Teacher Evaluation Process Standard V: Teachers reflect on practice a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students. Not Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) Observation . . . and . . . and . . . and Recognizes the need to Provides ideas about Thinks systematically Provides a detailed improve student what can be done to and critically analysis about what learning in the improve student learning in their can be done to classroom. learning in their classroom: Why improve student classroom. learning happens learning and uses and what can be such analyses to done to improve adapt instructional student practices and achievement. materials within the classroom and at the school level. b. Teachers link professional growth to professional goals. Teachers participate in continued, high-quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth. . . . and . . . and . . . and Understands the Participates in Participates in Applies and implements importance of professional professional knowledge and skills professional development aligned development attained from development. with professional activities aligned professional goals. with goals and development student needs. consistent with its intent. c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students. . . . and . . . and . . . and Is knowledgeable of Considers and uses a Actively investigates Adapts professional current research- variety of research- and considers practice based on data based approaches to based approaches to alternative research- and evaluates impact teaching and improve teaching approaches to on student learning. learning. and learning. improve teaching and learning and uses such approaches as appropriate. Comments Examples of Artifacts: Lesson plans Completion of professional development ▪▪ ▪▪ Formative assessments Participation in professional learning ▪▪ ▪▪ Student work community ▪▪ Professional growth plan Formative and summative assessment data ▪▪ ▪▪ 29
Teacher Evaluation Process Standard V: Teachers reflect on practice Observation a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students. Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required) . . . and . . . and . . . and Recognizes the need to improve student learning in the classroom. Provides ideas about what can be done to improve student learning in their classroom. Thinks systematically and critically learning in their classroom: Why learning happens and what can be done to improve student achievement. Provides a detailed analysis about what can be done to improve student learning and uses such analyses to adapt instructional practices and materials within the classroom and at the school level. b. Teachers link professional growth to professional goals. Teachers participate in continued, high-quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth. . . . and . . . and . . . and Understands the importance of professional development. Participates in professional development aligned with professional goals. Participates in professional development activities aligned with goals and student needs. Applies and implements knowledge and skills attained from professional development consistent with its intent. c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students. . . . and . . . and . . . and Is knowledgeable of current research- based approaches to teaching and learning. Considers and uses a variety of research- based approaches to improve teaching and learning. Actively investigates and considers alternative research- approaches to improve teaching and learning and uses such approaches as appropriate. Adapts professional practice based on data and evaluates impact on student learning. Comments Examples of Artifacts: ▪▪ Lesson plans ▪▪ Completion of professional development ▪▪ Formative assessments ▪▪ Participation in professional learning ▪▪ Student work community ▪▪ Professional growth plan ▪▪ Formative and summative assessment data 29
rubric-eval-teachers.docx