In addition to meeting The teacher plans using The teacher The teacher does not the standard, the the Virginia Standards inconsistently uses the plan, or plans without teacher actively of Learning, the school’s curriculum, adequately using the and uses alternative school’s curriculum, effective strategies, school’s curriculum, data and resources and effective strategies, resources, and data in effective strategies, consistently resources, and data to planning to meet the resources, and data. differentiates plans to meet the needs of all needs of all students. meet the needs of all students. students. Comments: Performance Standard 3: Instructional Delivery Proficient Exemplary Developing/Needs Proficient is the Unacceptable In addition to meeting Improvement expected level of the standard… performance. In addition to meeting The teacher effectively The teacher The teacher’s the standard, the engages students in inconsistently uses instruction inadequately teacher optimizes learning by using a instructional strategies addresses students’ students’ opportunity to variety of instructional that meet individual learning needs. learn by engaging them strategies in order to learning in higher order thinking meet individual and/or enhanced learning needs. performance skills. Comments: Performance Standard 4: Assessment of and for Student Learning Proficient Exemplary Developing/Needs Proficient is the Unacceptable In addition to meeting Improvement expected level of the standard… performance. In addition to meeting The teacher The teacher uses a The teacher uses an the standard, the systematically gathers, limited selection of inadequate variety of teacher uses a variety of analyzes, and uses all assessment strategies, assessment sources, informal and formal relevant data to inconsistently assesses infrequently, assessments based on measure student assessment to intended does not use baseline or intended learning academic progress, learning outcomes, feedback data to make outcomes to assess instructional content and/or does not use instructional decisions student learning and and delivery methods, assessment to and/or does not report teaches students how to and provide timely on student academic
In addition to meeting the standard, the teacher actively and uses alternative data and resources and consistently differentiates plans to meet the needs of all students. The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students. The teacher inconsistently uses the school’s curriculum, effective strategies, resources, and data in planning to meet the needs of all students. The teacher does not plan, or plans without adequately using the school’s curriculum, effective strategies, resources, and data. Comments: Performance Standard 3: Instructional Delivery Exemplary In addition to meeting the standard… Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher optimizes students’ opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills. The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. The teacher inconsistently uses instructional strategies that meet individual learning The teacher’s instruction inadequately addresses students’ learning needs. Comments: Performance Standard 4: Assessment of and for Student Learning Exemplary In addition to meeting the standard… Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, instructional content and delivery methods, and provide timely The teacher uses a limited selection of assessment strategies, inconsistently assessment to intended learning outcomes, and/or does not use assessment to The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic
appendix_d_yourtown_teacher_eval_handbook.docx