Certificated Teacher Focused Summative Scoring Document Criterion 5: UW-CEL 5D+ The purpose of this document is to capture the progress over the course of the year and to facilitate a growth-focused conversation. Teacher: Grade Level(s): Date: Evaluator: District/School: School Year: From School Comprehensive Evaluation ________________ Year: *The final focus summative rating will be the same as the Comprehensive score unless it is a 3 and evidence during this evaluation period indicates a level 4 practice. Criterion 5: Fostering and managing a safe, positive learning environment Unsatisfactory Basic Proficient Distinguished CEC1: Physical environment of the The physical environment is safe. The physical environment is safe. The The physical environment is safe. The classroom is unsafe or resources The resources, materials and resources, materials and technology in resources, materials and technology in Classroom are not accessible to all students technology in the classroom relate the classroom relate to the content or the classroom relate to the content or arrangement to support their learning during to the content or current unit and current unit and are accessible to all current unit and are accessible to all and resources the lesson. are accessible to all students. students. The arrangement of the students. The arrangement of the room supports and scaffolds student room supports and scaffolds student learning and the purpose of the lesson. learning and the purpose of the lesson. Students use resources and the arrangement of the room for learning. CEC3: Instructional time is frequently Some instructional time is lost Instructional time is maximized in Instructional time is maximized in disrupted. through inefficient transitions or service of learning through efficient service of learning through efficient Use of management routines. Teacher transitions, management routines and transitions, management routines and learning time responds to student misbehavior positive student discipline. Student positive student discipline. Students with uneven results. misbehavior is rare. manage themselves, assist each other in managing behavior, or exhibit misbehavior.
Certificated Teacher Focused Summative Scoring Document Criterion 5: UW-CEL 5D+ The purpose of this document is to capture the progress over the course of the year and to facilitate a growth-focused conversation. Teacher: Grade Level(s): Date: Evaluator: District/School: School Year: Comprehensive Evaluation ________________ From School Year: *The final focus summative rating will be the same as the Comprehensive score unless it is a 3 and evidence during this evaluation period indicates a level 4 practice. Criterion 5: Fostering and managing a safe, positive learning environment Unsatisfactory Basic Proficient Distinguished CEC1: Classroom arrangement and resources Physical environment of the classroom is unsafe or resources are not accessible to all students to support their learning during the lesson. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The arrangement of the room supports and scaffolds student learning and the purpose of the lesson. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The arrangement of the room supports and scaffolds student learning and the purpose of the lesson. Students use resources and the arrangement of the room for learning. CEC3: Use of learning time Instructional time is frequently disrupted. Some instructional time is lost through inefficient transitions or management routines. Teacher responds to student misbehavior with uneven results. Instructional time is maximized in service of learning through efficient transitions, management routines and positive student discipline. Student misbehavior is rare. Instructional time is maximized in service of learning through efficient transitions, management routines and positive student discipline. Students manage themselves, assist each other in managing behavior, or exhibit misbehavior.
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