Area of Needs Improvement/ Highly Effective Effective Unsatisfactory Performance Developing 3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of performance relative to the learning goal and communicates high expectations of learning for all students. -Learning Goal Focus - Learning goals, objectives, Stated or displayed Does not state or goals, objectives, essential questions, or outcomes learning objectives of display learning goals, (Correlates with essential questions, or are stated, displayed and each lesson are not objectives, outcomes, or outcomes are stated and Domain Indicator discussed. always correlated with essential questions. displayed and are correlated 3.2) -Clearly evident that rubrics, state standards. with state standards. anchor charts or exemplars are -Consistently demonstrates being utilized. high expectations for learning - Outcomes are correlated with and achievement for all state standards to deepen and students by clear enrich students' understanding, communications. verbalization of thought and application of the subject matter. - Students value academic success as evidenced by the quality and pride in their work. 3.3 Monitor learning activities, including the use of formative assessment, provide feedback, and adjust instruction to meet student needs. Monitoring and - Utilizes and/or administers two Provides learners timely and Inconsistently provides Does not monitor or more formative assessments consistent high quality feedback in a timely student learning. Feedback to assess student understanding feedback. manner. - Fails to provide (Correlates with and mastery of content. feedback. Monitors classroom Inconsistently provides Domain Indicator Makes ongoing adjustments - Teacher does not performance using a specific academic praise. 3.3) and reteaches as needed. provide specific academic formative assessment and praise. adjusts teaching strategies. Consistently corrects and provides specific academic praise.
Area of Performance Highly Effective Effective Needs Improvement/ Developing Unsatisfactory 3.2 The teacher develops learning goals with expected outcomes accompanied by scales, exemplars, or rubrics that describe levels of performance relative to the learning goal and communicates high expectations of learning for all students. Goal Focus (Correlates with Domain Indicator 3.2) - Learning goals, objectives, essential questions, or outcomes are stated, displayed and discussed. -Clearly evident that rubrics, anchor charts or exemplars are being utilized. - Outcomes are correlated with state standards to deepen and enrich students' understanding, verbalization of thought and application of the subject matter. - Students value academic success as evidenced by the quality and pride in their work. -Learning goals, objectives, essential questions, or outcomes are stated and displayed and are correlated with state standards. -Consistently demonstrates high expectations for learning and achievement for all students by clear communications. Stated or displayed learning objectives of each lesson are not always correlated with state standards. Does not state or display learning goals, objectives, outcomes, or essential questions. 3.3 Monitor learning activities, including the use of formative assessment, provide feedback, and adjust instruction to meet student needs. Monitoring and Feedback (Correlates with Domain Indicator 3.3) - Utilizes and/or administers two or more formative assessments to assess student understanding and mastery of content. Makes ongoing adjustments and reteaches as needed. Provides learners timely and consistent high quality feedback. Monitors classroom performance using a formative assessment and adjusts teaching strategies. Consistently corrects and provides specific academic praise. Inconsistently provides feedback in a timely manner. Inconsistently provides specific academic praise. Does not monitor student learning. - Fails to provide feedback. - Teacher does not provide specific academic praise.
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