Assessment is Assessment is Formative and Formative and Formative and inconsistent and inconsistent and is not summative summative summative assessments insufficient to based on district’s assessments are assessments are are recorded consistently determine student's grading policy. recorded consistently recorded consistently based on district’s overall progress and is based on district’s based on district’s grading policy and not on the grading policy and are grading policy and are utilized to develop, refine district’s grading policy. used to guide used to develop and and evaluate instruction. instruction. evaluate instruction. Assessments provide Assessments provide Assessments provide Assessments provide useful and immediate delayed and delayed and inadequate Provides adequate and useful and immediate feedback that assists inadequate feedback feedback for students to timely feedback from feedback that assists students in assessing assess themselves. for students to assess assessment results for students in assessing themselves to develop themselves. students to reflect and themselves in meeting and evaluate their set their learning goals. progress with their learning goals. Learning goals are not only designed by the teacher but the student has an opportunity to direct his/her own learning by contributing goals. Students are informed There is some evidence Students are informed regularly regarding their There is no evidence that students are Recognizes student regularly regarding progress and that the teacher recognized for their their progress and progress and achievement and are progress and recognizes student achievement at achievement and are provided opportunities to progress or achievement; however, significant intervals provided opportunities improve and achieve recognition is sporadic. achievement. and encourages to improve and achieve academic success. The behaviors that academic success. teacher informs parents result in student on a timely basis of their success. student’s progress and achievement through systematic communication procedures. Classroom Management Student Relations Domain: Dimension: Teacher optimizes the learning environment through respectful and appropriate interactions with students, conveying high expectations for students and an enthusiasm for the curriculum.
Assessment is inconsistent and insufficient to determine student's overall progress and is not on the district’s grading policy. Assessments provide delayed and inadequate feedback for students to assess themselves. There is no evidence that the teacher recognizes student progress or achievement. Assessment is inconsistent and is not based on district’s grading policy. Assessments provide delayed and inadequate feedback for students to assess themselves. There is some evidence that students are recognized for their progress and achievement; however, recognition is sporadic. Formative and summative assessments are recorded consistently based on district’s grading policy and are used to guide instruction. Provides adequate and timely feedback from assessment results for students to reflect and set Recognizes student progress and achievement at significant intervals and encourages behaviors that result in student success. Formative and summative assessments are recorded consistently based on district’s grading policy and are used to develop and evaluate instruction. Assessments provide useful and immediate feedback that assists students in assessing themselves in meeting their learning goals. Students are informed regularly regarding their progress and achievement and are provided opportunities to improve and achieve academic success. Formative and summative assessments are recorded consistently based on district’s grading policy and utilized to develop, refine and evaluate instruction. Assessments provide useful and immediate feedback that assists students in assessing themselves to develop and evaluate their progress with their learning goals. Learning goals are not only designed by the teacher but the student has an opportunity to direct his/her own learning by contributing goals. Students are informed regularly regarding their progress and achievement and are provided opportunities to improve and achieve academic success. The teacher informs parents on a timely basis of their student’s progress and achievement through systematic communication procedures. Domain: Classroom Management Dimension: Student Relations Teacher optimizes the learning environment through respectful and appropriate interactions with students, conveying high expectations for students and an enthusiasm for the curriculum.
Teacher-RUBRIC-SY-12-13.docx