Reading of students assigned to them. See Achievement rubric and Indirect Informational Note above. Alg I VAM (Direct) Teachers receive a direct measurement based on Algebra 1 VAM of assigned students taking the Algebra 1 course. The Grade 9 VAM has been approved for use for Grade 9; therefore it must be used. If a VAM is not approved by the SGIC nor the Commissioner, then the Achievement rubric will be used. For example, if the 8th grade VAM is not approved, then the Achievement rubric will be used based on the students scoring proficiency on the Algebra I exam. AICE, IB, AP Teachers receive a direct measurement based on students enrolled in the advanced academic course. Students are required to take the corresponding course examination. A minimum of 90% of the students enrolled at the beginning of the second semester in a course are tested. When threshold met: Total passed  total tested When threshold not met: Total passed  Total enrollment See Achievement rubric. Industry Certifications Teachers receive a direct measurement based on the (Direct) number of assigned students taking the test. See achievement rubric. Dual Enrollment Teachers receive a direct measurement based on Dual Enrolled (DE) students assessed using Gulf Coast State College (GCSC) approved exams for the course taken (Spring/Fall). The teacher level student growth proficiency level for this percentage group will be based on students’ completion rate (final grade of A, B or C) as compared to GCSC students’ completion rate for the same course. See DE Rubric.

64 Updated: August 4, 2015 PERT Reading and Math The PERT will be included in a teacher’s measurement as a (Direct) direct measurement for the following courses (and the students assigned to them) using the Achievement Rubric:  Liberal Arts I (1207300) and Alg I Credit Recovery (1200315) (Concordant score =97)  Math for College Readiness (1200700) (Math pass score= 114)  English IV College Prep (1001405) (PERT-Reading pass score= 106) PERT Reading (Indirect) If a 9-12 teacher does not have a direct measurement of any kind (PERT, IB, AICE, etc.), then the Reading pass score (106) of the student’s assigned to them will be used applying the Achievement Rubric. FCAT/FSA Retakes For 11th and 12th grade reading courses, FCAT and/or FSA retakes of assigned students will be included as a teacher’s direct measurement. Either the BDS VAM Model used for the SAT10 and FSA 3rd grade will be applied here which takes into account a student’s ESE, ESOL, 504, attendance and mobility. The achievement rubric will also be examined to determine which is the more appropriate model to use. Other State Required For Biology, US History, Geometry, Algebra II and FSA 11th Assessments grade, the district will use the data as provided by DOE. If a VAM approved by the SGIC, see VAM rubric. If VAM is not approved by the SGIC, then see the Achievement rubric. Instructional staff Individual If an instructional staff member (i.e. guidance counselor) is assigned to growth/achievement not assigned to students in a course, but serves a particular students (non- based on assigned grade or group of students, the student classroom) students growth/achievement will be based on state or district approved assessment(s) of assigned students. Instructional staff School Staff members not assigned to a particular group of students not assigned to Growth/Achievement and serve one school and the students at that school, then students (non- the student growth/achievement scores of those students classroom/school- will be used. Examples include- Media Specialists, Resource based) Teachers, Inclusion Teachers, etc. Instructional staff Multi-school Staff members not assigned students, serve multiple-schools not assigned to growth/achievement and therefore, the students at those multiple schools, then students (non- the student growth/achievement scores of those students at classroom) those schools will be used. Examples include- Resource Teachers, etc. Instructional staff District Staff members not assigned students, serves all district not assigned to Growth/Achievement schools and the students in the district, then the student students (non- growth/achievement scores of students in the district will be classroom/district used. Examples include- Resource Teachers, etc. based)

65 Updated: August 4, 2015 Rubrics for State and District Approved Measurements

VAM Rubric: (i.e. FSA 3rd grade and other VAM scores not set by State Board of Education)

Unsatisfactory Needs Improvement/ Effective Highly Effective Developing

0 1 2 3 -.25 and below -.24 to -.01 0.0 to .10 .11 and above Achievement Rubric: (i.e. AICE, IB, AP, PERT, Industry Certifications, FSA Indirect)

Unsatisfactory Needs Improvement/ Effective Highly Effective Developing

0 1 2 3 0% or greater students 15% or greater students 30% or greater students 50% greater students passed the exam passed the exam passed the exam passed the exam Dual Enrollment Rubric Unsatisfactory Needs Improvement or Effective Highly Effective Developing 0 1 2 3 Students’ Completion Rate Students’ Completion Rate Students’ Completion Rate Students’ Completion Rate 5% or More Below GCSC Equal to the GCSC Rate Plus 5% - 9% Above the GCSC 10% or More Above the Rate or Minus 4% Rate GCSC Rate Considerations: Scores of 100% are considered Highly Effective; Scores of less than 100% with no comparable completion rate are Effective.

Occupational Therapists and Physical Therapists, PreK ESE, K-3rd and 11-12 on Access Points, K-12 FAA Unsatisfactory Needs Improvement or Effective Highly Effective Developing 0 1 2 3 0-40.9% of quarterly 41-64.9% of quarterly 65-93.9% of quarterly 94-100% of quarterly progress reports on progress reports on progress reports on progress reports on student’s curriculum related student’s curriculum related student’s curriculum student’s curriculum IEP goals show satisfactory IEP goals show satisfactory related IEP goals show related IEP goals show progress. progress. satisfactory progress. satisfactory progress.

Each assigned student’s progress on the curricular IEP goal(s) will be pulled directly from Enrich four times yearly. There shall be at least 1 ELA and 1 Math curricular goal. At the end of the year, this data (each student X goal(s) X 4) will be examined. If the progress is marked mastered, satisfactory, or minimal, this will be considered “satisfactory progress” and compared to the rubric shown above.

66 Updated: August 4, 2015 Measurement for Teachers of Students Enrolled in Adult General Education

Adult Basic Education (ABE) Adult Student Goal Measurement for Success Growth Measurement Score for Teacher  Improve basic skills  TABE Math  Pre-Post TABE Literacy  HE/E/NI/U is based on (reading, mathematics,  TABE Language Completion Points percent of students language) for CTE  TABE Reading (LCP) that earn an LCP on program completion TABE* (remediation) General Education Development (GED)  GED  GED  Diploma received  HE/E/NI/U based on  High School Diploma  Diploma percent of students receiving GED or HS Diploma* English Speakers of Other Languages (ESOL)  Improve reading  CASAS  LCPs  HE/E/NI/U based on and/or writing the percent of students English language that earn an LCP

Measurement for Teachers of Students Enrolled in Career and Technical Education

Career and Technical Education (CTE) Non-Licensure Adult Student Goal Measurement for Success Growth Measurement Score for Teacher  Attain knowledge and  Program Completion  Occupational  HE/E/NI/U based on skills in the Career and Certificate Completion Points percent of students Technical program of  Industry Certification (OCP) completing program, study Certificate  Retention Job-Related Measurement (courses Employment, Military, that do not end with an Further Education, OCP) Industry Certification Career and Technical Education (CTE) Licensure  Attain knowledge and  State/National  Licensure  HE/E/NI/U based on skills in the Career and Licensure  Occupational percent of students Technical program of  Industry Certification Completion Points receiving licensure* study leading to state (OCP) and/or national  Retention licensure Measurement (courses that do not end with an OCP) *Percentages derived from district, state, and national comparisons

Guidance Counselors, Career Specialist, Media Specialist, Resource Teacher, and etc. Adult Student Goal Measurement for Success Growth Measurement Score for Non-Instructional Teachers  Attain knowledge and  Program Completion  Literacy Completion  HE/E/NI/U based on skills in Career and Certification Points (LCP) aggregate score of all Technical program  Industry Certification  GED/Diploma teachers  Improve basic skills  Licensure attainment  Prepare for  GED/Diploma  Occupational GED/Diploma  TABE Testing Completion Point (OCP)  Prepare for Industry  CASAS Testing  Industry Certification Certification  Licensure  Retention

67 Updated: August 4, 2015 Rubrics Weighting Scores

Adult Basic Education: TABE Remediation Levels 1 2 3 Ratings used for each student NEEDS HIGHLY growth component UNSATISFACTORY IMPROVEMENT – EFFECTIVE EFFECTIVE DEVELOPING Literacy 0-39% earn an LCP 40-60% earn an LCP 61-80% earn an 81% or more Completion Points LCP earn an LCP (LCP) chart Category 1- 0.0-1.9 4 Teachers 2.0-3.9 4.0-5.9 6.0-8.9

Adult Basic Education: GED Levels 1 2 3 Ratings used for each student NEEDS HIGHLY growth component UNSATISFACTORY IMPROVEMENT – EFFECTIVE EFFECTIVE DEVELOPING 0-39% earn GED or HS 40-60% earn GED or 61-80% earn GED 81% or more Category 1-4 Teachers Diploma HS Diploma or HS Diploma GED or HS Diploma

Adult Basic Education: ESOL Levels 1 2 3 Ratings used for each student NEEDS HIGHLY growth component UNSATISFACTORY IMPROVEMENT – EFFECTIVE EFFECTIVE DEVELOPING Learning Gain 0-39% earn an LCP 40-60% earn an LCP 61-80% earn an 81% or more Chart (based on LCP earn an LCP CASAS Reading scores) Category 1-4 <180 Teachers 181-190 191-200 201-210 211-220 221-235

Career and Technical Education Teacher: Non-Licensure Levels 1 2 3 Ratings used for each student NEEDS HIGHLY growth component UNSATISFACTORY IMPROVEMENT – EFFECTIVE EFFECTIVE DEVELOPING Completion of 0-39% students earn 40-60% students 61-80% 81% students Occupational OCPs based on earn OCPs based students earn earn OCPs Completion Points student enrollment program OCP and OCPs based on based on Category 1-4 (OCP) based on hours compared to student enrollment student student Teachers adequate student average program OCP hours compared to enrollment enrollment progress hours average program hours hours OCP hours compared to compared to average average program OCP program OCP hours hours 68 Updated: August 4, 2015  Programs with multiple teachers within the same classroom/labs will be evaluated separately  Students who are awarded prior credit will be evaluated based upon actual OCPs earned while enrolled  Students entering a program with intent to gain personal knowledge only will not be included in the calculation  Secondary students are not included in the calculations  Retention measures the total number of students who complete the course divided by the total number of students enrolled in the course  Adequate student progress is a measurement of the average program OCP hours divided by the total student enrollment hours

Career and Technical Education Teacher: Licensure

Levels 1 2 3 Ratings used for each NEEDS IMPROVEMENT HIGHLY student growth UNSATISFACTORY EFFECTIVE – DEVELOPING EFFECTIVE component 0-39% earn at least one 40-60% earn at least 61-80% earn at 81% or more OCP or continue to next one OCP or continue to least one OCP or earn at least one Category 1-4 Teachers course next course continue to next OCP or continue course to next course

 Retention measures the total number of students who complete the course divided by the total number of students enrolled in the course

Non-Classroom Instructional: Guidance Counselors, Career Specialist, Media Specialist, Resource Teacher, Etc.

Levels 1 2 3 Ratings used for each NEEDS IMPROVEMENT HIGHLY student growth UNSATISFACTORY EFFECTIVE – DEVELOPING EFFECTIVE component 0-39% aggregate of 40-60% aggregate of 61-80% 81% aggregate Category 1-4 Teachers teacher scores teacher scores aggregate of of teacher teacher scores scores

69 Updated: August 4, 2015 Student Growth/Achievement Considerations

 The district is required to include direct student growth/achievement data when available for up to 3 years. A teacher’s total student growth/achievement will be based on an aggregate score comprised of all available direct or indirect data for up to 3 years and will be proportional to class load and/or schedule. Direct and indirect data cannot be blended and direct measurements take priority over any indirect.

 For those staff members serving students of a school, schools or district, the student growth/achievement measurement will be comprised of the assessments approved for use in the evaluation process.

 A teacher with multiple measurements will have a score based on the composite growth of each of the groups of students commensurate with the percentage of each group in the teacher’s overall student enrollment.

 FSA and Algebra I retakes are not included in the value added measurement.

 As new state assessments come on board (i.e. EOCs), it is expected that once the 2nd years’ test is administered, a VAM will be created and submitted to the SGIC. If it is approved by the SGIC, it must be used in a teacher’s growth/achievement. In the event that it is not, then EOCs will use the Achievement rubric versus the VAM rubric.

 If a measurement’s rating or application is adjusted for a school year, the prior year score remains “as is.” The adjustment is not applied to prior years. It only applies to the current year.  For teachers and/or administrators moving from positions such as classroom teacher, multi- school resource teacher, district resource teacher and/or administrator, the student growth starts over as there are difficulties combining these different types of student growth/achievement measurements. Value Added Information

The value added process is a covariate adjustment model that uses student level prior test scores and other measured characteristics to predict student achievement. It compares a student’s success to other students like them to create a predicted score. These comparisons are created based on certain characteristics. Some of these characteristics are as follows:

 Prior year achievement  Prior two year’s achievement  Attendance (days present)  Language impaired  Specific Learning Disability

Bay District Schools 70  ELL indicator  Intellectual Disability  Mobility  Deaf or hard of hearing  Autism  Gifted  Visually Impaired  Retention Essentially, the achievement of a student is compared to other students like them. It takes students with similar characteristics (see list above) and finds their average growth on FSA. Then, one student is removed from the group and their score is compared to the group. Was the score above? The same? Below? If it is the same, it meets the state average. If it is below, then it is below the state average. If it is above, then it above the state average. BDS Value Added Model

Students assessed using measurements such as the MAP and FSA 3rd grade do not have a VAM calculation created by DOE. As a result, BDS has created a BDS Value Added Model based in part on the Value Added Model produced by the state. Slight variations exist in the model for two reasons —missing prior year or two prior year test scores and student population sizes. Since the DOE VAM can include students from across the state while the BDS VAM typically includes students from within the district. Where possible, national or state data is included. Also, where possible, prior year test scores are included.

Roster Verification process

Twice yearly teachers are asked to complete a roster verification process. During the survey periods in October and February (generally), the district provides to the state the names of students assigned to teachers. The state then creates a roster for the teacher. The teacher can then go online and verify the names of students assigned to them. This process is important because the names of students assigned to teachers during these survey times are the students that will construct a teacher’s value added score.

 If a student is not on the teacher’s roster because they enrolled in March, for example, but the student takes FSA, that student is not in the teacher’s value added score.

 If a student is on the October roster, but not the February roster, the student will be on the roster along with the roster of the teacher to whom they are assigned in February (assuming this person is in Florida.) It is important for all students taught by the teacher to be included in the value added. If there are scoring outliers, these will cancel each other out.

71 Updated: August 4, 2015  It is imperative that teachers check their roster using the Roster Verification tool and considers carefully the criteria for adding or removing students. Teachers without a roster and/or students assigned to them may be subject to an incomplete evaluation thus ineligible for a pay increase (if one is given.)  Teachers of students assessed via Brigance or FAA must utilize the state roster verification tool during the roster verification process to remove/add students.

72 Updated: August 4, 2015 Formative Teacher Evaluation

The Formative Teacher Evaluation is completed for Category 1 (Years 0-2) and Category 2 (new to District) Teachers. The teacher and administrator review the collected evidence, artifacts and data regarding the 11 evaluated Components of the Danielson Framework for Teaching and determines a formative Instructional Practices rating for the teacher according to the Formative Instructional Practices Rubric. The teacher and administrator also review the teacher’s progress relative to the DP and assign a formative DP rating according to the DP Rubric. The section ratings are combined according to the designated weightings for each section and a formative overall rating is assigned based on the Formative Evaluation Rubric.

The rating rubrics for the Formative Teacher Evaluation are illustrated below.

Formative Teacher Evaluation

1. Instructional Practice Formative Assessment Rubric 0 1 2 3 Unsatisfactory Developing Effective Highly Effective Greater than or equal to If not meeting He, E or U, At least 75% at Level 3 At least 80% at Level 3 50% at Level 1 and/or then Developing and/or and 0% at Level 1 and/or Level 0 Level 2 and 0% AT Level Level 0 0

2. Deliberate Practice Formative Assessment:

Rubric 0 1 2 3 Unsatisfactory Developing Effective Highly Effective See DP Section for rubric

3. Formative Evaluation Section Levels:

 Instructional Practice rating______X 49 %=______ DP rating______X 51 %=______Total Evaluation rating______

Formative Rubric 0 1 2 3 Unsatisfactory Developing Effective Highly Effective Less than or equal to 1.0 Greater than 1.0 Greater than or equal to Greater than or equal to 1.5 2.40

Teachers print their Formative Evaluation from AIMS and AIMS+. The teacher and evaluating administrator sign and maintain a copy at the school level. This information is reported to DOE for monitoring purposes.

73 Updated: August 4, 2015 Final Summative Teacher Evaluation Individual Teacher Level and School Level Student Growth data will not be made available until Survey 5 (Fall). Therefore, the District will not be able to determine Teacher Level and School Level Student Growth Evaluation Ratings according to FLDOE and District adopted growth models until this data becomes available.

The Final Summative Evaluation all teachers will be based on the teacher’s Instructional Practices and DP performance as previously determined. When available, the Student Growth Ratings are then combined with the previously determined Instructional Practices and DP Ratings according to the designated weightings for each section and a Final Summative Evaluation rating is assigned based on the Final Summative Evaluation Rubric. If a teacher has transferred to another school site, the Final Summative Evaluation will be reviewed with the teacher at the new school site by the current administrator. If a teacher is no longer employed by Bay District Schools, every effort will be made to inform the teacher of the Final Summative Evaluation results.

The Final Summative Evaluation will become a part of the teacher’s District personnel file and performance evaluation results for all teachers and administrators will be reported to the Florida Department of Education (SB 736).

The rating labels and weighting scales/scoring system for the Final Summative Teacher Evaluation are illustrated below. Final Summative Teacher Evaluation

1. Instructional Practice- 33%:

0 1 2 3 Unsatisfactory Needs Improvement/ Effective Highly Effective Developing Greater than or equal to If not meeting HE, E or U, At least 75% at Level 3 At least 80% at Level 3 and 50% at Level 1 and/or then Needs Improvement and/or 0% at Level 1 and/or Level Level 0 or Developing Level 2 and 0% at Level 0 0

2. Deliberate Practice- 34%:

0 1 2 3 Unsatisfactory Needs Improvement/ Effective Highly Effective Developing See DP Rubric

3. Student Growth/Achievement- 33%:

0 1 2 3 Unsatisfactory Needs Improvement/ Effective Highly Effective Developing See Student Growth Section

74 Updated: August 4, 2015 4. Final Summative Evaluation Section Levels:

 Instructional Practice rating______X 33%=______ DP rating______X 34%=______ Student Growth/Achievement______X 33%=______

Total Evaluation Level______

Final Summative Evaluation Rubric 0 1 2 3 Unsatisfactory Needs Improvement/ Effective Highly Effective Developing Less than or equal to 1.0 Greater than 1.0 Greater than or equal to 1.5 Greater than or equal to 2.40

Teachers print their Summative Evaluation from AIMS and AIMS+. The teacher and evaluating administrator sign and maintain a copy at the school level. This information is reported to DOE.

75 Updated: August 4, 2015 Alternate Evaluation

In order to differentiate the evaluation process for teachers, Bay District Schools will implement an Alternate Evaluation.

1. The Alternate Evaluation will be available to Category 3/4 teachers with HE/E in the2014-2015 IPDP and Observation/Option B and Student Growth/Achievement and Final Rating (all are listed on the 2014- 2015 signed Final Evaluation). (Each of the four areas must have an HE/E.)

2. In the Alternative Evaluation, the ratings from the 2014-2015 Observation (all 22 components/4 Domains) become the basis for the 2015-2016 Observation scores (corresponding 11 components.) So that 1A rating = 1A rating, 2D rating = 2D rating.

3. Teachers do not participate in the pre/post conference and full observation.

4. Teacher must still complete the DP and student growth/achievement is applied.

5. There are 2 classroom walkthroughs (1 announced and 1 unannounced) to ensure maintenance of student growth/achievement. 2 additional walkthroughs are as needed.

6. The component rating can increase or decrease based on walkthrough data; teacher must be advised prior to submitting final ratings.

7. The component rating MUST BE ENTERED into AIMS by the evaluating administrator; it is NOT automatically and electronically rolled over from the previous year.

8. Written evidence and feedback must be provided by the administrator; a face to face is not required.

9. The Alternate Evaluation can be revoked by the principal and the teacher moved to a full evaluation if it appears student growth/achievement is at risk.

The Alternate Evaluation qualifying teacher names are provided to principals. The principal retains the right to actually extend the Alternate Evaluation to teachers. Before extending an Alternative Evaluation choice to a teacher, a principal will want to consider details such as- changing job titles, changing grade levels, a new subject area, negative raw measurement scores in VAM, MAP, and/or FCAT 3rd grade.

Bay District Schools 76 Corrective Action Plan

The goal of the Corrective Action Plan is to improve the individual teacher’s performance. There are several tools an administrator can use. These tools should be progressive in nature and should start with the Framework for Teaching Rubric. The administrator must provide adequate forewarning of the possible/probable consequences if the teacher’s performance does not improve. The corrective action must be reasonable and consistent with what is required/expected of other teachers in the school/site. The administrator should identify the area(s) needing improvement using quantitative and/or qualitative evidence of the teacher’s deficiencies. Documentation could include: formal observations, anecdotal records, and teacher records and/or reports. A Professional Improvement Plan (PIP) should be a last resort in the Corrective Action Plan. The following steps should be taken before enacting a PIP:

1. Verbal Warning/Verbal Reprimand

. A verbal warning will be given upon the identification of a deficiency/concern. . Administrator calls conference with teacher. The teacher must be notified that he/she has the right to representation. . Administrator explains expectations and offers assistance, including appropriate timeline(s). . Administrator documents the verbal warning. This may be done with a notation of scheduled appointment and attendees on the administrator’s calendar, via email, in a memo or other mechanism.

Example A: Teacher has not entered grades in AS400 by deadline. Administrator calls conference with teacher. Administrator explains expectations regarding record keeping and offers assistance. Example B: Teacher has written 25 discipline referrals in one week. Administrator calls conference with teacher. Administrator explains expectations regarding classroom management and offers assistance.

Bay District Schools 77 2. Notice of Counseling (See Appendix)

A notice of counseling will be given following the verbal warning when the deficiency/concern is not corrected. The administrator must ensure that all facts are accurate before making accusations or allegations. The administrator should use clear, specific language in a letter or memorandum so there is no room for misunderstanding. The notice should reflect specific examples of incidences that necessitated the communication.

Refer to the previous verbal warnings. Describe any actions that have been taken or may be taken against the individual if the situation does not change. Clearly state any action that the employee should take and the deadline for taking such action. If the performance does not improve the teacher will receive a Notice of Unsatisfactory Performance.

 Administrator calls conference with teacher. The teacher must be notified that he/she has the right to representation.  Administrator reviews concerns, explains expectations, offers assistance, and writes a Notice of Counseling to include appropriate timeline(s).  Administrator forwards the original Notice of Counseling to Human Resources and retains copies for school and teacher.

Example A: Teacher has once again missed deadline for entering grades into AS400. Administrator investigates reason for lateness and, depending on the results of the investigation, prepares a Notice of Counseling. Example B: Classroom management problems continue with teacher. Administrator investigates reasons for continued classroom management problems and, depending on the results of the investigation, prepares Notice of Counseling.

3. Notice of Unsatisfactory Performance (See Appendix)

A written Notice of Unsatisfactory Performance will be given following the Notice of Counseling when the deficiency/concern is not corrected by the established timeline. Ensure all facts are accurate before making accusations or allegations. Use clear, specific language in a letter or memorandum so there is no room for misunderstanding. Indicate why the person is being given the notice. Give specific examples of incidences which necessitate the notice. Refer to the previous verbal warnings and notice(s) of counseling. Describe any actions that have been taken or may be taken against the individual if the situation does not change. Clearly state any action that the employee should take and the deadline for taking such action. If the performance does not improve a Professional Improvement Plan (PIP) will be initiated.

 Administrator calls conference with teacher. The teacher must be notified that he/she has the right to representation.  Administrator reviews concerns, explains expectations, offers assistance, and writes Notice of Unsatisfactory Performance to include appropriate timeline(s).  Administrator notifies teacher verbally, and in the Notice of Unsatisfactory Performance, that a Professional Improvement Plan (PIP) will be initiated if his/her performance does not improve by the end of the timeline.  Administrator forwards the original Written Notice of Unsatisfactory Performance to Human Resources and retains copies for school and teacher. 78 Updated: August 4, 2015 Example A: Teacher is still missing grade deadlines for AS400. Administrator again investigates and, depending on results, prepares a Notice of Unsatisfactory Performance. Example B: Teacher is still having classroom management problems. Administrator investigates and depending on results, prepares Notice of Unsatisfactory Performance.

4. Professional Improvement Plan (PIP) (See Appendix)

Bay District will refer to and follow the procedures outlined in SB 736, FS 1012.33, and FS 1012.34 with regard to employees not performing their duties in a satisfactory manner. At the end of the designated timeline in the Notice of Unsatisfactory Performance, the administrator must confer with the employee, make recommendations with respect to specific areas of unsatisfactory teacher performance and provide assistance in helping to correct deficiencies within the prescribed time period of 90 calendar days (excluding school holidays, weekends, and school vacation periods). The teacher must be notified that he/she has the right to representation during the PIP process.

A PIP conference is conducted to ensure that the teacher is aware of:  the performance deficiency  the necessary level of performance  the strategies needed for improvement  the documentation of strategy implementation  the resources available for assistance  the method of documentation/evaluation  the consequences of failure to improve  the timeline guiding the implementation of the PIP

The administrator, in collaboration with a representative from Human Resources, will write the improvement goal(s) that is measurable, establishes strategies, identifies forms of documentation and delineates the timeline that will lead to goal attainment. In accordance with FS 1012.34, the length of the PIP will be 90 calendar days. The administrator shall identify an evaluation method, such as using the Framework for Teaching Rubric or other evaluation tools, to determine goal progress and satisfaction. The teacher is responsible for securing all documentation as determined in the PIP.

The teacher, and his/her union representative if applicable, will meet with the principal and the HR representative to discuss, in detail, the PIP. The teacher will have the opportunity to review the document a minimum of 48 hours in advance of the meeting and will be able to ask questions, ask for clarification, request additional resources etc. at the meeting. The district will make every effort to honor all additional requests for research-based services and resources made by the teacher. The teacher’s signature on the PIP will not necessarily indicate agreement with the document but will acknowledge receipt of the PIP and the deadlines for completion of the goals.

The administrator will evaluate the documentation periodically (minimum of two times) with teacher and determine the degree of goal satisfaction. Within 14 days after the close of the 90 calendar days, the administrator must assess whether the performance deficiencies have been corrected and forward a recommendation to the superintendent. Within 14 days after receiving the administrator’s recommendation, the superintendent must notify the employee in writing whether the performance deficiencies have been satisfactorily corrected and whether the superintendent will recommend that the school board continue or terminate the teacher’s employment contract.

79 Updated: August 4, 2015 The administrator shall forward the original copy of the PIP to the Bay District Schools Human Resources Department for recording purposes when the goal has been met or goal status has been assigned.

If the employee wishes to contest the district’s school superintendent’s recommendation, the employee must, within 15 days after receipt of the district school superintendent’s recommendation, submit a written request for a hearing. The hearing shall be conducted at the district school board’s election in accordance with the options and procedures outlined in SB 736; ss. 120.569; and ss. 120.57.

Example: Instructor continues to have teacher performance issues. Administrator investigates and, depending on results, develops a PIP in collaboration with the teacher. The administrator calls a conference with the teacher to accomplish this (union representative present if teacher is a member). The goal should be SMART (specific, measurable, attainable, relevant and time-bound) and the goal should focus on teacher performance.

80 Updated: August 4, 2015 Human Resources Information

 It is the teachers’ responsibility to check and then sign Fall and Spring roster during the Roster Verification time period. Teachers failing to do so lose their right to the appeal process.  Teachers will print and provide to administrators for an End of the Year checklist item the AIMS page displaying a completed IPDP and Observation score. Administrators will provide these pages and a teacher roster showing completion of staff to PALS. Incomplete evaluations will be processes as is and teachers lose the right to appeal missing information.  At the start of the 4th nine weeks, teachers hired will be hired using a temporary instruction code and will not have an evaluation completed.  Due dates regarding the evaluation system are important. It is both the teacher and administrators responsibility to comply with due dates stated in the Teacher Appraisal Manual and those submitted via email. Specifically due dates surrounding final evaluations bear significant importance such as verifying evaluation information, printing and signing final evaluations and submitting issues/concerns about evaluation information. Teachers failing to comply with due dates lose their right to the appeal process; administrators failing to comply will have this evidence added to their evaluation from the Superintendent and/or PAL. Evaluation Process

 It is the responsibility of the teacher and evaluating administrator to ensure all components of the evaluation are complete on their assigned dates. In the event that an evaluation should be complete but is not, salary increases are jeopardized.

 Teachers may request a specific observer/administrator, but it is the responsibility of the principal to assign which observer/administrator observes and evaluates which teacher. However, the principal must sign all Formative Evaluations, Interim Summative Evaluations and Final Summative Evaluations.

 If a teacher will work less than 99 days in the district in a given school year, he/she will not receive a summative evaluation score for that school year. Additionally, a teacher will not receive any applicable salary increase. This is in alignment with the Florida Retirement System (FRS) which states a teacher must work 99 days or more in order to receive credit for that year.

 All efforts will be made to complete a teacher’s observation and DP. If complete evaluation cannot be completed (i.e. an unforeseen circumstance such as a teacher is injured just prior to an observation and will be out the remainder of the year), then no evaluation will be completed and the teacher will not be eligible to receive a salary increase. If the Category 1 and 2 teacher can complete the evaluation prior to the end of the 3rd nine weeks, then the teacher and administrator will set a timeline that will enable the evaluation to be completed prior to or by May 1st. If a Category 3 and 4 teacher, the evaluation must be completed prior to or by the end of the school year. Note: A teacher on extended leave cannot return for a few days in order to complete the evaluation and then return to extended leave.

81 Updated: August 4, 2015  For those teachers hired just prior to 99 +1 days or beginning of the 3rd nine weeks, whichever comes first, all efforts will be made to complete a teacher’s Observation(s) and DP; however, the 15, 30, 45 day timeline shall also be considered. The teacher and administrator should determine a timeline that will enable the administrator and teacher to complete the Observation(s) and DP. This timeline may extend beyond the due dates referenced above. If a teacher is a Category 1 or 2 and will not earn the FRS credit for that year, then only a full observation need be completed.

 For 2015-2016 Human Capital decisions (retention, rehiring, hiring for summer employment, etc.), a combination of the 13/14 evaluation and the partial 14/15 evaluation will be used. For Student Growth, Instructional Practice and DP components, each HE will receive 3 points, E-2 points, NI-1 point, and U-0 points. A composite score will be derived so that the 13/14 Student Growth is 1/3 of the calculation, 13/14 Instructional Practice and DP is 1/3, and 14/15 Instructional Practice and DP is 1/3. These scores will be provided to each school’s principal for the purposes of Human Capital decisions. (Report will be based on data completed prior to May 1, 2015.)

 Given the time constraints posed by the end of the school year, it is recommended Principals consider filling instructional vacancies with temporary instructors as opposed to "hires" after 99 +1 days. New personnel will certainly be processed should they be hired, but hiring them encumbers the school administrator to complete an observation per state law. Only temporary instructors will be hired after the 4th nine weeks.

Dissatisfaction with evaluation

 According to the teacher contract, a teacher who is not satisfied with an observation may request an additional summative observation and the teacher may request that it be completed by a different administrator. This request must be made within 10 days. The administrator will be selected by the Executive Director for Human Resources. Other additional observations may occur if agreed upon by the teacher and administrator. When an additional observation cycle is requested, the newly assigned administrator and teacher will complete the pre-conference, observation and post-conference within a 30-day window. The additional evidence gathered both from the pre- and post-conferences and the actual observation will be discussed at a meeting scheduled within five school days of the post- observation conference. This meeting will be attended by the teacher, the principal and the first and second reviewing administrators. The teacher is invited to bring union representation (if applicable) or a non-union colleague from that school site; the administrative team may request the presence of a district administrator; both of these people will be observers only. Collaboratively, the team will consider the original evidence and the new evidence to see if any adjustments are warranted. Ultimately, assigning the rating level for each component will remain as the Principal’s responsibility. The teacher is required to sign the evaluation indicating that the document was received. The signature does not necessarily indicate agreement. The evaluation cycle and paperwork will be considered final and complete on the last day of post planning for teachers.

 The administrator/evaluator may, however, amend an evaluation for any teacher based upon assessment data from the current school year if the data becomes available within 90 days after the

82 Updated: August 4, 2015 close of the school year. The teacher will receive a copy of the amended evaluation within 10 work days (SB 736).

 A teacher may attach a letter to his/her evaluation.

Evaluations and Corrective Action

 Bay District will refer to and follow the procedures outlined in SB 736, FS 1012.33, and FS 1012.34 with regard to employees not performing their duties in a satisfactory manner.

 If an administrator has completed a teacher’s interim or summative evaluation and later notices a problem, the next steps depend upon the severity of the problem. If the problem is NOT a violation of Professional Practices, but warrants closer attention, then the administrator should begin a Corrective Action Plan. If the problem IS a violation of Professional Practices, then the district is not required to follow the Corrective Action Plan. The principal must report the incident/problem to the Superintendent or Executive Director of Human Resources for further investigation (SBE Rule 6B- 1.006).

 The administrator/evaluator must discuss the written evaluation report with the teacher. The teacher shall have the right to initiate a written response to the evaluation, and the response shall become a permanent attachment to the teacher’s personnel file (SB 736).

Remediation Process

 If a teacher receives an instructional practice score or DP score of Needs Improvement or Unsatisfactory, the principal will give the employee a written copy of the evaluation describing specific areas of deficiency (article 11.5a) and will offer whatever assistance is necessary. This clarification does not preclude the principal, based on his/her professional judgment, from placing the employee in corrective action as outlined in article 11.5.b.

 If a teacher’s complete evaluation (DP, Instructional Practice and Student Growth) returns a score of Needs Improvement or Unsatisfactory, then the principal, with the assistance of the HR Director if needed, will prepare a Professional Improvement Plan for the employee. This plan, as outlined in the evaluation manual, and referenced in the contract, will give the employee specific assistance and a 90-day timeframe to remedy the deficiencies. Failure to complete the PIP will lead to additional disciplinary action up to and including termination.

 Teachers receiving an unsatisfactory VAM for the 2014-2015 school year, will have a mandatory administrator referral for Coaching. Evaluation Request

 If a person is no longer active in the school district and wishes to request his/her final evaluation, he/she must fill out the “Summative Evaluation Request” form. Form is available in the Appendix an online at http://www.bay.k12.fl.us/rttt/AppraisalSystems.aspx

83 Updated: August 4, 2015 Appendix

84 Updated: August 4, 2015 Bay District Schools Teacher Appraisal Reference List

Berliner, D.C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology, & Society, 21(3), 200-212.

Chadwick, K.G. (2004). Improving schools through community engagement: A practical guide for educators. Thousand Oaks, CA: Corwin Press.

Consortium on Chicago School Research at the University of Chicago. (2010, June). Rethinking teacher evaluation: findings from the first year of the excellence in teaching project in Chicago public schools. Chicago, IL: Sartain, S., Stoelinga, S., & Krone, E.

Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school. Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2010). Evaluations that help teachers learn. The Effective Educator, 68(4), 35-39.

Fullan, M. (2005, February). Resiliency and sustainability. School Administrator, 62(2), 16-18.

Gabriel, J.G. (2005). How to thrive as a teacher leader. Alexandria, VA: Association for Supervision and Curriculum Development.

Guskey, T.R. (2005, April). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and implications. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Marshall, K. (2006, January). Teacher evaluation rubrics: the why and the how. retrieved from www.marshallmemo.com

Marshall, K. (2009, May). Teacher evaluation rubrics. retrieved from www.marshallmemo.com

Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Moore, R.A. (2004). Classroom research for teachers: A practical guide. Norwood MA: Christopher- Gordon Publishers. 85 Updated: August 4, 2015 National Board for Professional Teaching Standards. (2004). The five core propositions. Available: www.nbpts.org/the_standards/the_five_core_propositio

Reeves, D.B. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.

Richardson, J. (2004, February/March). Lesson study. Tools for Schools. Available: www.nsdc.org/library/publications/tools/tools2-04rich.cfm

Shulman, L.S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass.

Tucker, P.D. & Stronge, J.H. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Whitaker, T. (2004). What great teachers do differently: Fourteen things that matter most. Larchmont, NY: Eye on Education.

William, D. (2004, June). Keeping learning on track: Integrating assessment with instruction. Invited address to the 30th annual conference of the International Association of Educational Assessment (IAEA), Philadelphia.

Wormeli, R. (2003). Day one & beyond: Practical matters for new middle-level teachers. Portland, ME: Stenhouse Publishers, and Westville, OH: National Middle School Association.

86 Updated: August 4, 2015 Florida Educator Accomplished Practices

6A-5.065 The Educator Accomplished Practices. (1) Purpose and Foundational Principles. (a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems. (b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential principles: 1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement. 2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught. 3. The effective educator exemplifies the standards of the profession. (2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility. (a) Quality of Instruction. 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently: a. Aligns instruction with state-adopted standards at the appropriate level of rigor; b. Sequences lessons and concepts to ensure coherence and required prior knowledge; c. Designs instruction for students to achieve mastery; d. Selects appropriate formative assessments to monitor learning; e. Uses diagnostic student data to plan lessons; and f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. 2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; b. Manages individual and class behaviors through a well-planned management system; c. Conveys high expectations to all students; d. Respects students’ cultural linguistic and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support; g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; and i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: a. Deliver engaging and challenging lessons; b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; c. Identify gaps in students’ subject matter knowledge; d. Modify instruction to respond to preconceptions or misconceptions; e. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher-order questioning techniques; g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

87 Updated: August 4, 2015 j. Utilize student feedback to monitor instructional needs and to adjust instruction. 4. Assessment. The effective educator consistently: a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process; b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and f. Applies technology to organize and integrate assessment information. (b) Continuous Improvement, Responsibility and Ethics. 1. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs; b. Examines and uses data-informed research to improve instruction and student achievement; c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons; d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; e. Engages in targeted professional growth opportunities and reflective practices; and f. Implements knowledge and skills learned in professional development in the teaching and learning process. 2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. History–New 7-2-98, Amended 2-13-11.

88 Updated: August 4, 2015 Bay District Schools Rubrics for Teacher Performance Appraisal System

Used With Permission

Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching By Charlotte Danielson

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD 89 Bay District Schools Rubric for Classroom Teacher Performance Appraisal System Domains, Components, Elements

DOMAIN 1: PLANNING AND PREPARATION Component 1a: Demonstrating Knowledge of Content and Pedagogy Elements: Knowledge of content and the structure of the discipline • Knowledge of prerequisite relationships • Knowledge of content-related pedagogy

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

UNSATISFACTORY NEEDS IMPROVEMENT OR EFFECTIVE HIGHLY EFFECTIVE ELEMENT DEVELOPING

Knowledge of content and In planning and practice, teacher makes Teacher is familiar with the important Teacher displays solid knowledge of the Teacher displays extensive knowledge of the the structure of the content errors or does not correct concepts in the discipline but may important concepts in the discipline and important concepts in the discipline and how these discipline errors made by students. display lack of awareness of how these how these relate to one another. relate both to one another and to other disciplines. concepts relate to one another.

Knowledge of prerequisite Teacher’s plans and practice display Teacher’s plans and practice indicate Teacher’s plans and practice reflect Teacher’s plans and practices reflect understanding of relationships little understanding of prerequisite some awareness of prerequisite accurate understanding of prerequisite prerequisite relationships among topics and concepts relationships important to student relationships, although such knowledge relationships among topics and concepts.and a link to necessary cognitive structures by learning of the content. may be inaccurate or incomplete. students to ensure understanding.

Knowledge of content- Teacher displays little or no Teacher’s plans and practice reflect Teacher’s plans and practice reflect a Teacher’s plans and practice reflect familiarity with a related pedagogy understanding of the range of familiarity with a wide range of limited range of pedagogical approaches wide range of effective pedagogical approaches in the pedagogical approaches suitable to effective pedagogical approaches in the or some approaches that are not suitable discipline, anticipating student misconceptions. student learning of the content. discipline. to the discipline or to the students.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD 90 DOMAIN 1: PLANNING AND PREPARATION Component 1b: Demonstrating Knowledge of Students Elements: Knowledge of child and adolescent development • Knowledge of the learning process • Knowledge of students’ skills, knowledge, and language proficiency • Knowledge of students’ interests and cultural heritage • Knowledge of students’ special needs

ELEMENT UNSATISFACTORY NEEDS IMPROVEMENT OR EFFECTIVE HIGHLY EFFECTIVE DEVELOPING

Knowledge of child and Teacher displays little or no knowledge Teacher displays partial knowledge of Teacher displays accurate understanding In addition to accurate knowledge of the typical adolescent development of the developmental characteristics of the developmental characteristics of of the typical developmental developmental characteristics of the age group and the age group. the age group. characteristics of the age group, as well exceptions to the general patterns, teacher displays as exceptions to the general patterns. knowledge of the extent to which individual students follow the general patterns.

Knowledge of the Teacher sees no value in understanding Teacher recognizes the value of Teacher’s knowledge of how students Teacher displays extensive and subtle understanding learning process how students learn and does not seek knowing how students learn, but this learn is accurate and current. Teacher of how students learn and applies this knowledge to such information. knowledge is limited or outdated. applies this knowledge to the class as a individual students. whole and to groups of students.

Knowledge of students’ Teacher displays little or no knowledge Teacher recognizes the value of Teacher recognizes the value of Teacher displays understanding of individual skills, knowledge, and of students’ skills, knowledge, and understanding students’ skills, understanding students’ skills, students’ skills, knowledge, and language proficiency language proficiency language proficiency and does not knowledge, and language proficiency knowledge, and language proficiency andand has a strategy for maintaining such information. indicate that such knowledge is but displays this knowledge only for thedisplays this knowledge for groups of - valuable. class as a whole. students.

Knowledge of students’ Teacher displays little or no knowledge Teacher recognizes the value of Teacher recognizes the value of Teacher recognizes the value of understanding interests and cultural of students’ interests or cultural understanding students’ interests and understanding students’ interests and students’ interests and cultural heritage and displays heritage heritage and does not indicate that cultural heritage but displays this cultural heritage and displays this this knowledge for individual students. such knowledge is valuable. knowledge only for the class as a whole.knowledge for groups of students.

Knowledge of students’ Teacher displays little or no Teacher displays awareness of the Teacher is aware of students’ special Teacher possesses information about each student’s special needs understanding of students’ special importance of knowing students’ learning and medical needs. learning and medical needs, collecting such learning or medical needs or why such special learning or medical needs, but information from a variety of sources. knowledge is important. such knowledge may be incomplete or inaccurate.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 91 Danielson © 2008 by ASCD DOMAIN 1: PLANNING AND PREPARATION Component 1c: Setting Instructional Outcomes Elements: Value, sequence, and alignment • Clarity • Balance • Suitability for diverse learners

ELEMENT UNSATISFACTORY NEEDS IMPROVEMENT OR EFFECTIVE HIGHLY EFFECTIVE DEVELOPING

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

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 92 Danielson © 2008 by ASCD Domain 1: PLANNING AND PREPARATION Component 1d: Demonstrating Knowledge of Resources Elements: Resources for classroom use • Resources to extend content knowledge and pedagogy • Resources for students

Resources for classroom Teacher is unaware of resources for Teacher displays awareness of Teacher displays awareness of resources Teacher’s knowledge of resources for classroom use is use classroom use available through the resources available for classroom use available for classroom use through the extensive, including those available through the school school or district. through the school or district but no school or district and some familiarity or district, in the community, through professional knowledge of resources available more with resources external to the school and organizations and universities, and on the Internet. broadly. on the Internet.

Resources to extend Teacher is unaware of resources to Teacher displays awareness of Teacher displays awareness of resources Teacher’s knowledge of resources to enhance content content knowledge and enhance content and pedagogical resources to enhance content and to enhance content and pedagogical and pedagogical knowledge is extensive, including pedagogy knowledge available through the school pedagogical knowledge available knowledge available through the school those available through the school or district, in the or district. through the school or district but no or district and some familiarity with community, through professional organizations and knowledge of resources available more resources external to the school and on universities, and on the Internet. broadly. the Internet.

Resources for students Teacher is unaware of resources for Teacher displays awareness of Teacher displays awareness of resources Teacher’s knowledge of resources for students is students available through the school orresources for students available throughfor students available through the school extensive, including those available through the school district. the school or district but no knowledge or district and some familiarity with or district, in the community, and on the Internet. of resources available more broadly. resources external to the school and on the Internet.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 93 Danielson © 2008 by ASCD Domain 1: PLANNING AND PREPARATION Component 1e: Designing Coherent Instruction Elements: Learning activities • Instructional materials and resources • Instructional groups • Lesson and unit structure

Learning activities Learning activities are not suitable Only some of the learning activities are All of the learning activities are suitable Learning activities are highly suitable to diverse to students or to instructional suitable to students or to the to students or to the instructional learners and support the instructional outcomes. They outcomes and are not designed to instructional outcomes. Some outcomes, and most represent significantare all designed to engage students in high-level engage students in active represent a moderate cognitive cognitive challenge, with some cognitive activity and are differentiated, as intellectual activity. challenge, but with no differentiation differentiation for different groups of appropriate, for individual learners. for different students. students.

Instructional materials and Materials and resources are not Some of the materials and resources All of the materials and resources are All of the materials and resources are suitable to resources suitable for students and do not are suitable to students, support the suitable to students, support the students, support the instructional outcomes, and are support the instructional outcomes instructional outcomes, and engage instructional outcomes, and are designed designed to engage students in meaningful learning. or engage students in meaningful students in meaningful learning. to engage students in meaningful There is evidence of appropriate use of technology learning. learning. and of student participation in selecting or adapting materials.

Instructional groups Instructional groups do not support Instructional groups partially support Instructional groups are varied as Instructional groups are varied as appropriate to the the instructional outcomes and the instructional outcomes, with an appropriate to the students and the students and the different instructional outcomes. offer no variety. effort at providing some variety. different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups.

Lesson and unit The lesson or unit has no clearly The lesson or unit has a recognizable The lesson or unit has a clearly defined The lesson’s or unit’s structure is clear and allows for structure defined structure, or the structure is structure, although the structure is not structure around which activities are different pathways according to diverse student chaotic. Activities do not follow an uniformly maintained throughout. organized. Progression of activities is needs. The progression of activities is highly coherent. organized progression, and time Progression of activities is uneven, with even, with reasonable time allocations. allocations are unrealistic. most time allocations reasonable.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 94 Danielson © 2008 by ASCD DOMAIN 1: PLANNING AND PREPARATION Component 1f: Designing Student Assessments Elements: Congruence with instructional outcomes • Criteria and standards • Design of formative assessments • Use for planning

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

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 95 Danielson © 2008 by ASCD Domain 2: THE CLASSROOM ENVIRONMENT Component 2a: Creating an Environment of Respect and Rapport Elements: Teacher interaction with students • Student interactions with other students

UNSATISFACTORY NEEDS IMPROVEMENT EFFECTIVE HIGHLY EFFECTIVE ELEMENT OR DEVELOPING

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 96 Danielson © 2008 by ASCD Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 97 Danielson © 2008 by ASCD Domain 2: THE CLASSROOM ENVIRONMENT Component 2b: Establishing a Culture for Learning Elements: Importance of the content • Expectations for learning and achievement • Student pride in work

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

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

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

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

DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2c: Managing Classroom Procedures Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD 98 Elements: Management of instructional groups • Management of transitions • Management of materials and supplies • Performance of noninstructional duties • Supervision of volunteers and paraprofessionals

Management Students not working with the Students in only some groups are Small-group work is well organized, and Small-group work is well organized, and students are of instructional groups teacher are not productively productively engaged in learning while most students are productively engaged productively engaged at all times, with students engaged in learning. unsupervised by the teacher. in learning while unsupervised by the assuming responsibility for productivity. teacher.

Management of transitions Transitions are chaotic, with much Only some transitions are efficient, Transitions occur smoothly, with little Transitions are seamless, with students assuming time lost between activities or resulting in some loss of instructional loss of instructional time. responsibility in ensuring their efficient operation. lesson segments. time.

Management of materials Materials and supplies are handled Routines for handling materials and Routines for handling materials and Routines for handling materials and supplies are and supplies inefficiently, resulting in significant supplies function moderately well, but supplies occur smoothly, with little loss ofseamless, with students assuming some responsibility loss of instructional time. with some loss of instructional time. instructional time. for smooth operation.

Performance of Considerable instructional time is Systems for performing Efficient systems for performing Systems for performing noninstructional duties are noninstructional duties lost in performing noninstructional noninstructional duties are only fairly noninstructional duties are in place, well established, with students assuming considerable duties. efficient, resulting in some loss of resulting in minimal loss of instructional responsibility for efficient operation. instructional time. time.

Supervision of volunteers Volunteers and paraprofessionals Volunteers and paraprofessionals are Volunteers and paraprofessionals are Volunteers and paraprofessionals make a substantive and paraprofessionals have no clearly defined duties and productively engaged during portions ofproductively and independently engaged contribution to the classroom environment. are idle most of the time. class time but require frequent during the entire class. supervision.

Critical Attributes  Students not working with the  Procedures for transitions, materials,  The students work productively in In addition to the characteristics of “effective,” teacher are disruptive to the class. and non-instructional duties seem to small group work.  Students take the initiative with their classmates to  Non-instructional duties, such as have been established, but their  The teacher has established time- ensure that their time is used productively. taking attendance, consume much operation is rough. saving procedures for non-instructional  Students ensure that transitions are accomplished time.  Small groups are only partially activities. smoothly.  There are no established engaged while not working directly  Routines for distribution and collection  Students take initiative in distributing and collecting procedures for distributing and with the teacher. of materials and supplies work materials efficiently. collecting materials. efficiently.  Paraprofessionals and volunteers take initiative in  Procedures are confused or  Volunteers and paraprofessionals have improving learning opportunities for students chaotic. clearly defined roles.  Volunteers and paraprofessionals appear confused as to what they are supposed to be doing.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 99 Danielson © 2008 by ASCD DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2d: Managing Student Behavior Elements: Expectations • Monitoring of student behavior • Response to student misbehavior

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

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 100 Danielson © 2008 by ASCD DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2e: Organizing Physical Space Elements: Safety and accessibility • Arrangement of furniture and use of physical resources

ELEMENT UNSATISFACTORY NEEDS IMPROVEMENT OR DEVELOPING EFFECTIVE HIGHLY EFFECTIVE

Safety and accessibility The classroom is unsafe, or learning is The classroom is safe, and at least essential The classroom is safe, and learning is The classroom is safe, and students not accessible to some students. learning is accessible to most students. equally accessible to all students. themselves ensure that all learning is equally accessible to all students.

Arrangement of The furniture arrangement hinders the Teacher uses physical resources Teacher uses physical resources skillfully, Both teacher and students use physical furniture and use learning activities, or the teacher adequately. The furniture may be adjusted and the furniture arrangement is a resources easily and skillfully, and of physical resources makes poor use of physical resources. for a lesson, but with limited effectiveness. resource for students adjust the furniture to advance learning activities. their learning.

Critical Attributes  There are physical hazards in the  The physical environment is safe, and  The classroom is safe, and all students In addition to the characteristics of classroom, endangering student most students can see and hear. are able to see and hear. “effective,” safety.  The physical environment is not an  The classroom is arranged to support the  Modifications are made to the  Some students can’t see or hear the impediment to learning, but does not instructional goals and learning activities. physical environment to teacher or see the board. enhance it.  The teacher makes appropriate use of accommodate students with special  Available technology is not being  The teacher makes limited use of available technology. needs. used, even if its use would enhance available technology and other  There is clear alignment between the the lesson. resources. goals of the lesson and the physical environment.  Students take the initiative to adjust the physical environment.  Teacher makes extensive and imaginative use of available resources and technology.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 101 Danielson © 2008 by ASCD DOMAIN 3: INSTRUCTION Component 3a: Communicating with Students Elements: Expectations for learning • Directions and procedures • Explanations of content • Use of oral and written language

Expectations for learning Teacher’s purpose in a lesson or unit Teacher attempts to explain the Teacher’s purpose for the lesson or unit Teacher makes the purpose of the lesson or unit clear, is unclear to students. instructional purpose, with limited is clear, including where it is situated including where it is situated within broader learning, success. within broader learning. linking that purpose to student interests.

Directions and procedures Teacher’s directions and procedures Teacher’s directions and procedures Teacher’s directions and procedures are Teacher’s directions and procedures are clear to are confusing to students. are clarified after initial student clear to students. students and anticipate possible student confusion. misunderstanding.

Explanations of content Teacher’s explanation of the content Teacher’s explanation of the content is Teacher’s explanation of content is Teacher’s explanation of content is imaginative and is unclear or confusing or uses uneven; some is done skillfully, but appropriate and connects with students’ connects with students’ knowledge and experience. inappropriate language. other portions are difficult to follow. knowledge and experience. Students contribute to explaining concepts to their peers.

Use of oral and written Teacher’s spoken language is Teacher’s spoken language is audible, Teacher’s spoken and written language is Teacher’s spoken and written language is correct and language inaudible, or written language is and written language is legible. Both clear and correct and conforms to conforms to standard English. It is also expressive, with illegible. Spoken or written language are used correctly and conform to standard English. Vocabulary is well-chosen vocabulary that enriches the lesson. contains errors of grammar or standard English. Vocabulary is correct appropriate to the students’ ages and Teacher finds opportunities to extend students’ syntax. Vocabulary may be but limited or is not appropriate to the interests. vocabularies. inappropriate, vague, or used students’ ages or backgrounds. incorrectly, leaving students confused.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 102 Danielson © 2008 by ASCD DOMAIN 3: INSTRUCTION Component 3a: Communicating with Students Elements: Expectations for learning • Directions and procedures • Explanations of content • Use of oral and written language

Critical Attributes  At no time during the lesson does  The teacher refers in passing to what  The teacher states clearly, at some In addition to the characteristics of “effective,” the teacher convey to the the students will be learning, or it is point during the lesson, what the  The teacher points out possible areas of students what they will be written on the board with no students are learning. misunderstanding. learning. elaboration or explanation.  When asked by an observer, students  The teacher explains content clearly, using  Students indicate through their  The teacher clarifies the learning task can state what they are learning. metaphors and analogies to bring content to life. questions that they are confused so students are able to complete it.  Students engage with the learning  All students seem to understand the presentation. as to the learning task.  The teacher makes no serious task, indicating that they understand  The teacher invites students to explain the content to  The teacher makes a serious content errors, although may make a what they are to do. the class, or to classmates. content error that will affect minor error.  The teacher models the process to be  The teacher uses rich language, offering brief students’ understanding of the  Vocabulary and usage are correct but followed. vocabulary lessons where appropriate. lesson. unimaginative.  The teacher checks for student  Students indicate through body  Vocabulary may be too advanced or understanding of the learning task. language or questions that they juvenile for the students.  The teacher makes no content errors. don’t understand the content  The teacher’s explanation of content is being presented. clear and invites student participation  The teacher’s communications and thinking. include errors of vocabulary or  Vocabulary and usage are correct and usage. completely suited to the lesson.  Vocabulary is inappropriate to the  Vocabulary is appropriate to the age or culture of the students. students’ ages and levels of development.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 103 Danielson © 2008 by ASCD DOMAIN 3: INSTRUCTION Component 3b: Using Questioning and Discussion Techniques Elements: Quality of questions • Discussion techniques • Student participation

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

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD 104 DOMAIN 3: INSTRUCTION Component 3c: Engaging Students in Learning Elements: Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing

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

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 105 Danielson © 2008 by ASCD 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 recall  Learning tasks are a mix of those  Most learning tasks demand higher- In addition to the characteristics of “effective,” or have a single correct response requiring thinking and recall. order thinking  Students have choice in how they complete tasks. or method.  Students have no choice in how they  Learning tasks have multiple correct  Students modify a learning task to make it more  The materials used ask students complete tasks. responses or approaches. meaningful or relevant to their needs. only to perform rote tasks.  The instructional groups partially  There is a productive mix of different  Students suggest modifications to the grouping  Only one type of instructional serve the instructional purpose. types of groupings, suitable to the patterns used. group is used (whole group, small  The materials and resources are lesson objectives.  Students suggest modifications or additions to the groups) when variety would partially aligned to the lesson  Materials and resources support the materials being used. better serve the instructional objectives, only some of them learning goals and students’ cultures.  Students have an opportunity for reflection and purpose. requiring student thinking.  The lesson has a clear structure. closure on the lesson.  Instructional materials used are  There is a discernible structure to the Most students are intellectually  All students are highly engaged in the lesson. unsuitable to the lesson and/or lesson, but it’s not completely engaged in the lesson. the students. successful.  The materials used clash with  Some students are intellectually students’ cultures. engaged in the lesson.  Few students are engaged in the lesson.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 106 Danielson © 2008 by ASCD DOMAIN 3: INSTRUCTION Component 3d: Using Assessment in Instruction Elements: Assessment criteria • Monitoring of student learning • Feedback to students • Student self-assessment and monitoring of progress

Assessment criteria Students are not aware of the Students know some of the criteria and Students are fully aware of the criteria Students are fully aware of the criteria and performance criteria and performance standards performance standards by which their and performance standards by which standards by which their work will be evaluated and by which their work will be work will be evaluated. their work will be evaluated. have contributed to the development of the criteria. evaluated.

Monitoring of Teacher does not monitor student Teacher monitors the progress of the Teacher monitors the progress of groups Teacher actively and systematically elicits diagnostic student learning learning in the curriculum. class as a whole but elicits no of students in the curriculum, making information from individual students regarding their diagnostic information. limited use of diagnostic prompts to understanding and monitors the progress of individual elicit information. students.

Feedback to students Teacher’s feedback to students is of Teacher’s feedback to students is Teacher’s feedback to students is timely Teacher’s feedback to students is timely and of poor quality and not provided in a uneven, and its timeliness is and of consistently high quality. consistently high quality, and students make use of the timely manner. inconsistent. feedback in their learning.

Student self-assessment Students do not engage in self- Students occasionally assess the qualityStudents frequently assess and monitor Students not only frequently assess and monitor the and monitoring of progress assessment or monitoring of of their own work against the the quality of their own work against the quality of their own work against the assessment criteria progress. assessment criteria and performance assessment criteria and performance and performance standards but also make active use of standards. standards. that information in their learning.

Critical Attributes  The teacher gives no indication of  The teacher requests global  The teacher monitors student learning In addition to the characteristics of “effective,” what high-quality work looks like. indications of student understanding. through a variety of means, including  There is evidence that students have helped establish  Assessment is used only for  Feedback to students is not using specifically formulated questions evaluation criteria. grading. uniformly specific, not oriented to elicit evidence of student  Teacher monitoring of student understanding is  The teacher makes no effort to toward future improvement of work. understanding, for at least groups of sophisticated and continuous: the teacher is constantly determine whether students  The teacher makes only minor students. “taking the pulse” of the class. understand the lesson. attempts to engage students in self-  Feedback includes specific and timely  The teacher makes frequent use of strategies to elicit  Feedback is only global. or peer-assessment. guidance on how students can information about individual student understanding.  The teacher does not ask students improve their performance.  Feedback to students is obtained from many sources, to evaluate their own or  The teacher elicits evidence of including other students. classmates’ work. individual student understanding once  Students monitor their own understanding, either on during the lesson. their own initiative or as a result of tasks set by the  Students are invited to assess their teacher. own work and make improvements.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 107 Danielson © 2008 by ASCD DOMAIN 3: INSTRUCTION Component 3e: Demonstrating Flexibility and Responsiveness Elements: Lesson adjustment • Response to students • Persistence

Lesson adjustment Teacher adheres rigidly to an Teacher attempts to adjust a lesson Teacher makes a minor adjustment to a Teacher successfully makes a major adjustment to a instructional plan, even when a when needed, with only partially lesson, and the adjustment occurs lesson when needed. change is clearly needed. successful results. smoothly.

Response to students Teacher ignores or brushes aside Teacher attempts to accommodate Teacher successfully accommodates Teacher seizes a major opportunity to enhance students’ questions or interests. students’ questions or interests, students’ questions or interests. learning, building on student interests or a although the pacing of the lesson is spontaneous event. disrupted.

Persistence When a student has difficulty Teacher accepts responsibility for the Teacher persists in seeking approaches Teacher persists in seeking effective approaches learning, the teacher either gives success of all students but has only a for students who have difficulty learning, for students who need help, using an extensive up or blames the student or the limited repertoire of instructional drawing on a broad repertoire of repertoire of strategies and soliciting additional student’s home environment. strategies to draw on. strategies. resources from the school.

Critical Attributes  The teacher ignores indications  The teacher’s efforts to modify the  The teacher successfully makes a In addition to the characteristics of “effective,” of student boredom or lack of lesson are only partially successful. minor modification to the lesson.  The teacher successfully executes a major lesson understanding.  The teacher makes perfunctory  The teacher incorporates students’ readjustment when needed.  The teacher brushes aside attempts to incorporate student interests and questions into the heart  The teacher seizes on a teachable moment to student questions. questions and interests into the of the lesson. enhance a lesson.  The teacher makes no attempt to lesson.  The teacher conveys to students that  The teacher conveys to students that s/he won’t incorporate student interests  The teacher conveys to students a s/he has other approaches to try when consider a lesson “finished” until every student into the lesson. level of responsibility for their the students experience difficulty. understands, and that s/he has a broad range of  The teacher conveys to students learning, but uncertainty as to how  In reflecting on practice, the teacher approaches to use. that when they have difficulty to assist them. cites multiple approaches undertaken  In reflecting on practice, the teacher can cite learning, it is their fault.  In reflecting on practice, the teacher to reach students having difficulty. others in the school and beyond who s/he has  In reflecting on practice, the indicates the desire to reach all contacted for assistance in reaching some teacher does not indicate that it students, but does not suggest students. is important to reach all students. strategies to do so.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 108 Danielson © 2008 by ASCD DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4a: Reflecting on Teaching Elements: Accuracy • Use in future teaching

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

Use in future teaching Teacher has no suggestions for how a Teacher makes general suggestions about Teacher makes a few specific suggestions Drawing on an extensive repertoire of lesson could be improved another time how a lesson could be improved another of what could be tried another time the skills, teacher offers specific alternative the lesson is taught. time the lesson is taught. lesson is taught. actions, complete with the probable success of different courses of action.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4b: Maintaining Accurate Records Elements: Student completion of assignments • Student progress in learning • Noninstructional records

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 109 Danielson © 2008 by ASCD DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4c: Communicating with Families Elements: Information about the instructional program • Information about individual students • Engagement of families in the instructional program

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

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

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

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 110 Danielson © 2008 by ASCD DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4d: Participating in a Professional Community Elements: Relationships with colleagues • Involvement in a culture of professional inquiry • Service to the school • Participation in school and district projects

Relationships with colleagues Teacher’s relationships with colleagues Teacher maintains cordial relationships Relationships with colleagues are Relationships with colleagues are are negative or with colleagues to fulfill duties that the characterized by mutual support and characterized by mutual support and self-serving. school or district requires. cooperation. cooperation. Teacher takes initiative in assuming leadership among the faculty.

Involvement in a culture of Teacher avoids participation in a culture Teacher becomes involved in the school’s Teacher actively participates in a culture of Teacher takes a leadership role in professional inquiry of inquiry, resisting opportunities to culture of inquiry when invited to do so. professional inquiry. promoting a culture of professional become involved. inquiry.

Service to the school Teacher avoids becoming involved in Teacher participates in school events when Teacher volunteers to participate in school Teacher volunteers to participate in school events. specifically asked. events, making a substantial contribution. school events, making a substantial contribution, and assumes a leadership role in at least one aspect of school life.

Participation in school and Teacher avoids becoming involved in Teacher participates in school and district Teacher volunteers to participate in school Teacher volunteers to participate in district projects school and district projects. projects when specifically asked. and district projects, making a substantial school and district projects, making a contribution. substantial contribution, and assumes a leadership role in a major school or district project.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 111 Danielson © 2008 by ASCD DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4e: Growing and Developing Professionally Elements: Enhancement of content knowledge and pedagogical skill • Receptivity to feedback from colleagues • Service to the profession

Enhancement of content Teacher engages in no professional Teacher participates in professional Teacher seeks out opportunities for Teacher seeks out opportunities for knowledge and pedagogical development activities to enhance activities to a limited extent when they are professional development to enhance professional development and makes a skill knowledge or skill. convenient. content knowledge and pedagogical skill. systematic effort to conduct action research.

Receptivity to feedback Teacher resists feedback on teaching Teacher accepts, with some reluctance, Teacher welcomes feedback from Teacher seeks out feedback on teaching from colleagues performance from either supervisors or feedback on teaching performance from colleagues when made by supervisors or from both supervisors and colleagues. more experienced colleagues. both supervisors and professional when opportunities arise through colleagues. professional collaboration.

Service to the profession Teacher makes no effort to share Teacher finds limited ways to contribute to Teacher participates actively in assisting Teacher initiates important activities to knowledge with others or to assume the profession. other educators. contribute to the profession. professional responsibilities.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4f: Showing Professionalism Elements: Integrity and ethical conduct • Service to students • Advocacy • Decision making • Compliance with school and district regulations

Integrity and ethical conduct Teacher displays dishonesty in interactions Teacher is honest in interactions with Teacher displays high standards of Teacher can be counted on to hold the with colleagues, students, and the public. colleagues, students, and the public. honesty, integrity, and confidentiality in highest standards of honesty, integrity, and interactions with colleagues, students, and confidentiality and takes a leadership role the public. with colleagues.

Service to students Teacher is not alert to students’ needs. Teacher’s attempts to serve students are Teacher is active in serving students. Teacher is highly proactive in serving inconsistent. students, seeking out resources when needed.

Advocacy Teacher contributes to school practices that Teacher does not knowingly contribute to Teacher works to ensure that all students Teacher makes a concerted effort to result in some students being ill served by some students being ill served by the receive a fair opportunity to succeed. challenge negative attitudes or practices to the school. school. ensure that all students, particularly those traditionally underserved, are honored in the school.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte Danielson © 2008 by ASCD 112 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4f: Showing Professionalism (continued) Elements: Integrity and ethical conduct • Service to students • Advocacy • Decision making • Compliance with school and district regulations

Decision making Teacher makes decisions and Teacher’s decisions and Teacher maintains an open mind and Teacher takes a leadership role in team or recommendations based on self-serving recommendations are based on limited participates in team or departmental departmental decision making and helps interests. though genuinely professional decision making. ensure that such decisions are based on considerations. the highest professional standards.

Compliance with school and Teacher does not comply with school and Teacher complies minimally with school Teacher complies fully with school and Teacher complies fully with school and district regulations district regulations. and district regulations, doing just enough district regulations. district regulations, taking a leadership to get by. role with colleagues.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 113 Danielson © 2008 by ASCD INSTRUCTIONAL PRACTICE RUBRICS FOR NON-CLASSROOM TEACHERS

Bay District Schools DOMAIN 1: PLANNING AND PREPARATION FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS

UNSATISFACTORY NEEDS IMPROVEMENT OR EFFECTIVE HIGHLY EFFECTIVE COMPONENT DEVELOPING

1a: Teacher demonstrates little or no Teacher demonstrates basic Teacher demonstrates thorough Teacher’s knowledge of specialty Demonstrating knowledge of familiarity with specialty area or familiarity with specialty area and knowledge of specialty area and area and trends in professional current trends in specialty trends in professional development. trends in professional development. trends in professional development. development is wide and deep; area and professional specialist is regarded as an expert by development colleagues. [FEAPs (a)1.a.b; (a) 2.c.g.h.i; (a)3.e.g.]

1b: Teacher demonstrates little or no Teacher demonstrates basic Teacher demonstrates thorough Teacher is deeply familiar with the Demonstrating knowledge of knowledge of the school’s program knowledge of the school’s program knowledge of the school’s program school’s program and works to shape the school’s program and or of teacher skill in delivering that and of teacher skill in delivering that and of teacher skill in delivering that its future direction and actively seeks levels of teacher skill in program. program. program. information as to teacher skill in that delivering that program program. [FEAPs (a)1.e.; (a)2.a.h.; (a)3.e.h.; (a)4.a.]

1c: Teacher has no clear goals for the Teacher’s goals for the instructional Teacher’s goals for the instructional Teacher’s goals for the instructional Establishing goals for the instructional support program, or support program are rudimentary support program are clear and are support program are highly instructional support program they are inappropriate to either the and are partially suitable to the suitable to the situation and the appropriate to the situation and the appropriate to the setting and situation or the needs of the staff. situation and the needs of the staff. needs of the staff. needs of the staff. They have been the teachers served developed following consultations [FEAPs (a)1.a.,b.; 2.g.h.i.; with administrators and colleagues. (a)3.e.(a) 4.a.]

115 Bay District Schools DOMAIN 1: PLANNING AND PREPARATION FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS (continued)

1d: Teacher demonstrates little or no Teacher demonstrates basic Teacher is fully aware of resources Teacher actively seeks out new Demonstrating knowledge of knowledge of resources available in knowledge of resources available in available in the school and district resources from a wide range of resources, both within and the school or district for teachers to the school and district for teachers to and in the larger professional sources to enrich teachers’ skills in beyond the school and district advance their skills. advance their skills. community for teachers to advance implementing the school’s program. [FEAPs (a)2.g.; (a)3.e.] their skills.

1e: Teacher’s plan consists of a random Teacher’s plan has a guiding principle Teacher’s plan is well designed to Teacher’s plan is highly coherent, Planning the instructional collection of unrelated activities, and includes a number of worthwhile support teachers in the improvement taking into account the competing support program, integrated lacking coherence or an overall activities, but some of them don’t fit of their instructional skills. demands of making presentations with the overall school structure. with the broader goals. and consulting with teachers, and has program been developed following [FEAPs (a)1.a.b.c.e.f.; consultation with administrators and (2)a.g.h.i.; (a)3.e.g.(a)4.a] teachers.

1f: Teacher has no plan to evaluate the Teacher has a rudimentary plan to Teacher’s plan to evaluate the Teacher’s evaluation plan is highly Developing a plan to evaluate program or resists suggestions that evaluate the instructional support - program is organized around clear sophisticated, with imaginative the instructional support such an evaluation is important. program. goals and the collection of evidence sources of evidence and a clear path program to indicate the degree to which the toward improving the program on an [FEAPs (a)1.d.; (a)3.e.; goals have been met. ongoing basis. (a)2.g.h.i; (a)4.b.c.d.f.]

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 116 Danielson © 2008 by ASCD DOMAIN 2: THE ENVIRONMENT FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS

2a: Teachers are reluctant to request Relationships with the Teacher are Relationships with Teacher are Relationships with Teacher are highly Creating an environment of assistance from the Teacher, fearing cordial; teachers don’t resist respectful, with some contacts respectful and trusting, with many trust and respect that such a request will be treated as initiatives established by the initiated by teachers. contacts initiated by teachers. [FEAPs (a)2.d.f.h.; (a)3.e.] a sign of deficiency. instructional specialist.

2b: Teacher conveys the sense that the Teachers do not resist the offerings Teacher promotes a culture of Teacher has established a culture of Establishing a culture for work of improving instruction is of support from the Teacher professional inquiry in which teachers professional inquiry in which teachers ongoing instructional externally mandated seek assistance in improving their initiate projects to be undertaken improvement and is not important to school instructional skills. with the support of the specialist. [FEAPs (a)2.c.d.f.h.; (a)3.e.] improvement.

2c: When teachers want to access Some procedures (for example, Teacher has established clear Procedures for access to Teacher’s Establishing clear procedures assistance from the Teacher, they are registering for workshops) are clear procedures for teachers to use in instructional support are clear to all for teachers to gain access to not sure how to teachers, whereas others (for gaining access to support. teachers and have been developed instructional support to go about it. example, receiving informal support) following consultation with [FEAPs (a)2.a.h.; (a)3.e.] are not. administrators and teachers.

2d: No norms of professional conduct Teacher’s efforts to establish norms Teacher has established clear norms Teacher has established clear norms Establishing and maintaining have been established; teachers are of professional conduct are partially of mutual respect for professional of mutual respect for professional norms of behavior for frequently disrespectful in their successful. interaction. interaction. Teachers ensure that professional interactions interactions with one another. their colleagues adhere to these [FEAPs (a)2.b.h.; (a)3.e.] standards of conduct.

2e: Teacher makes poor use of the The physical environment does not Teacher makes good use of the Teacher makes highly effective use of Organizing physical space for physical environment, resulting in impede workshop activities. physical environment, resulting in the physical environment, with workshops or training poor access by some participants, engagement of all participants in the teachers contributing to the physical [FEAPs (a)2.a.h.; (a)3.e.] time lost due to poor use of training workshop activities arrangement. equipment, or little alignment between the physical arrangement and the workshop activities.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 117 Danielson © 2008 by ASCD DOMAIN 3: DELIVERY OF SERVICE FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS

3a: Teacher declines to collaborate with Teacher collaborates with classroom Teacher initiates collaboration with Teacher initiates collaboration with Collaborating with teachers in classroom teachers in the design of teachers in the design of instructionalclassroom teachers in the design of classroom teachers in the design of the design of instructional instructional lessons and units. lessons and units when specifically instructional lessons and units. instructional lessons and units, units and lessons asked to do so. locating additional resources from [FEAPs (a)2.c.d.e.f.g.h.i.; sources outside the school. (a)3.a.b.c.d.e.i.; (a)4.a.]

3b: Teachers decline opportunities to Teacher’s efforts to engage teachers All teachers are engaged in acquiring Teachers are highly engaged in Engaging teachers in learning engage in professional learning. in professional learning are partially new instructional skills. acquiring new instructional skills and new instructional skills successful, with some participating. take initiative in suggesting new (a)3.a.b.c.d.e.f.; (a)2.d.f.g.h.i.; areas for growth. (a)4.a.]

3c: Teacher’s model lessons and The quality of model lessons and The quality of the Teacher’s model The quality of Teacher’s model Sharing expertise with staff workshops are of poor quality or are workshops is mixed, with some of lessons and workshops is uniformly lessons and workshops is uniformly [FEAPs (a)3.a.b.c.d.e.f.g; not appropriate to the needs of the them being appropriate to the needs high and appropriate to the needs of high and appropriate to the needs of (a)2.d.f.g.h.i.; (a)4.a.] teachers being served. of the teachers being served. the teachers being served. the teachers being served. The Teacher conducts extensive follow-up work with teachers.

3d: Teacher fails to locate resources for Teacher’s efforts to locate resources Teacher locates resources for Teacher is highly proactive in locating Locating resources for teachers instructional improvement for for instructional improvement for instructional improvement for resources for instructional to support instructional teachers, even when specifically teachers are partially successful; teachers when asked to do so. improvement for teachers, improvement requested to do so. reflecting incomplete knowledge of anticipating their needs. [FEAPs what is available. (a)1.e; (a)2.f.g.h.i; (a)3.a.b.c.d.e.h.i.j; (a)4.a.c.de.]

3e: Teacher adheres to his plan, in spite Teacher makes modest changes in Teacher makes revisions to the Teacher is continually seeking ways Demonstrating flexibility and of evidence of its inadequacy. the support program when support program when it is needed. to improve the support program and responsiveness confronted with evidence of the need makes changes as needed in [FEAPs for change. response to student, parent, or (a)2.c.d.f.g.h.i.; (a)3.a.b.c.d.e.j.; teacher input. (a)4.a.d.]

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4a: Teacher does not reflect on practice, Teacher’s reflection on practice is Teacher’s reflection provides an Teacher’s reflection is highly accurate Reflecting on practice or the reflections are inaccurate or moderately accurate and objective accurate and objective description of and perceptive, citing specific [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] self-serving. without citing specific examples and practice, citing specific positive and examples. Instructional specialist with only global suggestions as to negative characteristics. Instructional draws on an extensive repertoire to how it might be improved. specialist makes some specific suggest alternative strategies, suggestions as to how the support accompanied by a prediction of the program might be improved. likely consequences of each.

4b: Teacher does not follow established Teacher’s efforts to prepare budgets Teacher’s budgets are complete, Teacher anticipates and responds to Preparing and submitting procedures for preparing budgets are partially successful, anticipating anticipating all expenditures and teacher needs when preparing bud- budgets and reports and submitting reports. Reports are most expenditures and following following established procedures. gets, following established - [FEAPs (a)1.e.; (a) 4.f. routinely late. established procedures. Reports are Reports are always submitted on procedures and suggesting (b)1.a.b.c.d.e.] sometimes submitted on time. time. improvements to those procedures. Reports are submitted on time.

4c: Teacher makes no effort to Teacher responds positively to the Teacher initiates efforts to Teacher takes a leadership role in Coordinating work with other collaborate with other instructional efforts of other instructional collaborate with other instructional coordinating projects with other instructional specialists specialists within the district. specialists within the district to specialists within the district. instructional specialists within and [FEAPs (a)1.e.; (b)1.a.b.c.d.e. collaborate. beyond the district. (a)4.e.]

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 119 Danielson © 2008 by ASCD DOMAIN 4: PROFESSIONAL RESPONSIBILITIES FOR TOSAS, RESOURCE TEACHERS, LITERACY COACHES, STAFF TRAINING SPECIALISTS, TITLE I RESOURCE TEACHERS (continued)

4d: Teacher’s relationships with Teacher’s relationships with Teacher participates actively in schoolTeacher makes a substantial Participating in a colleagues are negative or self- colleagues are cordial, and the and district events and projects and contribution to school and district professional community serving, and the specialist avoids specialist participates in school and maintains positive and productive events and projects and assumes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] being involved in school and district district events and projects when relationships with colleagues. leadership role with colleagues. events and projects. specifically requested.

4e: Teacher does not participate in Teacher’s participation in professionalTeacher seeks out opportunities for Teacher actively pursues professional Engaging in professional professional development activities, development activities is limited to professional development based on development opportunities and development even when such activities are clearly those that are convenient or are an individual assessment of need. makes a substantial contribution to [FEAPs (a)1.e.; (b)1.a.b.c.d.e. – needed for the enhancement of required. the profession through such activities weak relationship] skills. as participating in state or national conferences for other specialists.

4f: Teacher displays dishonesty in Teacher is honest in interactions with Teacher displays high standards of Teacher can be counted on to hold Showing professionalism, interactions with colleagues and colleagues and respects norms of honesty and integrity in interactions the highest standards of honesty and including integrity and violates norms of confidentiality. confidentiality. with colleagues and respects norms integrity and takes a leadership role confidentiality of confidentiality. with colleagues in respecting the [FEAPs (a)1.e.; (b)2] norms of confidentiality.

Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 120 Danielson © 2008 by ASCD DOMAIN 1: PLANNING AND PREPARATION FOR ESE RESOURCE TEACHERS AND DJJ LIAISON

1a: Teacher demonstrates little or no Teacher demonstrates basic Teacher demonstrates thorough Teacher’s knowledge of specialty Demonstrating knowledge of familiarity with specialty area or familiarity with specialty area and knowledge of specialty area and area and trends in professional current trends in specialty trends in professional development. trends in professional development. trends in professional development. development is wide and deep; area and professional specialist is regarded as an expert by development colleagues. [FEAPs (a)1.a.; (a)3.e.]

1b: Teacher demonstrates little or no Teacher demonstrates basic Teacher demonstrates thorough Teacher is deeply familiar with the Demonstrating knowledge of knowledge of the school’s program knowledge of the school’s program knowledge of the school’s program school’s program and works to shape the school’s program and or of teacher skill in delivering that and of teacher skill in delivering that and of teacher skill in delivering that its future direction and actively seeks levels of teacher skill in program. program. program. information as to teacher skill in that delivering that program program. [FEAPs (a)1.e.; (a)2.a.h.; (a)3.e.h.; (a)4.a.]

1c: Teacher has no clear goals for the Teacher’s goals for the instructional Teacher’s goals for the instructional Teacher’s goals for the instructional Establishing goals for the ESE instructional support program, or support program are rudimentary andsupport program are clear and are support program are highly support program appropriate they are inappropriate to either the are partially suitable to the situation suitable to the situation and the appropriate to the situation and the to the setting and the teachers situation or the needs of the staff. and the needs of the staff. needs of the staff. needs of the staff. They have been served developed following consultations [FEAPs (a)1.a.,b.; (a)3.e.] with administrators and colleagues.

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1d: Teacher demonstrates little or no Teacher demonstrates basic Teacher is fully aware of resources Teacher actively seeks out new Demonstrating knowledge of knowledge of resources available in knowledge of resources available in available in the school and district resources from a wide range of resources, both within the the school or district for teachers to the school and district for teachers to and in the larger professional sources to enrich teachers’ skills in school and district advance their skills. advance their skills. community for teachers to advance implementing the school’s program. [FEAPs (a)2.g.; (a)3.e.] their skills.

1e: Teacher’s plan consists of a random Teacher’s plan has a guiding principle Teacher’s plan is well designed to Teacher’s plan is highly coherent, Planning the ESE support collection of unrelated activities, and includes a number of worthwhile support teachers in the improvement taking into account the competing program, integrated with the lacking coherence or an overall activities, but some of them don’t fit of their instructional skills. demands of consulting with teachers, overall school program to structure. with the broader goals. administrators and families to meet meet the needs of individual the needs of individual students and students including prevention has been developed following [FEAPs (a)1.a.b.c.e.f.; consultation with administrators and (2)a.g.h.i.; (a)3.e.g.(a)4.a] teachers.

1f: Teacher has knowledge of the Teacher has a rudimentary Teacher’s knowledge of the program Teacher’s knowledge is highly Demonstrating knowledge of program or resists suggestions that knowledge of the instructional is organized around clear goals and sophisticated, with imaginative state and federal ESE such an evaluation is important. support program. the collection of evidence to indicate sources of evidence and a clear path regulations and of resources the degree to which the goals have toward improving the program on an both within the school and been met. ongoing basis. district [FEAPs (a)1.d.; (a)3.e.; (a)2.g.h.i; (a)4.b.c.d.f.]

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2b: Teacher conveys the sense that the Teachers do not resist the offerings ofTeacher promotes a culture of Teacher has established a culture of Establishing and maintaining work of improving instruction is support from the Teacher. professional inquiry in which teachersprofessional inquiry in which clear procedures for ESE externally mandated seek assistance in improving their teachers initiate queries regarding staffings and is not important to school instructional skills. procedures for ESE staffings with [FEAPs (a)2.c.d.f.h.; (a)3.e.] improvement. support of specialist.

2c: When teachers want to access Some procedures (for example, Teacher has established clear Procedures for access to Teacher’s Establishing clear procedures assistance from the Teacher, they areregistering for workshops) are clear procedures for teachers to use in instructional support are clear to all for teachers to gain access to not sure how to teachers, whereas others (for gaining access to support. teachers and have been developed instructional support to go about it. example, receiving informal support) following consultation with [FEAPs (a)2.a.h.; (a)3.e.] are not. administrators and teachers.

2d: No norms of professional conduct Teacher’s efforts to establish norms Teacher has established clear norms Teacher has established clear norms Establishing and maintaining have been established; teachers are of professional conduct are partially of mutual respect for professional of mutual respect for professional norms of behavior for frequently disrespectful in their successful. interaction. interaction. Teachers model professional interactions interactions with one another. professional standards of conduct. [FEAPs (a)2.b.h.; (a)3.e.]

2e: Teacher makes poor use of the The physical environment does not Teacher makes good use of the Teacher makes highly effective use of Organizing physical space for physical environment, resulting in impede training activities. physical environment, resulting in the physical environment, with training poor access by some participants, engagement of all participants in the teachers contributing to the physical [FEAPs (a)2.a.h.; (a)3.e.] time lost due to poor use of training training activities arrangement. equipment, or little alignment between the physical arrangement and the training activities.

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COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT/DEVELOPING EFFECTIVE HIGHLY EFFECTIVE

3a: Teacher is not familiar with the Teacher is aware of the program Teacher collaborates with IEP team toTeacher facilitates discussion for the Collaborates with IEP teams to school’s ESE programs or the options available at the school but make them aware of the options IEP team to determine effective determine effective placement placement options available to ESE does not collaborate with the IEP available at the school and facilitates placement and programs for ESE and educational programs for students. team to determine effective discussion of these options to students. Is aware of placement ESE students. placement for ESE students. determine the best placement and options available within the district. [FEAPs (a)2.c.d.e.f.g.h.i.; program for ESE students. (a)3.a.b.c.d.e.i.; (a)4.a.]

3b: Teachers decline opportunities to Teacher’s efforts to engage teachers All teachers are engaged in acquiring Teachers are highly engaged in Engaging teachers in learning engage in professional learning. in professional learning are partially new instructional skills. acquiring new instructional skills and new instructional skills successful, with some participating. take initiative in suggesting new [FEAPs (a)3.a.b.c.d.e.f.; (a)4.a.] areas for growth.

3c: Teacher’s procedural training The quality procedural training The quality of the Teacher’s The quality of Teacher’s procedural Sharing expertise with staff sessions are of poor quality or are session is mixed, with some of them procedural training session is training session is uniformly high and [FEAPs (a)3.a.b.c.d.e.f.g; not appropriate to the needs of the being appropriate to the needs of the uniformly high and appropriate to theappropriate to the needs of the (a)2.d.f.g.h.i.; (a)4.a.] teachers being served. teachers being served. needs of the teachers being served. teachers being served. The Teacher conducts extensive follow-up work with teachers.

3d: Teacher fails to locate resources for Teacher’s efforts to locate resources Teacher locates resources for Teacher is highly proactive in locating Locating resources for instructional improvement for for instructional improvement for instructional improvement for resources for instructional teachers to support teachers, even when specifically teachers are partially successful; teachers when asked to do so. improvement for teachers, instructional improvement requested to do so. reflecting incomplete knowledge of anticipating their needs. [FEAPs (a)3.a.b.c.d.e.h.i.j; what is available. (a)4.a.c.de.]

3e: Teacher adheres to his plan, in spite Teacher makes modest changes in theTeacher makes revisions to the Teacher is continually seeking ways Demonstrating flexibility and of evidence of its inadequacy. support program when confronted support program when it is needed. to improve the support program and responsiveness with evidence of the need for change. makes changes as needed in [FEAPs response to student, parent, or (a)2.c.d.f.g.h.i.; (a)3.a.b.c.d.e.j.; teacher input. (a)4.a.d.]

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4a: Teacher does not reflect on practice, Teacher’s reflection on practice is Teacher’s reflection provides an Teacher’s reflection is highly accurate Reflecting on practice or the reflections are inaccurate or moderately accurate and objective accurate and objective description of and perceptive, citing specific [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] self-serving. without citing specific examples and practice, citing specific positive and examples. Instructional specialist with only global suggestions as to negative characteristics. Instructionaldraws on an extensive repertoire to how it might be improved. specialist makes some specific suggest alternative strategies, suggestions as to how the support accompanied by a prediction of the program might be improved. likely consequences of each.

4b: Teacher does not follow established Teacher’s efforts to communicate Teacher’s communication with Teacher anticipates and responds to Communicating with families procedures for communicating with with families are partially successful, families follows established teacher needs when communicating [FEAPs (a)1.e.; (a) 4.f. families and follow established procedures. procedures. with families, following established - (b)1.a.b.c.d.e.] procedures and suggesting improvements to those procedures.

4c: Teacher makes no effort to Teacher responds positively to the Teacher initiates efforts to Teacher takes a leadership role in Coordinating work with other collaborate with other instructional efforts of other instructional collaborate with other instructional coordinating efforts with other instructional specialists specialists within the district. specialists within the district to specialists within the district. instructional specialists within the [FEAPs (a)1.e.; (b)1.a.b.c.d.e. collaborate. district. (a)4.e.]

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4d: Teacher’s relationships with Teacher’s relationships with Teacher participates actively in schoolTeacher makes a substantial Participating in a colleagues are negative or self- colleagues are cordial, and the and district events and projects and contribution to school and district professional community serving, and the specialist avoids specialist participates in school and maintains positive and productive events and projects and assumes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] being involved in school and district district events and projects when relationships with colleagues. leadership role with colleagues. events and projects. specifically requested.

4e: Teacher does not participate in Teacher’s participation in professionalTeacher seeks out opportunities for Teacher actively pursues professional Engaging in professional professional development activities, development activities is limited to professional development based on development opportunities and development even when such activities are clearly those that are convenient or are an individual assessment of need. makes a substantial contribution to [FEAPs (a)1.e.; (b)1.a.b.c.d.e. needed for the enhancement of required. the profession through such activities – weak relationship] skills. as participating in state or national conferences for other specialists.

4f: Teacher displays dishonesty in Teacher is honest in interactions with Teacher displays high standards of Teacher can be counted on to hold Showing professionalism, interactions with colleagues and colleagues and respects norms of honesty and integrity in interactions the highest standards of honesty and including integrity and violates norms of confidentiality. confidentiality. with colleagues and respects norms integrity and takes a leadership role confidentiality of confidentiality. with colleagues in respecting the [FEAPs (a)1.e.; (b)2] norms of confidentiality.

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1a: Library/media specialist Library/media specialist Library/media specialist Drawing on extensive professional Demonstrating knowledge of demonstrates little or no knowledge demonstrates limited knowledge of demonstrates thorough knowledge of resources, library/media specialist literature and current trends in of literature and of current trends in literature and of current trends in literature and of current trends in demonstrates rich understanding of library/media practice and practice and information technology. practice and information technology. practice and information technology. literature and of current trends in information technology information technology. [FEAPs (a)1.a.b; (a) 2.c.g.h.i; (a)3.e.g.]

1b: Library/media specialist Library/media specialist Library/media specialist Library/media specialist takes a Demonstrating knowledge of demonstrates little or no knowledge demonstrates basic knowledge of the demonstrates thorough knowledge of leadership role within the school and the school’s program and of the school’s content standards andschool’s content standards and of the school’s content standards and of district to articulate the needs of student information needs of students’ needs for information students’ needs for information skills students’ needs for information skills students for information technology within that program skills within those standards. within those standards. within those standards. within the school’s academic [FEAPs (a)1.e.; program. (a)2.a.h.; (a)3.e.h.; (a)4.a.]

1c: Library/media specialist has no clear Library/media specialist’s goals for Library/media specialist’s goals for Library/media specialist’s goals for Establishing goals for the goals for the media program, or they the media program are rudimentary the media program are clear and the media program are highly library/media program are inappropriate to either the and are partially suitable to the appropriate to the situation in the appropriate to the situation in the appropriate to the setting and situation in the school or the age of situation in the school and the age of school and to the age of the students. school and to the age of the students the students served the students. the students. and have been developed following [FEAPs (a)1.a.,b.; (a)3.e.] consultations with students and colleagues.

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1d: Library/media specialist Library/media specialist demonstrates Library/media specialist is fully Library/media specialist is fully aware Demonstrating knowledge of demonstrates little or no knowledge basic knowledge of resources available aware of resources available for of resources available for students resources, both within and of resources available for students for students and teachers in the school, students and teachers in the school, and teachers and actively seeks out beyond the school and district, and teachers in the school, in other in other schools in the district, and in in other schools in the district, and new resources from a wide range of schools in the district, and in the the larger community to advance in the larger community to advance sources to enrich the school’s and access to such resources larger community to advance program goals. program goals. program. as interlibrary loan [FEAPs program goals. (a)2.g.; (a)3.e.]

1e: Library/media program consists of a Library/media specialist’s plan has a Library/media specialist’s plan is Library/media specialist’s plan is Planning the library/ random collection of unrelated guiding principle and includes a well designed to support both highly coherent, taking into account media program integrated activities, lacking coherence or an number of worthwhile activities, but teachers and students in their the competing demands of with the overall school overall structure. some of them don’t fit with the information needs. scheduled time in the library, program broader goals. consultative work with teachers, and [FEAPs (a)1.a.b.c.e.f.; work in maintaining and extending (2)a.g.h.i.; (a)3.e.g.(a)4.a] the collection; the plan has been developed after consultation with teachers.

1f: Library/media specialist has no plan Library/media specialist has a Library/media specialist’s plan to Library/media specialist’s evaluation Developing a plan to evaluate to evaluate the program or resists rudimentary plan to evaluate the evaluate the program is organized plan is highly sophisticated, with the library/media program suggestions that such an evaluation islibrary/media program. around clear goals and the imaginative sources of evidence and [FEAPs (a)1.d.; (a)3.e.; important. collection of evidence to indicate a clear path toward improving the (a)4.b.c.d.f.] the degree to which the goals have program on an ongoing basis. been met.

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2a: Interactions, both between the Interactions, both between the Interactions, both between the Interactions among the library/media Creating an environment of library/media specialist and students library/media specialist and students library/media specialist and students specialist, individual students, and respect and rapport and among students, are negative, and among students, are generally and among students, are polite and the classroom teachers are highly [FEAPs (a)2.d.f.h.; (a)3.e.] inappropriate, or insensitive to appropriate and free from conflict butrespectful, reflecting general warmth respectful, reflecting genuine students’ cultural backgrounds and may be characterized by occasional and caring, and are appropriate to thewarmth and caring and sensitivity to are characterized by sarcasm, put- displays of insensitivity or lack of cultural and developmental students’ cultures and levels of downs, or conflict. responsiveness to cultural or differences among groups of development. Students themselves developmental differences among students. ensure high levels of civility among students. students in the library.

2b: Library/media specialist conveys a Library/media specialist goes through Library/media specialist, in Library/media specialist, in Establishing a culture for sense that the work of seeking the motions of performing the work interactions with both students and interactions with both students and investigation and love of information and reading literature is of the position, but without any real colleagues, conveys a sense of the colleagues, conveys a sense of the literature not worth the time and energy commitment to it. importance of seeking information essential nature of seeking [FEAPs (a)2.c.d.f.h.; (a)3.e.] required. and reading literature. information and reading literature. Students appear to have internalized these values.

2c: Media center routines and Media center routines and Media center routines and Media center routines and Establishing and maintaining procedures (for example, for procedures (for example, for procedures (for example, for procedures (for example, for library procedures circulation of materials, working on circulation of materials, working on circulation of materials, working on circulation of materials, working on [FEAPs (a)2.a.h.; (a)3.e.] computers, independent work) are computers, independent work) have computers, independent work) have computers, independent work) are either nonexistent or inefficient, been established but function been established and function seamless in their operation, with resulting in general confusion. Librarysporadically. Efforts to establish smoothly. Library assistants are clear students assuming considerable assistants are confused as to their guidelines for library assistants are as to their role. responsibility for their smooth role partially successful. operation. Library assistants work independently and contribute to the success of the media center.

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UNSATISFACTORY NEEDS IMPROVEMENT/DEVELOPING EFFECTIVE HIGHLY EFFECTIVE COMPONENT

2d: There is no evidence that standards It appears that the library/media Standards of conduct appear to be Standards of conduct are clear, with Managing student behavior of conduct have been established, specialist has made an effort to clear to students, and the evidence of student participation in [FEAPs (a)2.b.h.; (a)3.e.] and there is little or no monitoring of establish standards of conduct for library/media specialist monitors setting them. Library/media student behavior. Response to students and tries to monitor student student behavior against those specialist’s monitoring of student student misbehavior is repressive or behavior and respond to student standards. Library/media specialist’s behavior is subtle and preventive, disrespectful of student dignity. misbehavior, but these efforts are response to student misbehavior is and response to student misbehavior not always successful. appropriate and respectful to is sensitive to individual student students. needs. Students take an active role in monitoring the standards of behavior.

2e: Library/media specialist makes poor Library/media specialist’s efforts to Library/media specialist makes Library/media specialist makes highly Organizing physical space to use of the physical environment, make use of the physical effective use of the physical effective use of the physical enable smooth flow resulting in poor traffic flow, environment are uneven, resulting in environment, resulting in good traffic environment, resulting in clear [FEAPs (a)2.a.h.; (a)3.e.] confusing signage, inadequate space occasional confusion. flow, clear signage, and adequate signage, excellent traffic flow, and devoted to work areas and computer space devoted to work areas and adequate space devoted to work use, and general confusion. computer use. areas and computer use. In addition, book displays are attractive and inviting.

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3a: Library/media specialist fails to Library/media specialist is partially Library/media specialist adheres to Library/media specialist selects Maintaining and extending the adhere to district or professional successful in attempts to adhere to district or professional guidelines in materials for the collection library collection in accordance guidelines in selecting materials for district or professional guidelines in selecting materials for the collection thoughtfully and in consultation with with the school’s needs and the collection and does not selecting materials, to weed the and periodically purges the collection teaching colleagues, and periodically within budget limitations periodically purge the collection of collection, and to establish balance. of outdated material. Collection is purges the collection of outdated [FEAPs (a)2.c.d.e.f.g.h.i.; outdated material. Collection is balanced among different areas. material. Collection is balanced (a)3.a.b.c.d.e.i.; (a)4.a.] unbalanced among different areas. among different areas.

3b: Library/media specialist declines to Library/media specialist collaborates Library/media specialist initiates Library/media specialist initiates Collaborating with teachers in collaborate with classroom teachers with classroom teachers in the designcollaboration with classroom teacherscollaboration with classroom the design of instructional in the design of instructional lessons of instructional lessons and units in the design of instructional lessons teachers in the design of instructional units and lessons and units. when specifically asked to do so. and units. lessons and units, locating additional [FEAPs (a)3.a.b.c.d.e.f.; resources from sources outside the (a)2.d.f.g.h.i.; (a)4.a.] school.

3c: Students are not engaged in enjoying Only some students are engaged in Students are engaged in enjoying Students are highly engaged in Engaging students in enjoying literature and in learning information enjoying literature and in learning literature and in learning information enjoying literature and in learning literature and in learning skills because of poor design of information skills due to uneven skills because of effective design of information skills and take initiative information skills activities, poor grouping strategies, design of activities, grouping activities, grouping strategies, and in ensuring the engagement of their [FEAPs (a)3.a.b.c.d.e.f.g; or inappropriate materials. strategies, or partially appropriate appropriate materials. peers. (a)2.d.f.g.h.i.; (a)4.a.] materials.

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3d: Library/media specialist declines to Library/media specialist assists Library/media specialist initiates Library/media specialist is proactive Assisting students and assist students and teachers in the students and teachers in the use of sessions to assist students and in initiating sessions to assist students teachers in the use of use of technology in the technology in the library/media teachers in the use of technology in and teachers in the use of technology technology in the library/media center. center when specifically asked to do the library/media center. in the library/media center. library/media center so. [FEAPs (a)1.e; (a)2.f.g.h.i; (a)3.a.b.c.d.e.h.i.j; (a)4.a.c.de.]

3e: Library/media specialist adheres to Library/media specialist makes Library/media specialist makes Library/media specialist is continually Demonstrating flexibility and the plan, in spite of evidence of its modest changes in the library/media revisions to the library/media seeking ways to improve the responsiveness inadequacy. program when confronted with program when they are needed. library/media program and makes [FEAPs (a)3.a.b.c.d.e.j.; evidence of the need for change. changes as needed in response to (a)4.a.d.] student, parent, or teacher input.

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4a: Library/media specialist does not Library/media specialist’s reflection Library/media specialist’s reflection Library/media specialist’s reflection is Reflecting on practice reflect on practice, or the reflections on practice is moderately accurate provides an accurate and objective highly accurate and perceptive, citing [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] are inaccurate or self-serving. and objective, without citing specific description of practice, citing specific specific examples. Library/media examples and with only global positive and negative characteristics. specialist draws on an extensive suggestions as to how it might be Library/media specialist makes some repertoire to suggest alternative improved. specific suggestions as to how the strategies and their likely success. media program might be improved.

4b: Library/media specialist ignores Library/media specialist’s efforts to Library/media specialist honors Library/media specialist anticipates Preparing and submitting teacher requests when preparing prepare budgets are partially teacher requests when preparing teacher needs when preparing reports and budgets requisitions and budgets or does not successful, responding sometimes to requisitions and budgets and follows requisitions and budgets, follows [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] follow established procedures. teacher requests and following established procedures. Inventories established procedures, and suggests Inventories and reports are routinely procedures. Inventories and reports and reports are submitted on time. improvements to those procedures. late. are sometimes submitted on time. Inventories and reports are submitted on time.

4c: Library/media specialist makes no Library/media specialist makes Library/media specialist engages in Library/media specialist is proactive Communicating with the larger effort to engage in outreach efforts sporadic efforts to engage in outreachoutreach efforts to parents and the in reaching out to parents and community to parents or the larger community. efforts to parents or the larger larger community. establishing contacts with outside [FEAPs (a)1.e.; (b)1.a.b.c.d.e. community. libraries, coordinating efforts for (a)4.e.] mutual benefit.

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4d: Library/media specialist’s Library/media specialist’s Library/media specialist participates Library/media specialist makes a Participating in a professional relationships with colleagues are relationships with colleagues are actively in school and district events substantial contribution to school community negative or self-serving, and the cordial, and the specialist participates and projects and maintains positive and district events and projects and [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] specialist avoids being involved in in school and district events and and productive relationships with assumes leadership with colleagues. school and district events and projects when specifically requested. colleagues. projects.

4e: Library/media specialist does not Library/media specialist’s Library/media specialist seeks out Library/media specialist actively Engaging in professional participate in professional participation in professional opportunities for professional pursues professional development development development activities, even when development activities is limited development based on an individual opportunities and makes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e. – such activities are clearly needed for to those that are convenient or assessment of need. substantial contribution to the weak relationship] the enhancement of skills. are required. profession through such activities as offering workshops to colleagues.

4f: Library/media specialist displays Library/media specialist is honest in Library/media specialist displays Library/media specialist can be Showing professionalism dishonesty in interactions with interactions with colleagues, high standards of honesty and counted on to hold the highest [FEAPs (a)1.e.; (b)2] colleagues, students, and the public; students, and the public; respects integrity in interactions with standards of honesty and integrity violates copyright laws. copyright laws. colleagues, students, and the public; and takes a leadership role with adheres carefully to copyright laws. colleagues in ensuring there is no plagiarism or violation of copyright laws.

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1a: Counselor demonstrates little Counselor demonstrates basic Counselor demonstrates Counselor demonstrates deep and Demonstrating knowledge understanding of counseling theory understanding of counseling theory understanding of counseling theory thorough understanding of of counseling theory and and techniques. and techniques. and techniques. counseling theory and techniques. techniques [FEAPs (a)1.a.b; (a) 2.c.g.h.i; (a)3.e.g.]

1b: Counselor provides little or no Counselor provides partial Counselor provides information In addition to information Provides relevant information information of child and adolescent information of child and adolescent demonstrating accurate demonstrating accurate regarding child and adolescent development. development. understanding of adolescent understanding of adolescent development, barriers to development, barriers to learning development, barriers to learning and learning and student risk and student risk factors. student risk factors, counselor factors displays knowledge of the extent to [FEAPs (a)1.e.;(a)2.a.h.; which individual student (a)3.e.h.; (a)4.a.] interventions are necessary.

1c: Counselor has no clear goals for the Counselor’s goals for the counseling Counselor’s goals for the counseling Counselor’s goals for the counseling Plans and designs program counseling program, or they are program are rudimentary and are program are clear and appropriate to program are highly appropriate to the goals, instruction and inappropriate to either the situation partially suitable to the situation and the situation in the school and to the situation in the school and to the age intervention based on school or the age of the students. the age of the students. age of the students. of the students and have been data and aligns efforts with developed following consultations both school and district with students, parents, and improvement plans in colleagues. adherence to state and federal mandates. [FEAPs (a)1.a.,b.; (a)3.e.]

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1d: Counselor demonstrates little or no Counselor displays awareness of Counselor displays awareness of Counselor’s knowledge of Demonstrating knowledge of knowledge of governmental governmental regulations and of governmental regulations and of governmental regulations and of state and federal regulations regulations and of resources for resources for students available resources for students available resources for students is extensive, and of resources both within students available through the school through the school or district, but no through the school or district, and including those available through the and beyond the school and or district. knowledge of resources available some familiarity with resources school or district and in the district more broadly. external to the school. community. [FEAPs (a)2.g.; (a)3.e.]

1e: Counseling program consists of a Counselor’s plan has a guiding Counselor has developed a plan that Counselor’s evaluation plan Uses data to monitor student random collection of unrelated principle and includes a number of includes the important aspects of includes clear and measurable progress(academic, social, activities, lacking coherence or an worthwhile activities, but some of counseling in the setting. goals, with sources of evidence emotional, behavioral) and to overall structure. them don’t fit with the broader goals. based on school data and evaluate the effectiveness of includes a clear plan toward counseling services on student achievement improving the program. [FEAPs (a)1.a.b.c.e.f.; (2)a.g.h.i.; (a)3.e.g.(a)4.a]

1f: Counselor has no plan to evaluate theCounselor has a rudimentary plan to Counselor’s plan to evaluate the Counselor’s evaluation plan is highly Developing a plan to evaluate program or resists suggestions that evaluate the counseling program. program is organized around clear sophisticated, with imaginative the counseling program such an evaluation is important. goals and the collection of evidence sources of evidence and a clear path [FEAPs (a)1.d.; (a)3.e.; to indicate the degree to which the toward improving the program on an (a)4.b.c.d.f.] goals have been met. ongoing basis.

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UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE COMPONENT IMPROVEMENT/DEVELOPING

2a: Counselor’s interactions with Counselor’s interactions are a mix of Counselor’s interactions with Students seek out the counselor, Creating an environment of students are negative or positive and negative; the students are positive and respectful, reflecting a high degree of comfort and respect and rapport inappropriate, and the counselor counselor’s efforts at encouraging and the counselor actively promotes trust in the relationship. Counselor [FEAPs (a)2.d.f.h.; (a)3.e.] does not promote positive positive interactions among positive student-student interactions. teaches students how interactions among students. students are partially successful. to engage in positive interactions.

2b: Counselor makes no attempt to Counselor’s attempts to promote a Counselor promotes a culture The culture in the school for productive Establishing a culture for establish a culture for productive culture throughout the school for throughout the school for productive and respectful communication between productive communication communication in the school as a productive and respectful and respectful communication and among students and teachers, while [FEAPs (a)2.c.d.f.h.; (a)3.e.] whole, either among students or communication between and amongbetween and among students and guided by the counselor, is maintained among teachers, or between studentsstudents and teachers are partially teachers. by both teachers and students. and teachers. successful.

2c: Counselor’s routines for the Counselor has rudimentary and Counselor’s routines for the Counselor’s routines for the counseling Managing routines counseling program or classroom partially successful routines for the counseling program or classroom program or classroom are seamless, and and procedures work are nonexistent or in disarray. counseling program or classroom. work effectively. students assist in maintaining them. [FEAPs (a)2.a.h.; (a)3.e.]

2d: Counselor has established no Counselor’s efforts to establish Counselor has established clear Counselor has established clear Establishing standards of standards of conduct for students standards of conduct for counseling standards of conduct for counseling standards of conduct for counseling conduct and contributing to during counseling sessions and makes sessions are partially successful. sessions and makes a significant sessions and classroom presentations, the culture for student no contribution to maintaining an Counselor attempts, with limited contribution to the environment of and students contribute to maintaining behavior throughout the environment of civility in the school. success, to contribute to the level of civility in the school. them. Counselor takes a leadership role school civility in the school as a whole. in maintaining the environment of [FEAPs (a)2.b.h.; (a)3.e.] civility in the school.

2e: The physical environment is in Counselor’s attempts to create an Counseling center or classroom Counseling center or classroom Organizing physical space disarray or is inappropriate to the inviting and well-organized physical arrangements are inviting and arrangements are inviting and conducive [FEAPs (a)2.a.h.; (a)3.e.] planned activities. environment are partially successful.conducive to the planned activities. to the planned activities. Students have contributed ideas to the physical arrangement.

137 Bay District Schools DOMAIN 3: DELIVERY OF SERVICE FOR GUIDANCE COUNSELORS

3a: Counselor does not assess student Counselor’s assessments of student Counselor assesses student needs Counselor conducts detailed and Assessing student needs needs, or the assessments result in needs are perfunctory. and knows the range of student individualized assessments of [FEAPs (a)2.c.d.e.f.g.h.i.; inaccurate conclusions. needs in the school. student needs to contribute to (a)3.a.b.c.d.e.i.; (a)4.a.] program planning.

3b: Counselor’s program is independent Counselor’s attempts to help studentsCounselor helps students and Counselor helps individual students Assisting students and of identified student needs. and teachers formulate academic, teachers formulate academic, and teachers formulate academic, teachers in the formulation of personal/social, and career plans are personal/social, and career plans for personal/social, and career plans. academic, personal/social, and partially successful. groups of students. career plans, based on knowledge of student needs (a)3.a.b.c.d.e.f.; (a)2.d.f.g.h.i.; (a)4.a.]

3c: Counselor has few counseling Counselor displays a narrow range of Counselor uses a range of counseling Counselor uses an extensive range of Using counseling techniques techniques to help students acquire counseling techniques to help techniques to help students acquire counseling techniques to help in individual and classroom skills in decision making and problem students acquire skills in decision skills in decision making and problem students acquire skills in decision programs solving for both interactions with making and problem solving for both solving for both interactions with making and problem solving for both [FEAPs other students and future planning. interactions with other students and other students and future planning. interactions with other students and (a)1.e; (a)2.f.g.h.i; future planning. future planning. (a)3.a.b.c.d.e.h.i.j; (a)4.a.c.de.]

3d: Counselor does not make Counselor’s efforts to coordinate Counselor coordinates with other Counselor coordinates with other Coordinates resources connections with other programs in services with other programs in the programs within the school or district programs and agencies both within to meet needs order to meet student needs. school are partially successful. to meet student needs. and beyond the school or district to [FEAPs (a)3.a.b.c.d.e.h.i.j; meet individual student needs. (a)4.a.c.de.]

3e: Counselor adheres to the plan or Counselor makes modest changes in Counselor makes revisions in the Counselor is continually seeking ways Demonstrating flexibility and program, in spite of evidence of its the counseling program when counseling program when they are to improve the counseling program responsiveness inadequacy. confronted with evidence of the needneeded. and makes changes as needed in FEAPs for change. response to student, parent, or (a)2.c.d.f.g.h.i.; (a)3.a.b.c.d.e.j.; teacher needs. (a)4.a.d.]

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4a: Counselor does not reflect on Counselor’s reflection on practice is Counselor’s reflection provides an Counselor’s reflection is highly Reflecting on practice practice, or the reflections are moderately accurate and objective accurate and objective description of accurate and perceptive, citing [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] inaccurate or self-serving. without citing specific examples and practice, citing specific positive and specific examples that were not fully with only global suggestions as to negative characteristics. Counselor successful for at least some students. how it might be improved. makes some specific suggestions as toCounselor draws on an extensive how the counseling program might berepertoire to suggest alternative improved. strategies.

4b: Counselor’s reports, records, and Counselor’s reports, records, and Counselor’s reports, records, and Counselor’s approach to record Maintaining records and documentation are missing, late, or documentation are generally documentation are accurate and are keeping is highly systematic and submitting them in a timely inaccurate, resulting in confusion. accurate but are occasionally late. submitted in a timely manner. efficient and serves as a model for fashion colleagues in other schools. [FEAPs (a)1.e.; (a) 4.f. (b)1.a.b.c.d.e.]

4c: Counselor provides no information to Counselor provides limited though Counselor provides thorough and Counselor is proactive in providing Communicating with families families, either about the counseling accurate information to families accurate information to families information to families about the [FEAPs (a)1.e.; (b)1.a.b.c.d.e. program as a whole or about about the counseling program as a about the counseling program as a counseling program and about (a)4.e.] individual students. whole and about individual students. whole and about individual students. individual students through a variety of means.

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4d: Counselor’s relationships with Counselor’s relationships with Counselor participates actively in Counselor makes a substantial Participating in a professional colleagues are negative or self- colleagues are cordial, and counselor school and district events and contribution to school and district community serving, and counselor avoids being participates in school and district projects and maintains positive and events and projects and assumes [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] involved in school and district events events and projects when specifically productive relationships with leadership with colleagues. and projects. requested. colleagues.

4e: Counselor does not participate in Counselor’s participation in Counselor seeks out opportunities for Counselor actively pursues Engaging in professional professional development activities professional development activities isprofessional development based on professional development development even when such activities are clearly limited to those that are convenient an individual assessment of need. opportunities and makes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e. – needed for the development of or are required. substantial contribution to the weak relationship] counseling skills. profession through such activities as offering workshops to colleagues.

4f: Counselor displays dishonesty in Counselor is honest in interactions Counselor displays high standards of Counselor can be counted on to hold Showing professionalism interactions with colleagues, with colleagues, students, and the honesty, integrity, and confidentiality the highest standards of honesty, [FEAPs (a)1.e.; (b)2] students, and the public; violates public; does not violate in interactions with colleagues, integrity, and confidentiality and to principles of confidentiality. confidentiality. students, and the public; advocates advocate for students, taking a for students when needed. leadership role with colleagues.

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1a: Speech Teacher demonstrates little Speech Teacher demonstrates basic Speech Teacher demonstrates Speech Teacher demonstrates Demonstrating knowledge or no knowledge and skill in the knowledge and skill in the therapy thorough knowledge and skill in the extensive knowledge and skill in the and skill in the specialist therapy area; does not hold the area; holds the necessary certificate therapy area; holds the necessary therapy area; holds an advanced therapy area; holding the necessary certificate or license. or license. certificate or license. certificate or license. relevant certificate or license [FEAPs (a)1.a.; (a)3.e.]

1b: Speech Teacher has no clear goals for Speech Teacher’s goals for the Speech Teacher’s goals for the Speech Teacher’s goals for the Establishing goals for the the therapy program, or they are therapy program are rudimentary andtherapy program are clear and therapy program are highly therapy program appropriate inappropriate to either the situation are partially suitable to the situation appropriate to the situation in the appropriate to the situation in the to the setting and the or the age of the students. and to the age of the students. school and to the age of the students. school and to the age of the students students served and have been developed following [FEAPs (a)1.e.; consultations with administrators (a)2.a.h.; (a)3.e.h.; (a)4.a.] and teachers.

1c: Speech Teacher demonstrates little Speech Teacher demonstrates basic Speech Teacher demonstrates - Speech Teacher’s knowledge of Demonstrating knowledge of or no knowledge of special education knowledge of special education laws thorough knowledge of special special education laws and district, state, and federal laws and procedures. and procedures. education laws and procedures. procedures is extensive; specialist regulations and guidelines takes a leadership role in reviewing [FEAPs (a)1.a.,b.; (a)3.e.] and revising district policies.

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1d: Speech Teacher demonstrates little Speech Teacher demonstrates basic Speech Teacher demonstrates Speech Teacher demonstrates Demonstrating knowledge of or no knowledge of resources for knowledge of resources for students thorough knowledge of resources for extensive knowledge of resources for resources, both within and students available through the schoolavailable through the school or students available through the school students available through the school beyond the school and district or district. district. or district and some familiarity with or district and in the larger [FEAPs (a)2.g.; (a)3.e.] resources outside the district. community.

1e: Therapy program consists of a Speech Teacher’s plan has a guiding Speech Teacher has developed a plan Speech Teacher’s plan is highly Planning the therapy random collection of unrelated principle and includes a number of that includes the important aspects ofcoherent and preventive and serves program, integrated with the activities, lacking coherence or an worthwhile activities, but some of work in the setting. to support students individually, regular school program, to overall structure. them don’t fit with the broader goals. within the broader educational meet the needs of individual program. students [FEAPs (a)1.b.c.f.; (a)3.e.g.]

1f: Speech Teacher has no plan to Speech Teacher has a rudimentary Speech Teacher’s plan to evaluate theSpeech Teacher’s evaluation plan is Developing a plan to evaluate evaluate the program or resists plan to evaluate the therapy program.program is organized around clear highly sophisticated, with imaginative the therapy program suggestions that such an evaluation is goals and the collection of evidence sources of evidence and a clear path [FEAPs (a)1.d.; (a)3.e.; important. to indicate the degree to which the toward improving the program on an (a)4.b.c.d.f.] goals have been met. ongoing basis.

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2a: Speech Teacher’s interactions with Speech Teacher’s interactions are a Speech Teacher’s interactions with Students seek out the, reflecting a Establishing rapport with students are negative or mix of positive and negative; the students are positive and respectful; high degree of comfort and trust in students inappropriate; students appear specialist’s efforts at developing students appear comfortable in the the relationship. [FEAPs (a)2.d.f.h.; (a)3.e.] uncomfortable in the testing and rapport are partially successful. testing and treatment center. treatment center.

2b: Speech Teacher exercises poor Speech Teacher’s time-management Speech Teacher exercises good Speech Teacher demonstrates Organizing time effectively judgment in setting priorities, skills are moderately well developed; judgment in setting priorities, excellent time-management skills, [FEAPs (a)2.c.d.f.h.; (a)3.e.] resulting in confusion, missed essential activities are carried out, resulting in clear schedules and accomplishing all tasks in a seamless deadlines, and conflicting schedules. but not always in the most efficient important work being accomplished manner; teachers and students manner. in an efficient manner. understand their schedules.

2c: No procedures for referrals have Speech Teacher has established Procedures for referrals and for Procedures for all aspects of referral Establishing and maintaining been established; when teachers procedures for referrals, but the meetings and consultations with and testing protocols are clear to clear procedures for referrals want to refer a student for special details are not always clear. parents and administrators are clear everyone and have been developed [FEAPs (a)2.a.h.; (a)3.e.] services, they are not sure how to go to everyone. in consultation with teachers and about it. administrators.

2d: No standards of conduct have been Standards of conduct appear to have Standards of conduct have been Standards of conduct have been Establishing standards of established, and disregards or fails to been established for the testing and established for the testing and established for the testing and conduct in the treatment address negative student behavior treatment center. Speech Teacher treatment center. Speech Teacher treatment center. Speech Teacher’s center during evaluation or treatment. attempts to monitor and correct monitors student behavior against monitoring of students is subtle and [FEAPs (a)2.b.h.; (a)3.e.] negative student behavior during those standards; response to preventive, and students engage in evaluation and treatment are students is appropriate and self-monitoring of behavior. partially successful. respectful.

2e: The testing and treatment center is The testing and treatment center is The testing and treatment center is The testing and treatment center is Organizing physical space for disorganized and poorly suited to moderately well organized and well organized; materials are highly organized and is inviting to testing of students and working with students. Materials are moderately well suited to working available when needed. students. Materials are convenient providing therapy usually available. with students. Materials are difficult when needed. [FEAPs (a)2.a.h.; (a)3.e.] to find when needed.

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3a: Speech Teacher fails to respond to Speech Teacher responds to referrals Speech Teacher responds to referrals Speech Teacher is proactive in Responding to referrals and referrals or makes hasty assessments when pressed and makes adequate and makes thorough assessments of responding to referrals and makes evaluating student needs of student needs. assessments of student needs. student needs. highly competent assessments of [FEAPs (a)2.e.; (a)3.a.b.c.d.e.i.; student needs. (a)4.a.]

3b: Speech Teacher fails to develop Speech Teacher’s plans for students Speech Teacher’s plans for students Speech Teacher develops Developing and implementing treatment plans suitable for students,are partially suitable for them or are suitable for them and are aligned comprehensive plans for students, or plans are mismatched with the sporadically aligned with identified with identified needs. finding ways to creatively meet treatment plans to maximize findings of assessments. needs. student needs and incorporate many students’ success related elements. [FEAPs (a)3.a.b.c.d.e.f.; (a)4.a.]

3c: Speech Teacher fails to communicate Speech Teacher’s communication Speech Teacher communicates with Speech Teacher secures necessary Communicating with families with families and secure necessary with families is partially successful; families and secures necessary permissions and communicates with [FEAPs (a)3.a.b.c.d.e.f.g; permission for evaluations or permissions are obtained, but there permission for evaluations, doing so families in a manner highly sensitive (a)4.a.] communicates in an insensitive are occasional insensitivities to in a manner sensitive to cultural and to cultural and linguistic traditions. manner. cultural and linguistic traditions. linguistic traditions. Specialist reaches out to families of students to enhance trust.

3d: Speech Teacher neglects to collect Speech Teacher collects most of the Speech Teacher collects all the Speech Teacher is proactive in Collecting information; important information on which to important information on which to important information on which to collecting important information, writing reports base treatment plans; reports are base treatment plans; reports are base treatment plans; reports are interviewing teachers and parents if [FEAPs (a)3.a.b.c.d.e.h.i.j; inaccurate or not appropriate to the accurate but lacking in clarity and not accurate and appropriate to the necessary; reports are accurate and (a)4.a.c.de.] audience. always appropriate to the audience. audience. clearly written and are tailored for the audience.

3e: Speech Teacher adheres to the plan Speech Teacher makes modest Speech Teacher makes revisions in Speech Teacher is continually seeking Demonstrating flexibility and or program, in spite of evidence of its changes in the treatment program the treatment program when they ways to improve the treatment responsiveness inadequacy. when confronted with evidence of are needed. program and makes changes as [FEAPs (a)3.a.b.c.d.e.j.; the need for change. needed in response to student, (a)4.a.d.] parent, or teacher input.

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4a: Speech Teacher does not reflect on Speech Teacher’s reflection on Speech Teacher’s reflection provides Speech Teacher’s reflection is highly Reflecting on practice practice, or the reflections are practice is moderately accurate and an accurate and objective description accurate and perceptive, citing [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] inaccurate or self-serving. objective without citing specific of practice, citing specific positive andspecific examples that were not fully examples, and with only global negative characteristics. Specialist successful for at least some students. suggestions as to how it might be makes some specific suggestions as toSpecialist draws on an extensive improved. how the therapy program might be repertoire to suggest alternative improved. strategies.

4b: Speech Teacher is not available to Speech Teacher is available to staff Speech Teacher initiates contact with Speech Teacher seeks out teachers Collaborating with teachers staff for questions and planning and for questions and planning and teachers and administrators to confer and administrators to confer and administrators declines to provide background provides background material when regarding individual cases. regarding cases, soliciting their [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] material when requested. requested. perspectives on individual students.

4c: Speech Teacher’s data-management Speech Teacher has developed a Speech Teacher has developed an Speech Teacher has developed a Maintaining an effective data- system is either nonexistent or in rudimentary data-management effective data-management system highly effective data-management management system disarray; it cannot be used to system for monitoring student for monitoring student progress and system for monitoring student [FEAPs (a)1.e.; (b)1.a.b.c.d.e. monitor student progress or to adjustprogress and occasionally uses it to uses it to adjust treatment when progress and uses it to adjust (a)4.e.] treatment when needed. adjust treatment when needed. needed. treatment when needed. Specialist uses the system to communicate with teachers and parents.

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4d: Speech Teacher’s relationships with Speech Teacher’s relationships with Speech Teacher participates actively Speech Teacher makes a substantial Participating in a professional colleagues are negative or self- colleagues are cordial, and specialist in school and district events and contribution to school and district community serving, and specialist avoids being participates in school and district projects and maintains positive and events and projects and assumes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] involved in school and district events events and projects when specifically productive relationships with leadership role with colleagues. and projects. asked to do so. colleagues.

4e: Speech Teacher does not participate Speech Teacher’s participation in Speech Teacher seeks out Speech Teacher actively pursues Engaging in professional in professional development professional development activities is opportunities for professional professional development development activities, even when such activities limited to those that are convenient development based on an individual opportunities and makes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e. – are clearly needed for the or are required. assessment of need. substantial contribution to the weak relationship] development of skills. profession through such activities as offering workshops to colleagues.

4f: Speech Teacher displays dishonesty Speech Teacher is honest in Speech Teacher displays high Speech Teacher can be counted on to Showing professionalism, in interactions with colleagues, interactions with colleagues, standards of honesty, integrity, and hold the highest standards of including integrity, advocacy, students, and the public and violates students, and the public, plays a confidentiality in interactions with honesty, integrity, and confidentiality and maintaining principles of confidentiality. moderate advocacy role for students, colleagues, students, and the public and to advocate for students, taking confidentiality and does not violate norms of and advocates for students when a leadership role with colleagues. [FEAPs (a)1.e.; (b)2] confidentiality. needed.

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1a: Psychologist demonstrates little or noPsychologist uses a limited number ofPsychologist uses adequate Psychologist uses a wide range of Demonstrating knowledge knowledge and skill in using psychological instruments to evaluatepsychological instruments to evaluate psychological instruments to evaluate and skill in using psychological psychological instruments to evaluatestudents. students and determine accurate students and knows the proper instruments to evaluate students. diagnoses. situations in which each should be students used. [FEAPs (a)1.a.b; (a) 2.c.g.h.i; (a)3.e.g.]

1b: Psychologist demonstrates little or noPsychologist demonstrates basic Psychologist demonstrates thorough Psychologist demonstrates extensive Demonstrating knowledge knowledge of child and adolescent knowledge of child and adolescent knowledge of child and adolescent knowledge of child and adolescent of child and adolescent development and psychopathology. development and psychopathology. development and psychopathology. development and psychopathology development and and knows variations of the typical psychopathology patterns. [FEAPs (a)1.e.; (a)2.a.h.; (a)3.e.h.; (a)4.a.]

1c: Psychologist has no clear goals for Psychologist’s goals are rudimentary Psychologist’s goals are clear and Psychologist’s goals are highly Establishing goals for the the psychology program, or they are and are partially suitable to the appropriate to the situation in the appropriate to the situation in the psychology program inappropriate to either the situation situation and the age of the students. school and to the age of the students. school and to the age of the students appropriate to the setting and or the age of the students. and have been developed following the students served consultations with students, parents, [FEAPs (a)1.a.,b.; 2.g.h.i.; and colleagues. (a)3.e.(a) 4.a.]

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1d: Psychologist demonstrates little or Psychologist displays awareness of Psychologist displays awareness of Psychologist’s knowledge of Demonstrating knowledge of no knowledge of governmental governmental regulations and of governmental regulations and of governmental regulations and of state and federal regulations regulations or of resources for resources for students available resources for students available resources for students is extensive, and of resources both within students available through the school through the school or district, but no through the school or district and including those available through the and beyond the school and or district. knowledge of resources available some familiarity with resources school or district and in the district more broadly. external to the district. community. [FEAPs (a)2.g.; (a)3.e.]

1e: Psychologist’s plan consists of a Psychologist’s plan has a guiding Psychologist has developed a plan Psychologist’s plan is highly coherent Planning the psychology random collection of unrelated principle and includes a number of that includes the important aspects ofand preventive and serves to support program, integrated with the activities, lacking coherence or an worthwhile activities, but some of work in the setting. students, within the broader regular school program, to overall structure. them don’t fit with the broader goals. educational program. meet the needs of students and including prevention [FEAPs (a)1.a.b.c.e.f.; (2)a.g.h.i.; (a)3.e.g.(a)4.a]

1f: Psychologist has no plan to evaluate Psychologist has a rudimentary plan Psychologist’s plan to evaluate the Psychologist’s evaluation plan is Developing a plan to evaluate the program or resists suggestions to evaluate the psychology program. program is organized around clear highly sophisticated, with imaginative the psychology program that such an evaluation is important. goals and the collection of evidence sources of evidence and a clear path [FEAPs (a)1.d.; (a)3.e.; to indicate the degree to which the toward improving the program on an (a)2.g.h.i; (a)4.b.c.d.f.] goals have been met. ongoing basis.

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2a: Psychologist’s interactions with Psychologist’s interactions are a mix Psychologist’s interactions with Students seek out the psychologist, Establishing rapport students are negative or of positive and negative; the students are positive and respectful; reflecting a high degree of comfort with students inappropriate; students appear psychologist’s efforts at developing students appear comfortable in the and trust in the relationship. [FEAPs (a)2.d.f.h.; (a)3.e.] uncomfortable in the testing center. rapport are partially successful. testing center.

2b: Psychologist makes no attempt to Psychologist’s attempts to promote a Psychologist promotes a culture The culture in the school for positive Establishing a culture for establish a culture for positive mentalculture throughout the school for throughout the school for positive mental health among students and positive mental health health in the school as a whole, positive mental health in the school mental health in the school among teachers, while guided by the throughout the school either among students or teachers, among students and teachers are students and teachers. psychologist, is maintained by both or between students and teachers. partially successful. teachers and students. [FEAPs (a)2.c.d.f.h.; (a)3.e.]

2c: No procedures for referrals have Psychologist has established Procedures for referrals and for Procedures for all aspects of referral Managing and maintaining been established; when teachers procedures for referrals, but the meetings and consultations with and testing protocols are clear to clear procedures for referrals want to refer a student for special details are not always clear. parents and administrators are clear everyone and have been developed [FEAPs (a)2.a.h.; (a)3.e.] services, they are not sure how to go to everyone. in consultation with teachers and about it. administrators.

2d: No standards of conduct have been Standards of conduct appear to have Standards of conduct have been Standards of conduct have been Establishing standards of established, and psychologist been established in the testing established in the testing center. established in the testing center. conduct in the testing center disregards or fails to address negativecenter. Psychologist’s attempts to Psychologist monitors student Psychologist’s monitoring of students [FEAPs (a)2.b.h.; (a)3.e.] student behavior during an monitor and correct negative student behavior against those standards; is subtle and preventive, and evaluation. behavior during an evaluation are response to students is appropriate students engage in self-monitoring of partially successful. and respectful. behavior.

2e: The testing center is disorganized andMaterials in the testing center are The testing center is well organized; The testing center is highly organized Organizing physical space for poorly suited to student evaluations. stored securely, but the center is not materials are stored in a secure and is inviting to students. Materials testing of students and storage Materials are not stored in a secure completely well organized, and location and are available when are stored in a secure location and of materials location and are difficult to find whenmaterials are difficult to find when needed. are convenient when needed. [FEAPs (a)2.a.h.; (a)3.e.] needed. needed.

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3a: Psychologist fails to consult with Psychologist consults on a sporadic Psychologist consults frequently with Psychologist consults frequently with Responding to referrals; colleagues or to tailor evaluations to basis with colleagues, making colleagues, tailoring evaluations to colleagues, contributing own insights consulting with teachers and the questions raised in the referral. partially successful attempts to tailor the questions raised in the referral. and tailoring evaluations to the administrators evaluations to the questions raised in questions raised in the referral. [FEAPs (a)2.c.d.e.f.g.h.i.; the referral. (a)3.a.b.c.d.e.i.; (a)4.a.]

3b: Psychologist resists administering Psychologist attempts to administer Psychologist administers appropriate Psychologist selects, from a broad Evaluating student needs in evaluations, selects instruments appropriate evaluation instruments evaluation instruments to students repertoire, those assessments that compliance with National inappropriate to the situation, or to students but does not always and ensures that all procedures and are most appropriate to the referral Association of School does not follow established follow established time lines and safeguards are faithfully adhered to. questions and conducts information Psychologists (NASP) procedures and guidelines. safeguards. sessions with colleagues to ensure guidelines that they fully understand and [FEAPs (a)3.a.b.c.d.e.f.; comply with procedural time lines (a)2.d.f.g.h.i.; (a)4.a.] and safeguards.

3c: Psychologist neglects to collect Psychologist collects most of the Psychologist collects all the important Psychologist is proactive in collecting Collecting information; writing important information on which to important information on which to information on which to base important information, interviewing reports base treatment plans; reports are base treatment plans; reports are treatment plans; reports are accurate teachers and parents if necessary; [FEAPs (a)3.a.b.c.d.e.f.g; inaccurate or not appropriate to the accurate but lacking in clarity and not and appropriate to the audience. reports are accurate and clearly (a)2.d.f.g.h.i.; (a)4.a.] audience. always appropriate to the audience. written and are tailored for the audience.

3d: Psychologist fails to plan Psychologist’s plans for students are Psychologist’s plans for students are Psychologist develops comprehensive Planning interventions to interventions suitable to students, or partially suitable for them or are suitable for them and are aligned withplans for students, finding ways to maximize students’ likelihood interventions are mismatched with sporadically aligned with identified identified needs. creatively meet student needs and of success the findings of the assessments. needs. incorporate many related elements.

3e: Psychologist adheres to the plan or Psychologist makes modest changes Psychologist makes revisions in the Psychologist is continually seeking Demonstrating flexibility and program, in spite of evidence of its in the treatment program when treatment program when it is ways to improve the treatment responsiveness inadequacy. confronted with evidence of the needneeded. program and makes changes as [FEAPs for change. needed in response to student, (a)2.c.d.f.g.h.i.; (a)3.a.b.c.d.e.j.; parent, or teacher input. (a)4.a.d.]

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4a: Psychologist does not reflect on Psychologist’s reflection on practice Psychologist’s reflection provides an Psychologist’s reflection is highly Reflecting on practice practice, or the reflections are is moderately accurate and objective accurate and objective description of accurate and perceptive, citing [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] inaccurate or self-serving. without citing specific examples, and practice, citing specific positive and specific examples that were not fully with only global suggestions as to negative characteristics. Psychologist successful for at least some students. how it might be improved. makes some specific suggestions as toPsychologist draws on an extensive how the counseling program might berepertoire to suggest alternative improved. strategies.

4b: Psychologist is not available to staff Psychologist is available to staff for Psychologist initiates contact with Psychologist seeks out teachers and Collaborating with teachers for questions and planning and questions and planning and provides teachers and administrators to confer administrators to confer regarding and administrators declines to provide background background material when regarding individual cases. cases, soliciting their perspectives on [FEAPs (a)1.e.; (a) 4.f. material when requested. requested. individual students. (b)1.a.b.c.d.e.]

4c: Psychologist’s records are in disarray; Psychologist’s records are accurate Psychologist’s records are accurate Psychologist’s records are accurate Maintaining accurate records they may be missing, illegible, or and legible and are stored in a secure and legible, well organized, and and legible, well organized, and [FEAPs (a)1.e.; (a) 4.f. stored in an insecure location. location. stored in a secure location. stored in a secure location. They are (b)1.a.b.c.d.e.] written to be understandable to another qualified professional.

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4d: Psychologist’s relationships with Psychologist’s relationships with Psychologist participates actively in Psychologist makes a substantial Participating in a professional colleagues are negative or self- colleagues are cordial, and school and district events and contribution to school and district community serving, and psychologist avoids psychologist participates in school projects and maintains positive and events and projects and assumes [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] being involved in school and district and district events and projects when productive relationships with leadership with colleagues. events and projects. specifically requested. colleagues.

4e: Psychologist does not participate in Psychologist’s participation in Psychologist seeks out opportunities Psychologist actively pursues Engaging in professional professional development activities, professional development activities isfor professional development based professional development development even when such activities are clearly limited to those that are convenient on an individual assessment of need. opportunities and makes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e. – needed for the ongoing development or are required. substantial contribution to the weak relationship] of skills. profession through such activities as offering workshops to colleagues.

4f: Psychologist displays dishonesty in Psychologist is honest in interactions Psychologist displays high standards Psychologist can be counted on to Showing professionalism interactions with colleagues, with colleagues, students, and the of honesty, integrity, and hold the highest standards of [FEAPs (a)1.e.; (b)2] students, and the public and violates public, plays a moderate advocacy confidentiality in interactions with honesty, integrity, and confidentiality principles of confidentiality. role for students, and does not colleagues, students, and the public, and to advocate for students, taking a violate confidentiality. and advocates for students when leadership role with colleagues. needed.

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1a: Teacher demonstrates little or no Teacher demonstrates basic Teacher demonstrates thorough Teacher’s knowledge of specialty Demonstrating knowledge of familiarity with specialty area. familiarity with specialty area. knowledge of specialty. area is wide and deep; specialist is current trends in specialty regarded as an expert by colleagues. area [FEAPs (a)1.a.b; (a) 2.c.g.h.i; (a)3.e.g.]

1b: Teacher demonstrates little or no Teacher demonstrates basic Teacher demonstrates thorough Teacher is deeply familiar with the Demonstrating knowledge of knowledge of the school’s program knowledge of the school’s program knowledge of the school’s program school’s program and works to shape the school’s program and or of teacher skill in implementing and of teacher skill in implementing and of teacher skill in implementing its future direction and actively seeks levels of skill in delivering that that program. that program. that program. information as to skill in that program program. [FEAPs (a)1.e.; (a)2.a.h.; (a)3.e.h.; (a)4.a.]

1c: Teacher has no clear goals for Teacher’s goals for the program are Teacher’s goals for the program are Teacher’s goals for the program are Establishing goals for the program, or they are inappropriate torudimentary and are partially suitableclear and are suitable to the situation highly appropriate to the situation Service delivery program either the situation or the needs of to the situation and the needs of and the needs of those served. and the needs of those served. They appropriate to the setting and those served. those served. have been developed following those served consultations with administrators and [FEAPs (a)1.a.,b.; 2.g.h.i.; colleagues. (a)3.e.(a) 4.a.]

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1d: Teacher demonstrates little or no Teacher demonstrates basic Teacher is fully aware of resources Teacher actively seeks out new Demonstrating knowledge of knowledge of resources available in knowledge of resources available in available in the school and district resources from a wide range of resources, both within and the school or district for teachers to the school and district for teachers to and in the larger professional sources to enrich teachers’ skills in beyond the school and district advance their skills. advance their skills. community for teachers to advance implementing the school’s program. [FEAPs (a)2.g.; (a)3.e.] their skills.

1e: Teacher’s plan consists of a random Teacher’s plan has a guiding principle Teacher’s plan is well designed to Teacher’s plan is highly coherent, and Planning the service program, collection of unrelated activities, and includes a number of worthwhile support and implementing program serves to support student and staff integrated with the overall lacking coherence or an overall activities, but some of them don’t fit services. within the overall school setting. school program structure. with the broader goals. [FEAPs (a)1.a.b.c.e.f.; (2)a.g.h.i.; (a)3.e.g.(a)4.a]

1f: Teacher has no plan to evaluate the Teacher has a rudimentary plan to Teacher’s plan to evaluate the Teacher’s evaluation plan is highly Developing a plan to evaluate program or resists suggestions that evaluate the instructional support - program is organized around clear sophisticated, with imaginative the program such an evaluation is important. program. goals and the collection of evidence sources of evidence and a clear path [FEAPs (a)1.a.b.c.e.f.; to indicate the degree to which the toward improving the program on an (2)a.g.h.i.; (a)3.e.g.(a)4.a] goals have been met. ongoing basis.

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2b: Teacher makes no attempt to Teacher attempts to promote a Teacher promotes a culture The culture in the school district for Establishing a culture for establish a culture for productive culture throughout the school for throughout the district for productive productive and respectful ongoing instructional communication in the school as a productive and respectful and respectful communication communication between and among improvement whole, either among students or communication between and among between and among students, students, teachers and parents while [FEAPs (a)2.c.d.f.h.; (a)3.e.] among teachers, or between students, teachers and parents are teachers, and parents. guided by the teacher, is maintained students and teachers. partially successful. by teachers (others), students and parents.

2c: Teacher’s routines for student Teacher has rudimentary and Teacher’s routines for student Teacher’s routines for student Establishing clear procedures support services are nonexistent or inpartially successful routines for support services are clear and support services are clear and for teachers to gain access to disarray. student support services. effective. provided in consultation with school instructional support personnel. [FEAPs (a)2.a.h.; (a)3.e.]

2d: No norms of professional conduct Teacher’s efforts to establish norms Teacher has established clear norms Teacher has established clear norms Establishing and maintaining have been established; teachers are of professional conduct are partially of mutual respect for professional of mutual respect for professional norms of behavior for frequently disrespectful in their successful. interaction. interaction. Teachers ensure that professional interactions interactions with one another. their colleagues adhere to these [FEAPs (a)2.b.h.; (a)3.e.] standards of conduct.

2e: Teacher makes poor use of the The physical environment does not Teacher makes good use of the Teacher makes highly effective use of Organizing physical space physical environment, resulting in impede activities. physical environment, resulting in the physical environment, with [FEAPs (a)2.a.h.; (a)3.e.] poor access by some participants, engagement of all participants in the teachers contributing to the physical time lost due to poor use of activities arrangement. equipment, or little alignment between the physical arrangement and the activities.

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3a: Teacher does not assess student Teacher’s assessments of student Teacher assesses student needs and Teacher consults with colleagues and Assessing student needs needs, or the assessments result in needs are perfunctory. provides appropriate services. conducts detailed and individualized inaccurate conclusions. assessments of student needs to contribute to program planning.

3b: Teacher program is independent of Teacher attempts to help students Teacher helps students and teachers Teacher helps individual students and Assisting students and identified student needs. and teachers formulate formulate personal/social plans for teachers formulate and implement teachers in the formulation personal/social are partially groups of students. personal social plans. and implantation of academic, successful. personal/social plans, based on knowledge of student needs

3c: Teacher’s model lessons and The quality of model lessons and The quality of the Teacher’s model The quality of Teacher’s model Sharing expertise with staff workshops are of poor quality or are workshops is mixed, with some of lessons and workshops is uniformly lessons and workshops is uniformly not appropriate to the needs of the them being appropriate to the needs high and appropriate to the needs of high and appropriate to the needs of teachers being served. of the teachers being served. the teachers being served. the teachers being served. The Teacher conducts extensive follow-up work with teachers.

3d: Teacher does not make connections Teacher efforts to broker services Teacher brokers with other programs Teacher brokers with other programs Brokering resources with other programs in order to meetwith other programs in the school arewithin the school or district to meet and agencies both within and beyond to meet needs student needs. partially successful. student needs. the school or district to meet individual student needs.

3e: Teacher adheres to his plan, in spite Teacher makes modest changes in Teacher makes revisions to the Teacher is continually seeking ways Demonstrating flexibility and of evidence of its inadequacy. the support program when support program when it is needed. to improve the support program and responsiveness confronted with evidence of the need makes changes as needed in [FEAPs for change. response to student, parent, or (a)2.c.d.f.g.h.i.; teacher input. (a)3.a.b.c.d.e.j.; (a)4.a.d.]

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4a: Teacher does not reflect on practice, Teacher’s reflection on practice is Teacher’s reflection provides an Teacher’s reflection is highly accurate Reflecting on practice or the reflections are inaccurate or moderately accurate and objective accurate and objective description of and perceptive, citing specific [FEAPs (a)1.e.; self-serving. without citing specific examples and practice, citing specific positive and examples. Instructional specialist (b)1.a.b.c.d.e.] with only global suggestions as to negative characteristics. Instructional draws on an extensive repertoire to how it might be improved. specialist makes some specific suggest alternative strategies, suggestions as to how the support accompanied by a prediction of the program might be improved. likely consequences of each.

4b: Teacher fails to communicate with Teacher communication with families Teacher communicates with families Teacher secures necessary Communicating with families families and secure necessary is partially successful; permissions areand secures necessary permission for permissions and communicates with [FEAPs (a)1.e.; (b)1.a.b.c.d.e. permission for evaluations or obtained, but there are occasional evaluations and does so in a manner families in a manner highly sensitive (a)4.e.] communicates in an insensitive insensitivities to cultural and sensitive to cultural and linguistic to cultural and linguistic traditions. manner. linguistic traditions. traditions. Psychologist reaches out to families of students to enhance trust.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES FOR SCHOOL SOCIAL WORKERS BEHAVIORAL/COUNSELING RESOURCE TEACHERS Crisis intervention teachers (continued)

COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT/DEVELOPINGEFFECTIVE HIGHLY EFFECTIVE

4c: Teacher records are in disarray; they Teacher records are accurate and Teacher records are accurate and Teacher records are accurate and Maintaining accurate records may be missing, illegible, or stored in legible and are stored in a secure legible, well organized, and stored in legible, well organized, and stored in [FEAPs (a)1.e.; (a) 4.f. an insecure location. location. a secure location. a secure location. They are written to (b)1.a.b.c.d.e.] be understandable to another qualified professional.

4d: Teacher relationships with colleagues Teacher relationships with colleagues Teacher participates actively in schoolTeacher makes a substantial Participating in a professional are negative or self-serving, and are cordial, and counselor and district events and projects and contribution to school and district community counselor avoids being involved in participates in school and district maintains positive and productive events and projects and assumes school and district events and events and projects when specifically relationships with colleagues. leadership with colleagues. projects. requested. Adapted With Permission: Electronic Forms and Rubrics for Enhancing Professional Practice A Framework for Teaching by Charlotte 157 Danielson © 2008 by ASCD 4e: Teacher does not participate in Teacher participation in professional Teacher seeks out opportunities for Teacher actively pursues professional Engaging in professional professional development activities development activities is limited to professional development based on development opportunities and development even when such activities are clearly those that are convenient or are an individual assessment of need. makes a substantial contribution to needed for the development of required. the profession through such activities counseling skills. as offering workshops to colleagues.

4f: Teacher displays dishonesty in Teacher is honest in interactions with Teacher displays high standards of Teacher can be counted on to hold Showing professionalism interactions with colleagues, colleagues, students, and the public; honesty, integrity, and confidentiality the highest standards of honesty, students, and the public; violates does not violate confidentiality. in interactions with colleagues, integrity, and confidentiality and to principles of confidentiality. students, and the public; advocates advocate for students, taking a for students when needed. leadership role with colleagues.

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COMPONENT L E V E L O F P E R F O R M A N C E UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 1a: TVI demonstrates little or no TVI demonstrates basic knowledge TVI demonstrates thorough TVI demonstrates extensive Demonstrating knowledge and knowledge and skill in the VI and skill in the VI unique skills area; knowledge and skill in the VI knowledge and skill in the VI skill in the VI unique skills unique skills area; does not hold holds the necessary certificate or unique skills area; holds the unique skills area; holds a relevant area; holding the relevant the necessary certificate or license. necessary certificate or license. teaching certificate. teaching certificate. license. [FEAPs (a)1.a.; (a)3.e.] 1b: TVI has no clear goals for the VI TVI’s goals for the VI unique skills TVI’s goals for the VI unique skills TVI’s goals for the VI unique skills Establishing goals for the VI unique skills program, or they are program are rudimentary and are program are clear and appropriate program are highly appropriate to unique skills program inappropriate to either the partially suitable to the situation to the situation in the school and the situation in the school and to appropriate situation or the age of the and to the age of the students. to the age of the students. the age of the students and have to the setting and the students students. been developed following served consultations with administrators [FEAPs (a)1.e.; and teachers. (a)2.a.h.; (a)3.e.h.; (a)4.a.] 1c: TVI demonstrates little or no TVI demonstrates basic knowledge TVI demonstrates thorough TVI’s knowledge of special Demonstrating knowledge of knowledge of special education of special education laws and knowledge of special education education laws and procedures is district, state, and federal laws and procedures. procedures. laws and procedures. extensive; TVI takes a leadership regulations and guidelines role in reviewing and revising [FEAPs (a)1.a.,b.; (a)3.e.] district policies. 1d: TVI demonstrates little or no TVI demonstrates basic knowledge TVI demonstrates thorough TVI demonstrates extensive Demonstrating knowledge of knowledge of resources for of resources for students available knowledge of resources for knowledge of resources for resources, both within and students available through the through the school or district. students available through the students available through the beyond the school and district school or district. school or district and some school or district and in the larger [FEAPs (a)2.g.; (a)3.e.] familiarity with resources outside community. the district. 1e: VI unique skills program consists TVI’s plan has a guiding principle TVI has developed a plan that TVI’s plan is highly coherent and Planning the VI unique skills of a random collection of and includes a number of includes the important aspects of preventive and serves to support program, integrated with the unrelated activities, lacking worthwhile activities, but some of work in the setting. students individually, within the regular school program, to coherence or an overall them don’t fit with the broader broader educational program. meet the needs of individual structure. goals. students [FEAPs (a)1.b.c.f.; (a)3.e.g.] 1f: TVI has no plan to evaluate the TVI has a rudimentary plan to TVI’s plan to evaluate the program TVI’s evaluation plan is highly Developing a plan to evaluate program or resists suggestions evaluate the VI unique skills is organized around clear goals sophisticated, with imaginative the VI unique skills program that such an evaluation is program. and the collection of evidence to sources of evidence and a clear [FEAPs (a)1.d.; (a)3.e.; important. indicate the degree to which the path toward improving the (a)4.b.c.d.f.] goals have been met. program on an ongoing basis.

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COMPONENT L E V E L O F P E R F O R M A N C E UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 2a: TVI’s interactions with students TVI’s interactions are a mix of TVI’s interactions with students Students seek out the TVI, Establishing rapport with are negative or inappropriate; positive and negative; the TVI’s are positive and respectful; reflecting a high degree of comfort students students appear uncomfortable efforts at developing rapport are students appear comfortable in and trust in the relationship. [FEAPs (a)2.d.f.h.; (a)3.e.] in the educational environment. partially successful. the educational environment.

2b: TVI exercises poor judgment in TVI’s time-management skills are TVI exercises good judgment in TVI demonstrates excellent time- Organizing time effectively setting priorities, resulting in moderately well developed; setting priorities, resulting in clear management skills, accomplishing [FEAPs (a)2.c.d.f.h.; (a)3.e.] confusion, missed deadlines, and essential activities are carried out, schedules and important work all tasks in a seamless manner; conflicting schedules. but not always in the most efficient being accomplished in an efficient teachers and students understand manner. manner. their schedules.

2c: No procedures for referrals have TVI has established procedures for Procedures for referrals and for Procedures for all aspects of Establishing and maintaining been established; when teachers referrals, but the details are not meetings and consultations with referral and testing protocols are clear procedures for referrals want to refer a student for always clear. parents and administrators are clear to everyone and have been [FEAPs (a)2.a.h.; (a)3.e.] special services, they are not sure clear to everyone. developed in consultation with how to go about it. teachers and administrators. 2d: No standards of conduct have Standards of conduct appear to Standards of conduct have been Standards of conduct have been Establishing standards of been established, and disregards have been established for the established for the educational established for the educational conduct in the educational or fails to address negative educational setting. TVI’s attempts setting. TVI monitors student setting. TVI’s monitoring of setting student behavior during to monitor and correct negative behavior against those standards; students is subtle and preventive, [FEAPs (a)2.b.h.; (a)3.e.] evaluation or lessons. student behavior during evaluation response to students is and students engage in self- and lessons are partially successful. appropriate and respectful. monitoring of behavior.

2e: The educational setting is The educational setting is The educational setting is well The educational setting is highly Organizing physical space for disorganized and poorly suited to moderately well organized and organized; materials are available organized and is inviting to testing of students and working with students. Materials moderately well suited to working when needed. students. Materials are convenient providing services are usually available. with students. Materials are when needed. [FEAPs (a)2.a.h.; (a)3.e.] difficult to find when needed.

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COMPONENT L E V E L O F P E R F O R M A N C E UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 3a: TVI fails to respond to referrals or TVI responds to referrals when TVI responds to referrals and TVI is proactive in responding to Responding to referrals and makes hasty assessments of pressed and makes adequate makes thorough assessments of referrals and makes highly evaluating student needs student needs. assessments of student needs. student needs. competent assessments of student [FEAPs (a)2.e.; (a)3.a.b.c.d.e.i.; needs. (a)4.a.] 3b: TVI fails to develop goals and/or TVI’s plans for students are partially TVI’s plans for students are TVI develops comprehensive plans Developing and implementing objectives suitable for students, suitable for them or sporadically suitable for them and are aligned for students, finding ways to goals and/or objectives to or plans are mismatched with the aligned with identified needs. with identified needs. creatively meet student needs and maximize students’ success findings of assessments. incorporate many related [FEAPs (a)3.a.b.c.d.e.f.; (a)4.a.] elements. 3c: TVI fails to communicate with TVI’s communication with families TVI communicates with families TVI secures necessary permissions Communicating with families families and secure necessary is partially successful; permissions and secures necessary permission and communicates with families in [FEAPs (a)3.a.b.c.d.e.f.g; permission for evaluations or are obtained, but there are for evaluations, doing so in a a manner highly sensitive to (a)4.a.] communicates in an insensitive occasional insensitivities to cultural manner sensitive to cultural and cultural and linguistic traditions. manner. and linguistic traditions. linguistic traditions. TVI reaches out to families of students to enhance trust. 3d: TVI neglects to collect important TVI collects most of the important TVI collects all the important TVI is proactive in collecting Collecting information; writing information on which to base information on which to base goals information on which to base important information, reports goals and/or objectives; reports and/or objectives; reports are goals and/or objectives; reports interviewing teachers and parents [FEAPs (a)3.a.b.c.d.e.h.i.j; are inaccurate or not appropriate accurate but lacking in clarity and are accurate and appropriate to if necessary; reports are accurate (a)4.a.c.de.] to the audience. not always appropriate to the the audience. and clearly written and are audience. tailored for the audience.

3e: TVI adheres to the plan or TVI makes modest changes in the TVI makes revisions in the TVI is continually seeking ways to Demonstrating flexibility and program, in spite of evidence of program when confronted with program when they are needed. improve the program and makes responsiveness its inadequacy. evidence of the need for change. changes as needed in response to [FEAPs (a)3.a.b.c.d.e.j.; student, parent, or teacher input. (a)4.a.d.]

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COMPONENT L E V E L O F P E R F O R M A N C E UNSATISFACTORY NEEDS EFFECTIVE HIGHLY EFFECTIVE IMPROVEMENT/DEVELOPING 4a: TVI does not reflect on practice, TVI’s reflection on practice is TVI’s reflection provides an TVI’s reflection is highly accurate Reflecting on practice or the reflections are inaccurate moderately accurate and objective accurate and objective description and perceptive, citing specific [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] or self-serving. without citing specific examples, of practice, citing specific positive examples that were not fully and with only global suggestions as and negative characteristics. TVI successful for at least some to how it might be improved. makes some specific suggestions students. TVI draws on an as to how the program might be extensive repertoire to suggest improved. alternative strategies. 4b: TVI is not available to staff for TVI is available to staff for TVI initiates contact with teachers TVI seeks out teachers and Collaborating with teachers questions and planning and questions and planning and and administrators to confer administrators to confer and solicit and administrators declines to provide background provides background material when regarding individual students. their perspectives on individual [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] material when requested. requested. students.

4c: TVI’s data-management system is TVI has developed a rudimentary TVI has developed an effective TVI has developed a highly Maintaining an effective data- either nonexistent or in disarray; data-management system for data-management system for effective data-management management system it cannot be used to monitor monitoring student progress and monitoring student progress and system for monitoring student [FEAPs (a)1.e.; (b)1.a.b.c.d.e. student progress or to adjust occasionally uses it to adjust uses it to adjust lessons or progress and uses it to adjust (a)4.e.] lessons or program when lessons or program when needed. program when needed. lessons or program when needed. needed. TVI uses the system to communicate with teachers and parents. 4d: TVI’s relationships with TVI’s relationships with colleagues TVI participates actively in school TVI makes a substantial Participating in a professional colleagues are negative or self- are cordial, and TVI participates in and district events and projects contribution to school and district community serving, and TVI avoids being school and district events and and maintains positive and events and projects and assumes a [FEAPs (a)1.e.; (b)1.a.b.c.d.e.] involved in school and district projects when specifically asked to productive relationships with leadership role with colleagues. events and projects. do so. colleagues.

4e: TVI does not participate in TVI’s participation in professional TVI seeks out opportunities for TVI actively pursues professional Engaging in professional professional development development activities is limited to professional development based development opportunities and development activities, even when such those that are convenient or are on an individual assessment of makes a substantial contribution [FEAPs (a)1.e.; (b)1.a.b.c.d.e. – activities are clearly needed for required. need. to the profession through such weak relationship] the development of skills. activities as offering workshops to colleagues. 4f: TVI displays dishonesty in TVI is honest in interactions with TVI displays high standards of TVI can be counted on to hold the Showing professionalism, interactions with colleagues, colleagues, students, and the honesty, integrity, and highest standards of honesty, including integrity, advocacy, students, and the public and public, plays a moderate advocacy confidentiality in interactions with integrity, and confidentiality and and maintaining violates principles of role for students, and does not colleagues, students, and the to advocate for students, taking a confidentiality confidentiality. violate norms of confidentiality. public and advocates for students leadership role with colleagues. [FEAPs (a)1.e.; (b)2] when needed.

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1a: (OT/PT Only) Therapist does not consistently Therapist is able to develop a Plan Of Therapist consistently develops a PlanTherapist consistently develops a Developing an appropriate develop a Plan Of Care that meets Care that meets the legal Of Care that meets the legal Plan Of Care that meets the legal Plan Of Care for each the legal requirements for their requirements for their profession requirements for their profession requirements for their profession individual student profession with peer mentoring and can be used as samples for the training of new therapists.

Evidence: Plan Of Care

1a: (SLP Only) Therapist is not available to Therapist is available to attend some Therapist is available to attend MTSS Therapist is an integral part of the Participating in Multi-Tier participate in MTSS meetings and MTSS meetings and can answer some meetings, interpret data, and offers MTSS team, including performing Support System (MTSS) does not provide support to the teamquestions related to interventions. suggestions for interventions. observations, modeling strategies, process and providing Speech- when requested. assisting with interventions, Language support as needed administering assessments, interpreting data, and problem solving.

Evidence: MTSS Team Documentation

1b: Therapist demonstrates little or no Therapist demonstrates basic Therapist demonstrates thorough Therapist demonstrates extensive Demonstrating knowledge of knowledge of resources for students knowledge of resources for students knowledge of resources for students knowledge of resources for students resources, both within and available through the school or available through the school or available through the school or available through the school or beyond the school and district district. district. district and some familiarity with district and in the larger community. resources outside the district.

Evidence: Anecdotal input

1c: Therapist does not consistently write Therapist writes appropriate IEP goals Therapist consistently writes Therapist consistently writes Developing IEP goals and appropriate IEP goals and objectives. and objectives with peer guidance. appropriate IEP goals and at least two appropriate IEP goals and at least objectives to meet the needs objectives which are measureable two objectives which are of individual students and attainable. measureable, attainable, and can be used as a model for new therapists.

Evidence: IEP goals and objectives

Bay District Schools 163 1d: Therapy schedule is nonexistent. Therapy schedule is poorly Written therapy schedule is available Written therapy schedule is provided Developing and maintaining documented or is inconsistently upon request. The schedule is to administration or other effective scheduling policies followed. developed through collaboration with professionals, is developed through and procedures other professionals and is consistentlycollaboration, and accommodates followed. changing circumstances.

Evidence: Therapy schedule

1e: Therapist neglects to collect Therapist collects most of the Therapist collects all the important Therapist is proactive in collecting Collecting information; important information on which to important information on which to information on which to base important information, interviewing writing reports with content base treatment plans; reports are base treatment plans; reports are treatment plans; reports are accurate teachers and parents if necessary; that is useful to the audience inaccurate or not appropriate to the accurate but lacking in clarity and not and appropriate to the audience. reports are accurate, clearly written audience. always appropriate to the audience. and are tailored for the audience.

Evidence: Copy of an evaluation/re-evaluation report

1f: Therapist’s documentation system is Therapist has developed a Therapist uses an established Therapist uses the established Maintaining an effective either nonexistent or in disarray; it documentation system for monitoringdocumentation system in an efficient electronic billing and documentation documentation system cannot be used to monitor student student progress and occasionally manner, monitors student progress, system to monitor student progress progress or to adjust treatment whenuses it to adjust treatment when and uses it to adjust treatment when and to adjust treatment when needed. needed. needed. needed. Other professionals can use this documentation as a source of relevant information about student progress.

Evidence: Electronic documentation system

Bay District Schools 164 Domain 2: Therapy Environment For Occupational and Physical Therapists and Speech Language Pathologists (continued)

2a: Therapy/evaluation session does Therapy/evaluation session may or Therapy/evaluation session begins Therapy/evaluation session begins and Organizing time effectively for not begin and end on time. There may not begin or end on time. There and ends on time. There are clearly ends on time. There are clearly workload management and are no established rules and are some established rules or established rules and routines for the established rules and routines for the delivery of services routines for the therapy session. routines for the therapy session. therapy session. therapy session. Children understand the rules for entering and participation in therapy activities.

Evidence: Observation

2b: The testing and therapy location is The testing and therapy location is The testing and therapy location is The testing and/or therapy location is Locating and organizing unsafe or poorly suited to the safe and adequately suited. Materialssafe and adequately suited. Materials safe and adequately suited. Materials physical space for testing of treatment goals. are difficult to find or poorly suited to are well organized or readily available are well organized, appropriately students and providing the environment. when needed. selected, and readily available when therapy needed.

2c: Therapy/evaluation interactions do Therapy/evaluation interactions Therapy/evaluation interactions Therapy/evaluation interactions Maintaining clear not convey specific expectations. convey low expectations. convey only modest expectations. convey high expectations. Instructional expectations for learning and Instructional outcomes and Instructional outcomes and activities Instructional outcomes and activities outcomes are clearly stated. Activities achievement outcomes activities are unrelated. are unclear. are vaguely explained. support IEP objectives. related to IEP goals and objectives

Evidence: Observation (student interactions are dependent on student’s cognitive level)

2d: Therapist does not communicate Therapist has limited communication Therapist communicates regarding Therapist readily communicates Collaborating with teachers with other professionals. regarding discipline specific issues discipline specific issues (e.g. regarding discipline specific issues (e.g. and other professionals (e.g. strategies, equipment, strategies, equipment, positioning, strategies, equipment, positioning, regarding student positioning, progress, etc.) to other progress, etc.) to other professionals progress, etc.) to other professionals. performance professionals. upon request.

Evidence: Observation Bay District Schools 165 2e: Therapist appearance is not Therapist appearance is not Therapist presents a professional Therapist presents a professional Showing professionalism, appropriate. Therapist is unengaged appropriate for their professional appearance (as defined by their appearance (as defined by their engagement and appropriate and makes little attempt to discipline. Therapist is distracted and professional discipline). Therapist is professional discipline). Therapist is communication communicate with the audience. lacks communication appropriate to engaged in the session and directly engaged in the session and the audience. communication is appropriate to the communication is effective and audience. sensitive to student needs.

Domain 3: Engaging with client For Occupational and Physical Therapists and Speech Language Pathologists (continued)

3a: Therapist’s interactions with studentsTherapist’s interactions with studentsTherapist’s interactions with students Therapist’s interactions with students Establishing rapport with are negative or inappropriate; are a mix of positive and negative; are positive and respectful; students are positive and respectful; students students students appear uncomfortable. the therapist’s efforts at developing appear comfortable. appear comfortable, reflecting a high rapport are partially successful. degree of comfort and trust in the relationship.

3b: Therapist lacks flexibility to provide Therapist demonstrates little Therapist demonstrates some Therapist demonstrates flexibility to Demonstrating flexibility and treatment in a variety of locations. flexibility to provide treatment in a flexibility to provide treatment in a provide treatment in a variety of responsiveness to location Therapist is unaware of individual variety of locations. Therapist has variety of locations. Therapist is locations. Therapist is consistently and/or student needs student needs. little awareness to individual needs sensitive to individual needs and sensitive to individual needs and and adjustments to therapy adjusts therapy techniques adjusts therapy techniques techniques (scaffolding, prompt-cue (scaffolding, prompt-cue hierarchy) (scaffolding, prompt-cue hierarchy) hierarchy). sometimes. as needed.

3c: Therapist demonstrates little or no Therapist demonstrates basic Therapist demonstrates adequate Therapist demonstrates extensive Demonstrating knowledge knowledge and skill in the therapy knowledge and skill in the therapy knowledge and skill in the therapy knowledge and skill in the therapy and skill in the specialist area. area. area. area. therapy area

Bay District Schools 166 3d: Therapy/evaluation session consists Therapy/evaluation session has a Therapy/evaluation session uses Therapy/evaluation session uses Integrating the of a random collection of unrelated guiding principle and includes a activities with a general focus to specific activities with a clear focus to therapy/evaluation program activities, lacking coherence or an number of worthwhile activities, but address the intervention plan using address the Individualized Education with the regular school overall structure. some of them don’t fit with the broader goals. Plan goals and objectives or student program to meet the needs of broader goals. needs. individual students

3e: Therapist does not provide positive Therapist attempts positive or Therapist provides positive or Therapist consistently provides Providing appropriate or corrective reinforcement related corrective reinforcement related to corrective reinforcement related to positive or corrective reinforcement reinforcement and behavior to student learning objectives. student learning objectives and student learning objectives and related to student learning objectives management during Student behavior is not monitored. attempts to manage misbehavior as attempts to manage misbehavior as and responds to misbehavior as therapy/evaluation needed. needed. needed to maintain a safe and positive learning environment.

Bay District Schools 167 Domain 4: Professional Responsibilities For Occupational and Physical Therapists and Speech Language Pathologists (continued)

4a: Therapist demonstrates little or no Therapist demonstrates basic Therapist demonstrates thorough Therapist’s knowledge of special Demonstrating knowledge of knowledge of special education laws knowledge of special education laws knowledge of special education laws education laws and procedures is district, state, and federal and procedures. and procedures. and procedures. extensive; specialist takes a regulations and guidelines leadership role in reviewing and revising district policies.

Evidence: Anecdotal

4b: Therapist does not complete Therapist completes evaluation Therapist completes evaluation in Therapist completes evaluation in Completing student evaluation requests in a timely and requests before the legal deadline, timely and efficient manner; timely and efficient manner; evaluations/reevaluations in a efficient manner, missing legal but poor time management causes evaluation reports are clearly written evaluation reports are clearly written timely and efficient manner deadlines or causing other team unnecessary delays in completing the to be understood by parents, teacher,to be understood by parents, members to delay completing evaluation and non-therapists teacher, and non-therapists; reports eligibility meetings impart useful information that can be applied in the school setting

Evidence: Referral log

4c: Therapist does not participate in Therapist’s participation in Therapist seeks out opportunities for Therapist actively pursues Engaging in professional professional development activities, professional development activities is professional development based on professional development development in order to even when such activities are clearly limited to those that are convenient an individual assessment of need. opportunities and makes a maintain the relevant needed for the development of skills. or are required. Therapist does not Therapist maintains the relevant substantial contribution to the certificate or license Therapist does not maintain the renew the relevant certificate or certificate or license. profession through such activities as relevant certificate or license license in a timely manner. offering workshops to colleagues or other professionals. (or) SLP Only: Maintains ASHA-CCC’s

Evidence: License or certification, inservice log

4d: Therapist does not attend meetings, Therapist attends meetings, but is Therapist consistently attends Therapist consistently attends Attends meetings (IEPs, in- or arrives late to meetings; fails to not consistently prepared for the meetings and is prepared in advance meetings and is prepared in advance services, school specific prepare for meetings meeting or is habitually late for for the purpose of the meeting. for the purpose of the meeting; meetings, etc) meetings. Therapist helps facilitate a positive meeting outcome.

Evidence: Calendar

Bay District Schools 168 4e: Therapist rejects changes required to Therapist is resistant to implement Therapist implements evolving Therapist supports other’s efforts to Developing and maintaining implement evolving departmental evolving departmental policies and departmental policies and implement evolving departmental effective working policies and procedures; Therapist’s procedures; interactions with others procedures. Therapist’s interactions policies and procedures; therapist’s relationships among other interactions with others are negative are a mix of positive and negative; with others are positive and interactions with others are positive peers and professionals or inappropriate; others appear the therapist’s efforts at developing respectful; others appear and respectful; others appear uncomfortable; therapist’s rapport are partially successful. comfortable; therapist’s interactions comfortable, reflecting a high degree interactions with others are with others are characterized as of comfort and trust in the characterized as unhelpful. helpful. relationship. Therapist is considered a helpful and valuable member of the team.

Evidence: Anecdotal

4f: Therapist service delivery is not Therapist service delivery is not Therapist service delivery is Therapist service delivery is Therapy services are provided provided or documented as provided or documented consistently consistently provided and consistently provided and consistently prescribed by the IEP. as prescribed by the IEP. documented as prescribed by the IEP. documented using the established electronic billing and documentation system as prescribed by the IEP.

Evidence: Electronic documentation system

Bay District Schools 169 Quick Reference Guide: Components of Licensed Therapist Appraisal Instrument

Domain 1: Planning and Preparation Domain 2: Therapy Environment 1a. (OT/PT Only) Developing Appropriate Plan of Care 2a. Organizing time effectively for workload management and delivery of . relevant Plan of care services . legal requirements met . demonstration of time management skills 1a. (SLP Only) Participating in Multi-Tier Support Systems (MTSS) . delivery of services . SLP integral part of MTSS team . demonstration of clear therapy/evaluation routine . assists with interventions 2b: Locating and organizing physical space . interprets data and problem solves . testing/therapy location is organized 1b. Demonstrating knowledge of resources . materials appropriately selected . resources for student . materials readily available when needed . knowledge of resources for school, district and larger community 2c: Maintaining clear expectations for learning and achievement 1c. Developing IEP goals and objectives conveys high expectations . writes appropriate IEP goals and objectives . clearly conveys high expectations . measurable and attainable . clearly stated outcomes 1d. Developing and maintaining effective scheduling . activities support IEP objectives . written schedule provided to appropriate 2d: Collaborating with teachers and others regarding student school personnel performance . developed through collaboration . seeks out teachers and/or administrators . accommodates changing circumstances . confer on individual cases . teachers and students understand schedules . solicits perspectives 1e: Collecting Information; writing reports 2e: Showing Professionalism, engagement and appropriate . proactive in collecting important information communication . interviews teachers and parents when necessary . Professional appearance . reports are accurate and clearly written . Directly engaged in session . reports are tailored for the audience . Communication is effective and sensitive to student needs 1f: Maintaining an effective documentation system . efficiently uses documentation system . monitors student progress . adjust treatment when needed . other professionals can use/interpret documentation

Domain 4: Professional Responsibilities Domain 3: Engaging with Client 4a: Demonstrating federal, state and district knowledge 3a. Establishing rapport with students . knowledge of special education laws and procedures . interactions are positive and respectful . leadership roles in reviewing/revising district policies/procedures . students are comfortable 4b: Completing student evaluations/re-evaluations . degree of trust is evident . evaluations completed timely and efficiently 3b. Demonstrating flexibility and responsiveness . reports are clearly written . makes effective changes in service delivery on ongoing basis . reports contain information useful in school setting . proactive flexibility to meet student needs 4c: Engaging in professional development . flexible to location and timing related to staff/student schedules . pursues professional development opportunities 3c: Demonstrating knowledge and skills in specialist area . offers workshops to colleagues . extensive knowledge/skill in specialty area 4d: Attends meetings . holds necessary license .consistently attends meetings . holds advanced certificate or has additional training .prepared for purpose of meeting 3d: Integrating the therapy program .facilitates a positive meeting outcome . coherent therapy plan 4e: Developing and maintaining effective working relationships . supports students individually . Supports efforts to implement evolving policies and procedures . integrated into the regular school program . Interactions with others are positive and respectful 3e: Providing appropriate reinforcement and behavior management . Therapist considered helpful and valuable team member . Consistently provides positive or corrective reinforcement 4f: Therapy services provided consistently . Responds to misbehavior . services consistently provided . services adhere to those prescribed on IEP . accommodates changing circumstances

Bay District Schools 170 SLP Role in Evaluation

Skills used to conduct an evaluation or assessment:  Being prepared to conduct the evaluation in a timely manner, so interruption of student learning is minimized.  Providing a controlled testing environment free of distractions  Demonstrating respectfulness and sensitivity to the student’s needs  Ensuring validity and reliability of evaluation results

Prior to an evaluation begins, the SLP should:  thoroughly review the student referral request for services  check for appropriate permission  current vision and hearing screenings have been completed  arrange appropriate time for testing with teacher  consult with the classroom teacher to ensure the evaluation instruments selected are appropriate for diagnosis and planning to meet student needs  review the examiners manual carefully prior to administration to be familiar with administration protocol

The testing environment:  free from distraction  needed materials are set up and waiting for the student

Rapport building:  crucial time during the evaluation process  begins from the time the child is picked up in his classroom  May be difficult because the child might be hesitant to perform tasks with an adult they have never met before  If a successful rapport is not able to be successfully established, all evaluation results would have to be reviewed with caution.

Evaluations should include several key techniques to continue building trust and rapport such as:

 Giving Clear directions  Modeling  Providing Reassurance about the examiner’s role and the need to write down information  May include techniques to overcome student reluctance (i.e. pausing, providing nonverbal cues, adding/fading supports as appropriate, etc…)  Using the appropriate standardized test administration prescribed in the test manual (ex: reading the instructions/test items verbatim) 

SLP role during the evaluation may require:  Requests for multiple repetitions to accurately transcribe student responses  Avoiding indication of accuracy of the student’s responses  Eliciting conversational speech samples  Use discretion in recording answers  Position materials so the student cannot see the protocol, but the SLP is still able to monitor student responses  Observation of student behavior observing how the student responds, processing speed, response style, etc., which should also be reflected in the evaluation report

Bay District Schools 171 Notice of Counseling and Unsatisfactory Performance

Bay District Schools 172 Sample Notice of Counseling

Be sure that your facts are accurate before making accusations or allegations. Use clear, specific language in a letter or memorandum so there is no room for misunderstanding. Indicate why the person is being given the notice. Give specific examples of incidents which necessitate the notice. Refer to the previous verbal warnings and letter(s) of counseling. Describe any actions that have been taken or may be taken against the individual if the situation does not change. Clearly state any action that the employee should take and the deadline for taking such action. If the performance does not improve the teacher will be given a Notice of Unsatisfactory Performance.

MEMORANDUM

TO: Employee name and title FROM: Administrator’s name and title DATE: SUBJECT: Notice of Counseling

This memorandum serves as your official notice of counseling. You are hereby notified that if your performance in the area of ______does not improve by ______you may face further disciplinary action. (In this first paragraph you should address prior verbal warning/reprimand(s).

The notice shall include the following elements, but can be adapted to fit the individual evaluator’s writing style.

1. Description of unsatisfactory performance 2. Improvement desired 3. Assistance to be provided 4. Prescribed time limits

I sincerely hope that you will make every effort to improve your performance and fulfill your job responsibilities. If you have any questions regarding this document, or what is expected of you in your position, please let me know.

______Administrator’s Signature Date

______Employee Signature (Signature indicates receipt only) Date

Bay District Schools 173 Sample Notice of Unsatisfactory Performance

Be sure that your facts are accurate before making accusations or allegations. Use clear, specific language in a letter or memorandum so there is no room for misunderstanding. Indicate why the person is being given the notice. Give specific examples of incidents which necessitate the notice. Refer to the previous verbal warnings and letter(s) of counseling. Describe any actions that have been taken or may be taken against the individual if the situation does not change. Clearly state any action that the employee should take and the deadline for taking such action. If the performance does not improve a Professional Improvement Plan (PIP) will be initiated.

MEMORANDUM

TO: Employee name and title FROM: Administrator’s name and title DATE: SUBJECT: Notice of Unsatisfactory Performance

This memorandum serves as your official notice of unsatisfactory performance per Florida Statute 1012.34. You are hereby notified that if your performance in the area of ______does not improve by ______you will be placed on a Professional Improvement Plan that could lead to further disciplinary action, which may include your immediate suspension or termination. (In this first paragraph you should address prior verbal warning/reprimand(s) and notice of counseling).

This notice shall include the following elements, but can be adapted to fit the individual evaluator’s writing style. 1. Description of unsatisfactory performance 2. Improvement desired 3. Assistance to be provided 4. Prescribed time limits

I sincerely hope that you will make every effort to improve your performance and fulfill your job responsibilities. If you have any questions regarding this document, or what is expected of you in your position, please let me know.

______Administrator’s Signature Date

______Employee Signature (Signature indicates receipt only) Date

Distribution: Human Resources, School/Site, Employee

Bay District Schools 174 Bay District Schools

Professional Improvement Plan ___Annual Contract ___ Professional Services Contract

Teacher’s Name Employee ID Number School

Improvement Goal Statement:

Areas of Need (Refer to the FEAPs and Framework for Teaching): Plan Origination Date: ______Teacher’s Signature: __ Instructional Design, Planning and Preparation __Instruction (Delivery/Facilitation) ______(Does not imply agreement) __ Classroom/ Learning Environment __ Assessment Administrator’s Signature: __Professional Responsibilities and Ethics __ Professional Development ______

Strategies Documentation/Evaluation Method Anticipated Completion Date

Planning/Review Sessions (Initial) Assistance to be provided and by whom: Date Admin. Teacher ______

Failure to successfully complete this PIP may result in recommendation for termination.

Employee Initials: ______Date: ______Administrator’s Initials: ______Date: ______

I certify that the teacher’s Professional Improvement Plan goal attainment is: Distribution: Superintendent ______Satisfactory (PIP is satisfied) Human Resources School ______Unsatisfactory (Administrator will forward a recommendation to the Superintendent within 14 calendar days) Teacher

Administrator’s Signature: ______Date: ______

Bay District Schools 175 RISING LEADERS ACADEMY 1527 Lincoln Avenue Panama City, FL 32405 (850) 215-0844 [email protected]

October 28, 2015

Dear Mrs. Dawn Capes,

Rising Leaders Academy is implementing the Bay District School's Teacher Appraisal System as the Charter School's Teacher Appraisal System.

Sincerely,

Suha Jaber

Principal Rising Leaders Academy

Bay District Schools 176 Bay District Schools 177