3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills. 3.3 Differentiates instruction to meet the students’ needs. 3.4 Reinforces learning goals consistently throughout lessons. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. The performance indicators help teachers and their evaluators clarify job expectations. All performance indicators may not be applicable to a particular work assignment. Ratings are NOT made at the performance indicator level, but at the performance standard level. Performance Rubrics The performance rubric is a behavioral summary scale that guides evaluators in assessing how a standard is performed. It states the measure of performance expected of teachers and well provides a qualitative description of performance at each level. In some instances, quantitative terms are included to augment the qualitative description. The resulting performance appraisal rubric provides a clearly delineated step-wise progression, moving from highest to lowest levels of performance. Each level is intended to be qualitatively superior to all lower levels. The description provided in the level of the performance appraisal rubric is the actual proficient performance standard, thus is the expected level of performance. Teachers who proficient earn an rating must meet the requirements for the level and go beyond it. exemplary proficient Performance appraisal rubrics are provided to increase reliability among evaluators and to help teachers focus on ways to enhance their teaching practice. Part II includes rubrics related to each performance standard. Figure 4 shows an example of a performance appraisal rubric for Standard 5 (Learning Environment). Figure 4: Performance Appraisal Rubric Exemplary Proficient Developing/ Unacceptable In addition to meeting the Proficient is the expected Improvement requirements for Proficient... level of performance. In addition to meeting the The teacher is inconsistent The teacher inadequately The teacher uses standard, the teacher resources, routines, and in using resources, addresses student creates a dynamic learning routines, and procedures behavior, displays a procedures to provide a environment that respectful, positive, safe, and in providing a harmful attitude with maximizes learning student-centered respectful, positive, safe, students, and/or ignores opportunities and environment that is student- centered safety standards. minimizes disruptions conducive to learning. environment. within an environment in students self-monitor behavior.
3.1 Engages and maintains students in active learning. 3.2 Builds upon students’ existing knowledge and skills. 3.3 Differentiates instruction to meet the students’ needs. 3.4 Reinforces learning goals consistently throughout lessons. 3.5 Uses a variety of effective instructional strategies and resources. 3.6 Uses instructional technology to enhance student learning. 3.7 Communicates clearly and checks for understanding. The performance indicators help teachers and their evaluators clarify job expectations. All performance indicators may not be applicable to a particular work assignment. Ratings are NOT made at the performance indicator level, but at the performance standard level. Performance Rubrics The performance rubric is a behavioral summary scale that guides evaluators in assessing how well a standard is performed. It states the measure of performance expected of teachers and provides a qualitative description of performance at each level. In some instances, quantitative terms are included to augment the qualitative description. The resulting performance appraisal rubric provides a clearly delineated step-wise progression, moving from highest to lowest levels of performance. Each level is intended to be qualitatively superior to all lower levels. The description provided in the proficient level of the performance appraisal rubric is the actual performance standard, thus proficient is the expected level of performance. Teachers who earn an exemplary rating must meet the requirements for the proficient level and go beyond it. Performance appraisal rubrics are provided to increase reliability among evaluators and to help teachers focus on ways to enhance their teaching practice. Part II includes rubrics related to each performance standard. Figure 4 shows an example of a performance appraisal rubric for Standard 5 (Learning Environment). Figure 4: Performance Appraisal Rubric Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/ Improvement Unacceptable In addition to meeting the standard, the teacher creates a dynamic learning environment that maximizes learning opportunities and minimizes disruptions within an environment in students self-monitor behavior. The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. The teacher is inconsistent in using resources, routines, and procedures and in providing a respectful, positive, safe, student- centered environment. The teacher inadequately addresses student behavior, displays a harmful attitude with students, and/or ignores safety standards.
appendix_d_yourtown_teacher_eval_handbook.docx