Knowledge of - Makes content errors - Consistently makes Displays extensive content Demonstrates content knowledge with evidence of knowledge and delivers with correction. content errors without Content current information in the content that is factually correction. Content is factually content area. correct. correct but explanations (Correlates with Explanations are Fully explains concepts and Content is clear and lack clarity and content unclear and fail to build Domain Indicator connects content to other and key points or is not well organized. student understanding areas, student experiences and main ideas are emphasized. Does not make of key concepts. 3. 1) interests or to current events. Connects the content to connections to other Does not emphasize key Sparks student excitement and other disciplines. disciplines. points or make interest in the content. connections to other areas or disciplines. Students are confused but instruction continues as planned. Area of Needs Improvement/ Highly Effective Effective Unsatisfactory Performance Developing 3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of performance relative to the learning goal and communicates high expectations of learning for all students.
Knowledge of Content (Correlates with Domain Indicator 3. 1) Displays extensive content knowledge with evidence of current information in the content area. Fully explains concepts and connects content to other areas, student experiences and interests or to current events. Sparks student excitement and interest in the content. Demonstrates content knowledge and delivers content that is factually correct. Content is clear and and key points or main ideas are emphasized. Connects the content to other disciplines. - Makes content errors with correction. Content is factually correct but explanations lack clarity and content is not well organized. Does not make connections to other disciplines. - Consistently makes content errors without correction. Explanations are unclear and fail to build student understanding of key concepts. Does not emphasize key points or make connections to other areas or disciplines. Students are confused but instruction continues as planned. Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of performance relative to the learning goal and communicates high expectations of learning for all students.
FDC6C3F2AB8AAE5A63A2C8BB70FE552B.teacher-appraisal-system-2016-17-1-1-.docx