Professional Teacher Evaluation System


RUBRIC

Holbrook Unified School District

 

Keywords highlighted to differentiate levels. Websites linked to address areas.

 

Measure 1††††† The teacher designs and plans instruction that develops studentsí abilities to meet Arizonaís academic standards and the districtís assessment plan.

Criteria

Does Not Meet

Meets

or

Meets--Level 1

Meets--Level 2

Meets--Level 3

How Evaluated

1.1(a) Prepares written lesson plans

according to district lesson plan criteria (objective, strategy, assessment, and modifications)

___Does not use district lesson plan criteria

 

 

 

 

 

___ Uses district lesson plan criteria

consistently

 

 

How to Write Lesson Plans

 

Lesson Planning and Formats

 

Six Common Mistakes in Lesson Planning

 

Writing Lesson Plans

 

Write a Lesson Plan Guide

 

Lesson Plan Templates

 

A Lesson Plan

 

Legal Size Lesson Plan

 

Excel Lesson Plan

 

Lesson Plan Tutorial

 

 

 

Objectives

ABC method for writing objectives

 

Performance verbs for objectives

 

ABCD interactive for writing objectives

 

Teaching Strategies

Teaching strategies

 

Jigsaw

 

Jigsaw

 

Questioning

 

Teaching strategies for English

 

Teaching and Learning Strategies and Tasks

 

Effective Instructional Strategies

 

Teaching Methods

 

Instructional Strategies

 

Designing Standards-Based Instruction

 

 

 

 

 

 

Assessment

Authentic assessment

 

Informal assessment

 

Modifications

ADD Modifications

 

LD Modifications

 

Modifications Demonstrating Mastery

 

Modification Check List

 

ELL Modifications

 

Meeting Student Needs

 

Modifications for Gifted

 

Accommodations Resources

 

ELL Classroom Practices Checklist

 

 

 

 

 

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

1.1(b)Acquires and uses information about individual students in preparing lessons

___There is no documentation of individual student information

 

___ Uses state assessment data to individualize instruction

(AIMS, Terra Nova, Grade book, PO/competencies, student checklist)

___ Uses state and district data to individualize instruction (District benchmarks, DIBELS, CLIP, IEP, Level 3 classroom data, portfolio w/notes that show individual studentsí learning styles, strengths, weaknesses, etc.)

 

___ Uses state, district, and classroom data to individualize instruction. (3-4 grade level assessments specific to standards; lesson plans refer to individual students)

 

 

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

 

 

 

Criteria

Does Not Meet

Meets

or

Meets--Level 1

Meets--Level 2

Meets--Level 3

How Evaluated

1.2 Writes clear instructional objectives that are aligned to AZ academic standards

___ Does not state the performance objective in the lesson plan.

 

___ Performance objective does not align to the Arizona Academic Standards

____ The performance objective is stated in the lesson plan.

 

____ The performance objective aligns to the Arizona Academic Standards

ABC method for writing objectives

 

Performance verbs for objectives

 

Arizona State Standards

 

ELL Reading Standards

 

ELL Writing Standards

 

ELL Listening and Speaking Standards

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

1.3 Designs instructional lessons using appropriate activities and resources

___Lesson designs are not grade level/content appropriate

 

 

 

 

 

____ Lesson designs are grade level/content appropriate

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

 

 

 

 

 

 

 

Criteria

Does Not Meet

Meets

or

Meets--Level 1

Meets--Level 2

Meets--Level 3

How Evaluated

1.4 Modifies lessons to meet the needs of all students

____ Does not modify lessons to meet the needs of all students

 

Teaching Strategies for Inclusion

 

Teaching Strategies for SPED students

 

Teaching Strategies for Gifted

____ Modifies assignments for all studentsincluding ELL, SPED, Gifted (Has copies of IEPs)

ELL Reading Standards

 

ELL Writing Standards

 

ELL Listening and Speaking Standards

____ Attends IEP meetings and uses modification for instruction (Meets w/ Sp. Ed. teacher(s); lists modifications on lesson plans)

 

SPED modifications

____ Works with the SPED teacher to implement and develop IEPs (Communicates w/ Sp. Ed. teacher frequently and plays a major role in developing IEPs)

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

1.5 Uses assessments aligned with instructional goals to determine studentsí learning

____ Does not use appropriate assessments and/or assessments do not align with instructional goals

 

 

 

____ Uses appropriate assessments that align with instructional goals (1 or 2 assessments documented)

 

 

 

 

 

____ Uses a variety of assessments to assess performance objectives (3 or more documented in portfolio)

 

 

 

 

 

 

 

 

 

 

____ Uses a variety of assessments to monitor student progress and tracks data for each student (Observation notes, daily quizzes, unit tests, grade level assessments, District assessments; multiple tests to show mastery of each PO w/ documents in portfolio)

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

 

 

Measure 2††††† The teacher creates and maintains a learning climate that supports the development of studentsí abilities to meet Arizonaís academic standards.

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

2.1 Creates an inclusive and caring classroom environment

____ Does not affirm or correct student performance

 

 

____ Does not praise student learning performance

 

____ Is sarcastic toward students or gives insincere praise to students

____ Affirms or corrects student performance

 

 

____ Praises student learning performance

 

Effective Classroom Management

 

Climate for learning

 

A Plan for Success

 

____ Affirms or corrects student performance equitably

 

____ Praises student learning performance equitably

____ Consistently gives specific praise to students equitably while affirming their performance (Written, verbal, student conferences)

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

2.2 Communicates high expectations for learning and achievement

____ Does not create a culture for learning by establishing and communicating high expectations for learning and a safe environment for taking risks.

____ Evidence of a culture for learning is evident through the nature of interactions, student work displayed, and the tone of conversations in the classroom.

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

 

 

 

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

2.3 Establishes and maintains a safe physical environment

____ Classroom is not a safe physical environment i.e. hazards exist without precautions being communicated

 

____ Emergency fire exits are not posted

____ Classroom is a safe physical environment

 

 

 

 

 

____ Emergency fire exits are posted

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

2.4(a) Uses routines and procedures

 

 

____ Does not hold students accountable for following established schedule/routines

 

 

____ Consistently holds students accountable for following established schedule/routines

 

 

 

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

2.4(b) Maximizes instructional time

 

____ Instructional time is not consistently used for instructional activities

____ Instructional time is consistently used for instructional activitiesóteacher is engaged with students

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Walk through

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

2.5(a) Monitors student behavior

 

 

 

 

 

 

 

 

 

 

 

 

____ Does not monitor or is unaware of student behavior

 

 

____ Does not respond or responds inappropriately to student behavior

 

 

____ Monitors student behavior

 

 

 

 

____ Responds appropriately to student behavior (Attempts to handle problems and has referrals)

 

 

 

____ Is proactive in addressing student behavior

 

 

____ Teacherís response effectively changes studentís immediate behavior (Infrequent referrals, may have interruptions but teacher handles disruptions)

____ Few or no behavior problems are evident in theclassroom

 

 

____ Little or no instructional time is interrupted (Teacher has strategies in place to prevent students from becoming disruptive, has a strong impact on students in all settings)

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

2.5(b) Follows discipline plans

____ Does not follow school discipline plan

 

 

 

 

 

____Follows school discipline plan in the classroom

 

 

 

 

 

____Follows school discipline plan in the classroom and on assigned duties and activities

____ Effectively manages student conduct in all school settings during the school day

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

_____Walk through

 

 

Measure 3††††† The teacher implements and manages instruction that develops studentsí activities to meet Arizonaís academic standards.

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

3.1(a) Uses appropriate instructional strategies

____Instructional strategies not appropriate to grade level

 

 

Reading

RIVET

 

Guided Reading Activities

 

Reading Strategies

____ Consistently uses at least one relevant instructional strategy to teach content and uses technology when appropriate

 

 

____ Consistently uses at least two relevant instructional strategies to teach content and uses technology when appropriate

 

 

____ Consistently uses at least three relevantinstructional strategies to teach content and uses technology when appropriate (Cooperative learning, direct instruction, graphic organizers, hands on activities)

 

Effective Instructional Strategies

Differentiating Instruction

 

Instructional Strategies

 

Focus on Effectiveness

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

3.1(b) Demonstrates content knowledge

____Lacks knowledge of content area

 

 

____Does not teach appropriate content

____ Demonstrates knowledge of content area

 

 

____ Teaches appropriate content

____ Demonstrates knowledge of content area for enrichment (Uses appropriate vocabulary and grammar, explains enrichment activities; describes real life applications)

____ Implements enrichment activities in content area (Uses several instructional activities; consistently uses enrichment activities:compare/

contrast, summarizing, notes, non-linguistic representations, cooperative learning, etc.)

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

 

 

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

3.2 Communicates/ models instructional:

a.) Objectives

b.) Directions

c.) Procedures (specific)

d.) Assessment criteria.

Does not communicate instructional:

a. ____Objectives

b. ____Directions

c. ____Procedures

d. ____Assessment criteria

 

Objectives

ABC method for writing objectives

 

Performance verbs for objectives

 

 

Communicates instructional:

a. ____Objectives

b. ____Directions

c. ____Procedures

d. ____Assessment criteria

 

Assessment

Rubrics

Employs techniques to have students communicate or demonstrate knowledge of instructional:

a. ____Objectives

b. ____Directions

c. ____Procedures

d. ____Assessment criteria

Consistently employs techniques to have students communicate or demonstrate knowledge of instructional:

a. ____Objectives

b. ____Directions

c. ____Procedures

d. ____Assessment criteria

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

3.3 Provides appropriate instructional activities for all students, i.e. at risk, ELL, gifted, Sp. Ed., etc.

(For Sp. Ed. students, uses current IEP.)

____Does not accommodate or modify instructional

activities to meet the learning needs of all students

 

ELL Reading Standards

 

ELL Writing Standards

 

ELL Listening and Speaking Standards

____Modifies or accommodates instructional activities to meet the learning needs of all students

 

 

Checklist for ELL applications in the classroom

 

 

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

__Review of artifacts

 

____Walk through

 

 

 

 

 

 

 

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

Meets Level 3

How Evaluated

3.4 Uses thought-provoking questioning and/or instructional strategies (Uses Bloomís Taxonomy)

____Uses only

knowledge level strategies

 

 

Instructional Strategies

 

Strategies that Work-Marzano

____Uses knowledge and understanding level strategies

 

Bloomís Links

 

Bloomís

____Uses knowledge, understanding, application, and analysis level strategies

____ Appropriately uses all levels of Bloomís Taxonomy (knowledge, understanding, application, analysis, synthesis, and evaluation)

____Observation

 

____Conference

 

____Review of lesson plans

 

__Review of artifacts

 

____Walk through

3.5 Has students on task and actively engaged during the learning activities

 

(Refer to definitions in Glossary for authentic and ritual engagement.)

____Less than 75% of the students are on task or actively engaged during the learning activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

____ The teacher has most students are engaged at the ritual level

____ There is a combination of ritual and authentic engagement during the learning activities

 

 

 

 

____ The teacher has most students authentically engaged in the learning activities

____Observation

 

____ Conference

 

____Walk through

 

Criteria

Does Not Meet

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

3.6 Monitors and adjusts instruction to achieve lesson objective(s)

____Does not monitor during instruction

 

 

 

 

 

____Does not adjust instruction to achieve lesson objectives

____Uses some type of informal assessment to monitor understanding

 

 

 

____Adjusts instruction to a limited degree to achieve lesson objectives

____Uses multiple informal assessment strategies to monitor understanding (Q & A:choral response, answer boards, signaling cards, sample problems)

____Adjusts instructionto achieve lesson objectives for students

____ Uses multiple informal assessment strategies and adjusts instruction for all students who do not appear to achieve lesson objectives (Uses student tutors, individual help, group reteach)

 

 

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

3.7 Checks for understanding

____Does not routinely administer assessments to check for student understanding

____Routinely administers assessments to check for student understanding

____Uses a variety of assessments to check for student understanding (Observation notes, daily quizzes, unit tests, grade level assessments, District assessments)

____Involves students in self-evaluation to assess their understanding (Uses self reflection, teacher-student conferences, algorithms, writing summaries)

 

How to make homework meaninful

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of artifacts

 

____Walk through

3.8 Provides timely constructive feedback to individual students about their academic performance

____Does not provide feedback in a timely manner

____Does not provide constructive feedback to students

 

 

 

____Provides timely numerical feedback to students (Occasional written or verbal feedback, always gives graded numerical feedback)

____ Provides two forms of feedback to students in a timely manner (i.e. numerical, verbal, or written)

____Routinely provides timely numerical, written, and verbal feedback to all students (Written notes on assignments, grades assignments)

____Observation

 

____Conference

____Review of lesson plans

____Review of artifacts

 

____Walk through

Measure 4††††† The teacher demonstrates professional responsibilities for assessing learning; communicating to students, parents, other professionals and administrators; and developing professionally.

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Measured

4.1(a) Tracks student progress toward meeting standards

____Does not track student progress toward meeting standards

 

 

 

____ Tracks student progress toward meeting standards

 

 

 

 

 

____ Evaluates student progress toward meeting standards (2 or more forms of records/data)

 

____Keeps extensive records on each studentís progress toward meeting standards, including examples of student work (i.e. portfolio, checklist of standards/performance objectives, anecdotal records)

____Observation

 

____Conference

 

____Review of lesson plans

 

____Review of teacher/student artifacts

 

____Walk through

4.1(b) Maintains accurate records thatshow basis for scores/grades

____Does not maintain accurate records that show basis for scores/ grades

 

____Maintains accurate records that show basis for scores/grades

 

 

 

____Observation

 

____Conference

 

____Review of teacher/student artifacts

4.1(c) Uses District PASS system

____Does not update Gradebook and/or PASS (in a timely manner) weekly

 

____Keeps Gradebook and/or PASS updated (on a regular basis) weekly

 

 

____Observation

 

____Conference

 

____Review of teacher/student artifacts

 

 

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

4.2(a) Informs the family about the classroom instructional program and encourages family involvement

____Does not inform the family about the classroom academic program or encourage family involvement

 

____ Informs the family about classroom academic program (through syllabus, Week-at-a-Glance, newsletters, academic nights, conferences, etc.)

____Informs the family about the classroom academic program and encourages family involvement

(Sends frequent newsletters, visits or phones parents)

____Invites parents to participate in classroom learning activities (such as Science Fair, Reading Under the Stars, Spring Fling, class visits, plays, programs, assemblies)

 

Connecting with Parents

Scholastic

Open House

92 Ways

 

____Observation

 

____Conference

 

 

____Review of teacher/student artifacts

4.2(b) Informs the family of studentís progress

____Does not inform families of studentsí progress

____Sends all requiredprogress reportsconcerning studentsí academic progress (PASS, report cards, mid-term progress)

 

____Informs families of studentsí progress at least once beyond required reporting (Notifies parents of at-risk students between mid and end)

____ Communicates with families of studentsí progress more than once beyond required reporting (Notifies parents of at-risk students twice monthly)

____Observation

____Conference

 

____Review of teacher/student artifacts

4.3 Improves/ updates content knowledge and teaching skills by participating in professional development activities

____Does not participate in required professional development activities

____Participates in required professional development activities

____Attends more than required professional development activities

____Has a personal plan for professional development that includes activities such as classes, workshops, professional reading, collaboration

 

____Conference

 

____Review of sign-in sheets

 

____Transcripts/logs/ certificates

 

 

 

 

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

4.4 Applies and shares content and pedagogical skills

____Does not use or share content and pedagogical skills

____Uses and shares content and pedagogical skills

____Prepares and shares information with colleagues from all professional development activities attended

____Willingly mentors, willing to have student teachers, presents at faculty meetings, has leadership role in grade level, department, school, district

____Observation

 

____Conference

 

____Review of teacher artifacts

 

The following area of professional responsibility is included under the Narrative section for Measure 4.The principal will evaluate the teacher in this area based on:

 

 

Criteria

Does Not Meet

Meets

or

MeetsóLevel 1

MeetsóLevel 2

MeetsóLevel 3

How Evaluated

Participates in school and district events

____Does not participate in school and district events

____Participates in required school and district events

____Participates in school and district events beyond those required

____ Regularly attends school/ district sponsored events and recognizes studentsí accomplishments from their participation in them

____Observation

 

____Conference

 

____Review of teacher/student artifacts

 

 

Last Updated April 12, 2010