There is no system for either The teacher has a process for The teacher’s process for The teacher’s process for instructional or non-instructional recording completion of recording student work recording student work records. student work. However, it is completion is efficient and completion is efficient and out of date or does not permit effective; students have effective; students have students to gain access to the access to information about access to information about The record-keeping systems are information. completed and/or missing completed and/or missing in disarray so as to provide assignments. assignments. incorrect or confusing information. The teacher’s process for tracking student progress is The teacher has an efficient The teacher has an efficient cumbersome to use. and effective process for and effective process for recording student attainment recording student attainment of learning goals; students of learning goals; students The teacher has a process for are able to see how they’re are able to see how they’re tracking some, but not all, progressing. progressing. non-instructional information, and it may contain some errors. The teacher’s process for The teacher’s process for recording instructional recording instructional information is both efficient information is both efficient and effective. and effective. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Teacher communication with Teacher makes sporadic Teacher communicates Teacher’s communication families, about the instructional attempts to communicate with frequently with families with families is frequent and program, about individual families about the about the instructional sensitive to cultural traditions, students, is sporadic or instructional program and program and conveys with students contributing to culturally inappropriate. about the progress of information about individual the communication. individual students but does student progress. Teacher makes no attempt to Response to family concerns 4c (SC7) not attempt to engage engage families in the Teacher makes some is handled with professional Communicating families in the instructional with families instructional program. attempts to engage families and cultural sensitivity. program. Communications in the instructional program. are one-way and not always Teacher’s efforts to engage appropriate to the cultural Information to families is families in the instructional norms of those families. conveyed in a culturally program are frequent and appropriate manner. successful.
There is no system for either instructional or non-instructional records. The record-keeping systems are in disarray so as to provide incorrect or confusing information. The teacher has a process for recording completion of student work. However, it is out of date or does not permit students to gain access to the information. The teacher’s process for tracking student progress is cumbersome to use. The teacher has a process for tracking some, but not all, non-instructional information, and it may contain some errors. The teacher’s process for recording student work completion is efficient and effective; students have access to information about completed and/or missing assignments. The teacher has an efficient and effective process for recording student attainment of learning goals; students are able to see how they’re progressing. The teacher’s process for recording instructional information is both efficient and effective. The teacher’s process for recording student work completion is efficient and effective; students have access to information about completed and/or missing assignments. The teacher has an efficient and effective process for recording student attainment of learning goals; students are able to see how they’re progressing. The teacher’s process for recording instructional information is both efficient and effective. Evidence COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4c (SC7) Communicating with families Teacher communication with families, about the instructional program, about individual students, is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program. Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families. Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner. Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful.
tpep_evidence_gathering_document.docx