Page 2 of 6 Performance Standard 2: Instructional Planning 10% – 4 3 2 1 Proficient Exemplary Proficient is the Unacceptable In addition to meeting Improvement expected level of the standard… (20-25) performance. (35-40) (26-34) In addition to meeting The teacher plans using The teacher The teacher does not inconsistently uses the the standard, the teacher the Virginia Standards plan, or plans without school’s curriculum, actively seeks and uses of Learning, the adequately using the effective strategies, alternative data and school’s curriculum, school’s curriculum, resources, and data in resources and effective strategies, effective strategies, planning to meet the consistently resources, and data to resources, and data. needs of all students. differentiates plans to meet the needs of all meet the needs of all students. students. Performance Standard 3: Instructional Delivery- 10% 4 3 2 1 Proficient Exemplary Developing/Needs Proficient is the Unacceptable In addition to meeting Improvement expected level of the standard… (20-25) performance. (35-40) (26-34) In addition to meeting The teacher effectively The teacher The teacher’s the standard, the teacher engages students in inconsistently uses instruction optimizes students’ learning by using a instructional strategies inadequately addresses opportunity to learn by variety of instructional that meet individual students’ learning engaging them in higher strategies in order to learning needs. order thinking and/or meet individual enhanced performance learning needs. skills.
Page 2 of 6 Performance Standard 2: Instructional Planning – 10% 4 3 2 1 Exemplary In addition to meeting the standard… (35-40) Proficient Proficient is the expected level of performance. (26-34) Improvement (20-25) Unacceptable In addition to meeting the standard, the teacher actively seeks and uses alternative data and resources and consistently differentiates plans to meet the needs of all students. The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students. The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data. Performance Standard 3: Instructional Delivery- 10% 4 3 2 1 Exemplary In addition to meeting the standard… (35-40) Proficient Proficient is the expected level of performance. (26-34) Developing/Needs Improvement (20-25) Unacceptable In addition to meeting the standard, 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 in order to meet individual learning needs. The teacher inconsistently uses instructional strategies that meet individual learning needs. The teacher’s instruction inadequately addresses students’ learning
Teacher%20Performance%20Evaluation%20Handbook%20-%20Revised%2010-2013.docx