alternative data and curriculum, effective the school’s adequately using the resources, and strategies, resources, curriculum, school’s curriculum, consistently and data to meet the effective strategies, effective strategies, differentiates plans to needs of all students. resources, and data resources, and data. meet the needs of all in planning to meet students. the needs of all students. Comments: Performance Standard 2: Instructional Delivery Exemplary Proficient Developing/Needs Unacceptable Improvement In addition to meeting Proficient is the expected level of performance the standard ... The teacher optimizes The teacher The teacher The teacher’s students’ opportunity effectively engages inconsistently uses instruction to learn by engaging students in learning instructional inadequately them in higher order by using a variety of strategies that meet addresses students’ thinking and/or instructional individual learning learning needs. enhanced performance strategies to meet needs. skills. individual learning needs. Comments: Page 2 of 4 Performance Standard 3: Assessment of/for Learning Exemplary Proficient Developing/ Needs Unacceptable In addition to meeting Proficient is the expected Improvement level of performance. the standard… The teacher uses a The teacher The teacher uses a The teacher uses an variety of informal and systematically limited selection of inadequate variety of formal assessments gathers, analyzes, assessment strategies, assessment sources, based on intended and uses data to inconsistently links assesses infrequently, learning outcomes to measure student assessment to does not use baseline assess student learning progress, guide intended learning or feedback data to and teaches students instruction, and outcomes, and/or make instructional how to their provide timely does not use decisions and/or does own academic feedback. assessment to not report on student progress. plan/modify progress in a timely instruction. manner. Comments:
alternative data and resources, and consistently differentiates plans to meet the needs of all students. curriculum, effective strategies, resources, and data to meet the needs of all students. the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. adequately using the school’s curriculum, effective strategies, resources, and data. Comments: Performance Standard 2: Instructional Delivery Exemplary In addition to meeting the standard ... Proficient Proficient is the expected level of performance Developing/Needs Improvement Unacceptable The teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills. The teacher effectively engages students in learning by using a variety of instructional strategies to meet individual learning needs. The teacher inconsistently uses instructional strategies that meet individual learning needs. The teacher’s instruction inadequately addresses students’ learning needs. Comments: Page 2 of 4 Performance Standard 3: Assessment of/for Learning Exemplary In addition to meeting the standard… Proficient Proficient is the expected level of performance. Developing/ Needs Improvement Unacceptable The teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to their own academic progress. The teacher systematically gathers, analyzes, and uses data to measure student progress, guide instruction, and provide timely feedback. The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student progress in a timely manner. Comments:
English_version_of_Teacher_Performance_Evaluation_Handbook_August_25,_2011.docx