INDICATOR Insufficient Progressing Sufficient Evidence T1.5 Educators are evaluated The evaluation system has few The evaluation system has The evaluation system has on the effectiveness of the or no features that define high features that define high quality specific features that define quality of instruction as quality instructional practices instructional practices, but may high quality instructional evidenced in the Model Core aligned to CCSS and there is not be aligned to CCSS or practices, aligned to CCSS, Teaching Standards; little or no link between these include links between the and directly links these instructional strategies are features to evaluation tools features and evaluation tools and features to evaluation tools and aligned to CCSS. and processes. processes. processes. There is little or no evidence Evaluation includes multiple Evaluation includes multiple that evaluation includes formal and informal classroom formal and informal classroom multiple formal and informal observations that support making observations that support classroom observations that inferences about the quality of making valid inferences about support making valid instruction, but the quality of the the quality of instruction. inferences about the quality of observations or structure of the instruction. observations may limit the Evaluation includes protocols, validity of the inferences. processes, a rationale for, and There is little or no evidence implementation of a systematic that evaluation includes the Evaluation includes the review of classroom artifacts protocols, processes and a protocols, processes, a rationale related to instructional planning rationale for a systematic for, and a systematic review of and activities that support review of classroom artifacts classroom artifacts related to making valid inferences about related to instructional instructional planning and the quality of instruction. planning and activities. activities, but the implementation may limit the validity of inferences Guiding Questions 1.5: What is the process or strategies used in observation? How frequently are observations conducted? How many observations within a cycle? What feedback is provided and how is it provided? What is the process of artifact selection and review? How frequently is the artifact review conducted? What feedback is provided and how is it provided? How does the system ensure educators implement effective instructional strategies? How is teacher knowledge of CCSS and/or other academic content standards evaluated through observation, artifact review, and measures of professional responsibility?
INDICATOR Insufficient Progressing Sufficient Evidence T1.5 Educators are evaluated on the effectiveness of the quality of instruction as evidenced in the Model Core Teaching Standards; instructional strategies are aligned to CCSS. The evaluation system has few or no features that define high quality instructional practices aligned to CCSS and there is little or no link between these features to evaluation tools and processes. There is little or no evidence that evaluation includes multiple formal and informal classroom observations that support making valid inferences about the quality of instruction. There is little or no evidence that evaluation includes the protocols, processes and a rationale for a systematic review of classroom artifacts related to instructional planning and activities. The evaluation system has features that define high quality instructional practices, but may not be aligned to CCSS or include links between the features and evaluation tools and processes. Evaluation includes multiple formal and informal classroom observations that support making inferences about the quality of instruction, but the quality of the observations or structure of the observations may limit the validity of the inferences. Evaluation includes the protocols, processes, a rationale for, and a systematic review of classroom artifacts related to instructional planning and activities, but the implementation may limit the validity of inferences The evaluation system has specific features that define high quality instructional practices, aligned to CCSS, and directly links these features to evaluation tools and processes. Evaluation includes multiple formal and informal classroom observations that support making valid inferences about the quality of instruction. Evaluation includes protocols, processes, a rationale for, and implementation of a systematic review of classroom artifacts related to instructional planning and activities that support making valid inferences about the quality of instruction. Guiding Questions 1.5: What is the process or strategies used in observation? How frequently are observations conducted? How many observations within a cycle? What feedback is provided and how is it provided? What is the process of artifact selection and review? How frequently is the artifact review conducted? What feedback is provided and how is it provided? How does the system ensure educators implement effective instructional strategies? How is teacher knowledge of CCSS and/or other academic content standards evaluated through observation, artifact review, and measures of professional responsibility?
final-self-appraisal-tool.docx