Strengths: Recommendations: 3.c - Assessing student learning, providing feedback to students and adjusting instruction Attribute Below Standard Developing Proficient Exemplary Criteria for student success Does not communicate criteria for Communicates general criteria for Communicates specific criteria for Integrates student input in generating success and/or opportunities for success and provides limited success and provides multiple specific criteria for assignments. students to self-assess are rare. opportunities for students to opportunities for students to Ongoing assessment of student Assesses student learning with focus Assesses student learning with focus Assesses student learning with focus Promotes students’ independent learning limited to task completion and/or on whole-class progress toward on eliciting evidence of learning at monitoring and self-assess, helping compliance rather than student achievement of the intended critical points in the lesson in order themselves or their peers to improve achievement of lesson instructional outcomes. to monitor individual and group their learning. purpose/objective. progress toward achievement of the intended instructional outcomes. Feedback to students Provides no meaningful feedback or Provides feedback that partially Provides individualized, descriptive Encourages peer feedback that is feedback lacks specificity and/or is guides students toward the intended feedback that is accurate, actionable specific and focuses on advancing inaccurate. instructional outcomes. and helps students advance their student learning. learning. Instructional Adjustments Makes no attempts to adjust Makes some attempts to adjust Adjusts instruction as necessary in Students identify ways to adjust instruction. instruction that is primarily in response to individual and group instruction that will be effective for response to whole-group performance. them as individuals and results in performance. quality work. Rating 3c. Strengths: Recommendations: Domain 4 - Professional Responsibilities and Teacher Leadership 4.a - Engaging in continuous professional growth to impact instruction and student learning Attribute Below Standard Developing Proficient Exemplary Teacher self-evaluation/reflection Insufficiently reflects on/analyzes Self-evaluates and reflects on practice Self-evaluates and reflects on Using ongoing self-evaluation and and impact on student learning practice and impact on student and impact on student learning, but individual practice and impact on reflection to initiate professional learning. makes limited efforts to improve student learning. Identifies areas for dialogue with colleagues to improve individual practice. improvement, and takes action to collective practices to address improve professional practice. learning, school and professional needs.
Strengths: Recommendations: 3.c - Assessing student learning, providing feedback to students and adjusting instruction Attribute Below Standard Developing Proficient Exemplary Criteria for student success Does not communicate criteria for success and/or opportunities for students to self-assess are rare. Communicates general criteria for success and provides limited opportunities for students to Communicates specific criteria for success and provides multiple opportunities for students to Integrates student input in generating specific criteria for assignments. Ongoing assessment of student learning Assesses student learning with focus limited to task completion and/or compliance rather than student achievement of lesson purpose/objective. Assesses student learning with focus on whole-class progress toward achievement of the intended instructional outcomes. Assesses student learning with focus on eliciting evidence of learning at critical points in the lesson in order to monitor individual and group progress toward achievement of the intended instructional outcomes. Promotes students’ independent monitoring and self-assess, helping themselves or their peers to improve their learning. Feedback to students Provides no meaningful feedback or feedback lacks specificity and/or is inaccurate. Provides feedback that partially guides students toward the intended instructional outcomes. Provides individualized, descriptive feedback that is accurate, actionable and helps students advance their learning. Encourages peer feedback that is specific and focuses on advancing student learning. Instructional Adjustments Makes no attempts to adjust instruction. Makes some attempts to adjust instruction that is primarily in response to whole-group performance. Adjusts instruction as necessary in response to individual and group performance. Students identify ways to adjust instruction that will be effective for them as individuals and results in quality work. Rating 3c. Strengths: Recommendations: Domain 4 - Professional Responsibilities and Teacher Leadership 4.a - Engaging in continuous professional growth to impact instruction and student learning Attribute Below Standard Developing Proficient Exemplary Teacher self-evaluation/reflection and impact on student learning Insufficiently reflects on/analyzes practice and impact on student learning. Self-evaluates and reflects on practice and impact on student learning, but makes limited efforts to improve individual practice. Self-evaluates and reflects on individual practice and impact on student learning. Identifies areas for improvement, and takes action to improve professional practice. Using ongoing self-evaluation and reflection to initiate professional dialogue with colleagues to improve collective practices to address learning, school and professional needs.