PROFESSIONAL TEACHER STANDARDS ASSESSMENT FORM (Form G) Educator: School / Assignment: Evaluator: Date: STANDARD 1: PLANNING A teacher will plan based upon knowledge of subject matter, students, the community, and curriculum goals. Not LEVEL OF PERFORMANCE Observation Notes Indicator Applicable Ineffective Emerging Effective Highly Effective 1 2 3 4 1.1 Demonstrates subject area The teacher displays The teacher displays a The teacher displays The teacher displays little or no basic or limited extensive extensive knowledge of competency in the content area(s) understanding of the understanding of the understanding of the the important concepts, assigned. content area being content area being content area being is able to relate to the taught taught taught, is able to relate scaffolding of goals, and to the scaffolding of the interrelationship of the content content to other disciplines 1.2 Assesses individual and group The teacher uses The teacher utilizes The teacher has The teacher has available assessments some appropriate assessments designed designed formative and performance in order to design and does not use assessments to for individual and summative assessments instruction that meets learners’ current assessment results to evaluate group needs groups of students and to evaluate the learners’ needs in each domain (cognitive, social, plan future instruction to design instruction uses results to plan for individual needs along emotional, moral, and physical). for the group as a future instruction with group performance, whole and designs instruction accordingly 1.3 Selects, creates, and evaluates The teacher rarely The teacher generally The teacher frequently The teacher actively selects learning selects learning selects and creates selects, creates, and relevant learning experiences to include activities that are activities that are learning activities that evaluates learning long and short term goals to address relevant to short and relevant to short term are relevant to short activities that are curriculum standards. long term instructional instructional goals to and long term rigorous, highly goals address curriculum instructional goals to engaging, relevant to the standards address curriculum long and short term standards goals addressing the curriculum standards
PROFESSIONAL TEACHER STANDARDS ASSESSMENT FORM (Form G) Educator: School / Assignment: Evaluator: Date: STANDARD 1: PLANNING A teacher will plan based upon knowledge of subject matter, students, the community, and curriculum goals. Indicator Not Applicable LEVEL OF PERFORMANCE Observation Notes Ineffective Emerging Effective Highly Effective 1 2 3 4 1.1 Demonstrates subject area competency in the content area(s) assigned. The teacher displays little or no understanding of the content area being taught The teacher displays a basic or limited understanding of the content area being taught The teacher displays extensive understanding of the content area being taught, is able to relate to the scaffolding of the content The teacher displays extensive knowledge of the important concepts, is able to relate to the scaffolding of goals, and interrelationship of the content to other disciplines 1.2 Assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical). The teacher uses available assessments and does not use assessment results to plan future instruction The teacher utilizes some appropriate assessments to evaluate group needs to design instruction for the group as a whole The teacher has assessments designed for individual and groups of students and uses results to plan for future instruction The teacher has designed formative and summative assessments to evaluate the learners’ individual needs along with group performance, and designs instruction accordingly 1.3 Selects, creates, and evaluates relevant learning experiences to include long and short term goals to address curriculum standards. The teacher rarely selects learning activities that are relevant to short and long term instructional goals The teacher generally selects learning activities that are relevant to short term instructional goals to address curriculum standards The teacher frequently selects and creates learning activities that are relevant to short and long term instructional goals to address curriculum standards The teacher actively selects, creates, and evaluates learning activities that are rigorous, highly engaging, relevant to the long and short term goals addressing the curriculum standards
PTEP-Form-G-Professional-Teacher-Standards-Assessment-Form-%20LPUMS.docx