Domain 4: Professional Responsibilities Ineffective Developing Effective Highly Effective Components 4a: Teacher does not know whether a Teacher has a generally accurate Teacher makes an accurate Teacher makes a thoughtful and lesson was effective or achieved impression of a lesson’s assessment of a lesson’s accurate assessment of a lesson’s its instructional outcomes, or effectiveness and the extent to effectiveness and the extent to effectiveness and the extent to Reflecting on teacher profoundly misjudges the which instructional outcomes were which it achieved its instructional which it achieved its instructional Teaching success of a lesson. Teacher has met. Teacher makes general outcomes and can cite general outcomes, citing many specific no suggestions for how a lesson suggestions about how a lesson references to support the examples from the lesson and be improved. could be improved. judgment. Teacher makes a few weighing the relative strengths of specific suggestions of what could each. Drawing on an extensive be tried another time the lesson is repertoire of skills, teacher offers taught. specific alternative actions, complete with the probable success of different courses of action. Evidence 4b: Teacher’s system for maintaining Teacher’s system for maintaining Teacher’s system for maintaining Teacher’s system for maintaining information on student completion information on student information on student completion information on student completion Maintaining of assignments and student completion of assignments and of assignments, student progress in of assignments, student progress in Accurate progress in learning is nonexistent student progress in learning is learning, and non-instructional learning, and non-instructional or in disarray. Teacher’s records rudimentary and only partially records, is fully effective. records, is effective. Students Records for non-instructional activities are effective. Teacher’s records for contribute information and in disarray, resulting in errors and non-instructional activities are participate in maintaining the confusion. adequate, but require frequent records. monitoring to errors.
Domain 4: Professional Responsibilities Components Ineffective Developing Effective Highly Effective 4a: Reflecting on Teaching Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson be improved. Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action. Evidence 4b: Maintaining Accurate Records Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion. Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for non-instructional activities are adequate, but require frequent monitoring to errors. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is fully effective. Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is effective. Students contribute information and participate in maintaining the records.
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