Unsatisfactory Basic Proficient Distinguished 1f: Assessment procedures are Some of the instructional Teacher’s plan for student Teacher’s plan for student Designing not congruent with outcomes are assessed assessment is aligned with assessment is fully aligned Student instructional outcomes; the through the proposed the instructional outcomes; with the instructional Assessments proposed approach contains approach, but others are not. assessment methodologies outcomes, with clear criteria no criteria or standards. Assessment criteria and may have been adapted for and standards that show Teacher has no plan to standards have been groups of students. evidence of student incorporate formative developed, but they are not Assessment criteria and contribution to their assessment in the lesson or clear. Approach to the use of standards are clear. Teacher development. Assessment unit, nor any plans to use formative assessment is has a well-developed methodologies have been assessment results in rudimentary, including only strategy for using formative adapted for individual designing future instruction. some of the instructional assessment and has students, as needed. The outcomes. Teacher intends designed particular approach to using formative to use assessment results to approaches to be used. assessment is well designed plan for future instruction Teacher intends to use and includes student as well for the class as a whole. assessment results to plan as teacher use of the for future instruction for assessment information. groups of students. Teacher intends to use assessment results to plan future instruction for individual students. Click here for elements, indicators, critical attributes and possible examples. Evidence: (Type evidence here and calibrate with levels of performance. Designate Level: U B P D . Record on Form: Sample Format Summative Evaluation for Professional Staff. Domain 2: The Classroom Environment 2a: Creating An Environment of Respect and Rapport An essential skill of teaching is that of managing relationships with students and ensuring that those among students are positive and supportive. Teachers create an environment of respect and rapport in their classrooms by the ways they interact with students and by the interaction they encourage and cultivate among students. An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted to treat one another. Patterns of interactions are critical to the overall tone of the class. In a respectful environment, all students feel valued and safe. Unsatisfactory Basic Proficient Distinguished
Unsatisfactory Basic Proficient Distinguished 1f: Designing Student Assessments Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit, nor any plans to use assessment results in designing future instruction. Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students. Click here for elements, indicators, critical attributes and possible examples. Evidence: (Type evidence here and calibrate with levels of performance. Designate Level: U B P D . Record on Form: Sample Format Summative Evaluation for Professional Staff. Domain 2: The Classroom Environment 2a: Creating An Environment of Respect and Rapport An essential skill of teaching is that of managing relationships with students and ensuring that those among students are positive and supportive. Teachers create an environment of respect and rapport in their classrooms by the ways they interact with students and by the interaction they encourage and cultivate among students. An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted to treat one another. Patterns of interactions are critical to the overall tone of the class. In a respectful environment, all students feel valued and safe. Unsatisfactory Basic Proficient Distinguished
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