3. Instructional Practice and Professional Expectations Rubrics 7 6 2011

8/3/2019 3. Instructional Practice and Professional Expectations Rubrics 7 6 2011

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HISD Teacher Appraisal andDevelopment SystemInstructional Practice and Professional ExpectationsRubrics

3. Tool: HISD InstructionalPractice and ProfessionalExpectations Rubrics (July2011)

Summary of Instructional Practice and Professional Expectations Criteria

Instructional Practice Criteria Professional Expectations Criteria

P

l

a

n

n

i

n

g

(

P

L

)

PL-1Develops

student

learning

goals

PL-2Collects,

tracks,and uses

student

data to

drive

instruction

PL-3Designs

effective

lessonplans,

units, and

assessme

nts

pg. 1

pg. 2

pg. 3

P

r

o

f

e

s

s

i

o

n

a

l

i

s

m

(

P

PR-1Complies with policies andprocedures at school

PR-2Treats colleagues with

respect throughout all aspects

of work

PR-3Complies with teacherattendance policies

PR-4Dresses professionallyaccording to school policy

PR-5Collaborates withcolleagues

PR-6Implements school rules

PR-7Communicates withparents throughout the year

pg. 14

pg. 15

pg. 16

pg. 17

pg. 17

pg. 18pg. 19

3. Tool: HISD Instructional Practice and Professional Expectations Rubrics


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HISD Instructional Practice and Professional Expectations Rubrics

R

)

PR-8Seeks feedback in order to

improve performance

PR-9Participates in professional

development and applies

learning

pg. 20

pg. 21

I

n

s

t

r

u

c

t

io

n

(

I

)

I-1 Facilitates organized, student-centered,

objective-driven lessons

I-2 Checks for student understanding and

responds to student misunderstandingI-3 Differentiates instruction for student needs

by employing a variety of instructional

strategies

I-4 Engages students in work that develops

higher-level thinking skills

I-5 Maximizes instructional time

I-6 Communicates content and concepts to

students

I-7 Promotes high academic expectations for

students

I-8 Students actively participating in lesson

activities

I-9 Sets and implements discipline

management procedures

I-10Builds a positive and respectful classroom

environment

pg. 4

pg. 5

pg. 6

pg. 7

pg. 8

pg. 9

pg.

10

pg.

11

pg.

12

pg.

13

HISD Instructional Practice and Professional Expectations Rubrics Page 2


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Planning (PL)

PL-1 Develops student learning goalsThe following best

describes a teacherperforming at Level 1 inthis criterion:

Teacher developsannual studentlearning goals that donot align withappropriate standardsand curricula, or arenot measurable, or theteacher does notdevelop student

learning goals.

Teacher does notcommunicate theannual learning goalsto students or does notcommunicate howthose goals will beassessed.

The following best describes

a teacher performing atLevel 2 in this criterion:

Teacher develops annualstudent learning goalsthat are:

a) aligned with appropriatedistrict content standardsand curricula,

b) measurable using end-of-course assessments

and/or rubrics, and

c) targeted to the class as awhole, rather thandifferentiated to meet theneeds of individual andgroups of students.

Teacher communicatesannual learning goals tostudents and explainshow those goals will beassessed.

Students demonstrateawareness of annualstudent learning goals,but do not showinvestment in achievingthem.

The following best describes a

teacher performing at Level 3 in thiscriterion:

Teacher develops annual studentlearning goals that are:

a) aligned with appropriate requiredcontent standards and curricula,

b) measurable using end-of-courseassessments and/or rubrics,

c) ambitious and feasible givenstudent skill levels diagnosed at thebeginning of the year, and

d) differentiated to meet the needs ofindividual students and groups of

students.1

Teacher uses goals to develop anannual plan that:

a) Prioritizes content and skills thatare prerequisite for or utilized infuture courses,

b) Includes specific content and skillsfor enrichment and remediation of

students, based on their startingpoints, and

c) Groups and sequences content andskills into logical units so studentsbuild upon prior knowledge andmaster a variety of objectives at an

The following best describes

a teacher performing atLevel 4 in this criterion:

All indicators for Level 3 are met,and some or all of the followingevidence is demonstrated:

Students collaborate withthe teacher to developand invest themselvestoward individual annualstudent learning goals.

Students articulate theirannual learning goals andhow achievement of thosegoals will be assessed.

1Appraisers should take into account the number of students that an individual teaches when evaluating the degree to which learning goalsare individualized. An effective teacher in a departmentalized secondary classroom may have differentiated learning goals for groups ofstudents rather than for individual students.



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students did or did notmaster objectives, andmodify lesson and unitplans appropriately,although the teacher mayneed support or guidanceto do so consistently.

Students have a generalsense of whether or notthey are successful in thecourse but may not knowtheir progress in relationto specific objectives orannual goals.

during a unit and during theyear to:

a) Determine the effectiveness ofpast instruction and diagnosewhy students did or did notmaster objectives, and

b) Modify upcoming lesson andunit plans.5

Teacher uses analysis ofstudent progress data to plandifferentiated instructionincluding intervention andenrichment.

Students articulate theirperformance and progressrelative to unit objectives and

annual goals.6

annual learning goalsusing classroom systems.

Possible Sources of Evidence for this Criterion: classroom observations, reviews of annual, unit, and lesson planningmaterials, reviews of student work products, conversations during teacher/appraiser conferences, and including directquestioning of students during an observation.

PL-3 Designs effective lesson plans, units, and assessmentsThe following best describesa teacher performing at Level1 in this criterion:

Teacher selects ordevelops student learning

objectives that do notalign to annual goals or donot align to requiredcurricula, or the teacherdoes not plan objectives

The following best describesa teacher performing atLevel 2 in this criterion:

Teacher selects ordevelops student learning

objectives that coverrequired content andskills but may not beclosely aligned to annualgoals.

The following best describes ateacher performing at Level 3in this criterion:

Teacher selects or developsstudent learning objectives

that are tightly aligned toannual goals and aremeasurable using

assessments or rubrics.7

Teacher plans backward-

The following best describesa teacher performing atLevel 4 in this criterion:

All indicators for Level 3 aremet, and some or all of the

following evidence isdemonstrated:

Teacher organizes unitsbased on key concepts,

5 Examples of modifying lesson and unit plans include: re-teaching, remediation or enrichment with student groups, adjustments in pacing.

6 This indicator can be assessed through direct interactions with students or when teacher creates opportunities for students to discuss theirprogress towards annual learning goals and unit objectives.



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and units in advance.

Teacher selects ordevelops assessmentsthat do not accuratelymeasure student masteryof learning objectives, orteacher does not assessstudent mastery ofobjectives.

Teacher writes lessonplans that describelearning activities that arenot aligned with lessonobjectives, or do notdescribe lesson objectives,or do not describe howstudent learning will beassessed, or the teacher

does not write lessonplans.

Teacher plans units thatinclude lessons,objectives, andassessments thataccurately measuremastery of studentlearning objectives,

though lessons,objectives, andassessments may not beclosely aligned.

Teacher writes lessonplans that describe lessonobjectives, learningactivities, andassessments, though thelearning activities andassessments are onlypartially aligned tomastery of lessonobjectives.

designed units by:

a) First, selecting or developingassessments and/or rubricsthat accurately measurestudent mastery of unitlearning objectives;

b) Then, designing a sequenceof lessons that leadsstudents towards mastery ofunit learning objectives asdetermined by thoseassessments.

Teacher writes lesson plansthat describe: lessonobjectives, learning activitiesthat are sequenced to leadstudents towards mastery ofthose objectives, and

assessment of studentmastery of the objectives.

Teacher allocates adequatetime within a unit forstudents to master eachobjective while maintainingfidelity to district curriculumrequirements.

enduring understandings,essential questions, orimportant themes.

Teacher writes lessonplans that describeopportunities within eachlesson to check forstudent understandingand assess studentmastery of lesson and

unit objectives.8

Teacher designs andimplements unit andlesson plans that includecross-disciplinaryconnections to keyconcepts or enduringunderstandings in more

than one content area.

Possible Sources of Evidence for this Criterion: reviews of lesson, unit, and annual planning materials and conversations

during teacher/appraiser conferences.

7 The unit objectives, annual goals, and individual learning goals should be the same objectives assessed in Criterion PL-1, Develops studentlearning goals and PL-2, Designs lesson plans, units, and assessments.

8 This criterion only assesses a teachers planning. The way in which a teacher checks for student understanding during a lesson should beassessed under Criterion I-2, Checks for student understanding and responses to student misunderstanding.



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Instruction (I)

I-1 Facilitates organized, student-centered, objective-driven lessons

The following best describesa teacher performing at Level1 in this criterion:

Teacher states anobjective that does notconvey what students arelearning and doing in alesson, or does not statean objective, or there maynot be a clear objective tothe lesson.

Teacher uses instructionalstrategies that do not

successfully lead studentstoward mastery of lessonobjectives.

Students have limited orno opportunities topractice what they arelearning during the lesson,or lesson activities are notaligned to the lessonobjective.


Teacher states the lessonobjective and itsimportance, although itmay be unclear if studentsunderstand what they arelearning and what they willbe doing in a lesson.

Teacher selectsinstructional strategiesthat align to lesson

objectives, but may not becohesively sequenced tolead students towardsmastery of the objective.

Teacher providesinformation aboutassessments, thoughstudents may be unclearabout how theirunderstanding will beassessed.

Teacher explainsconnection betweenlesson content and priorstudent knowledge, but itis unclear if students makethe connection.


Teacher facilitates acohesive lesson in which alllesson elements aresequenced and organized inorder to lead studentstoward mastery of theobjective.

Teacher selects andexecutes instructionalstrategies that effectivelysupport lesson objectives.

Students connect lessoncontent to prior knowledgein order to build new

learning.9

Students explain thelessons objective and whatthey will be doing in the

lesson in their own words.10

Students articulate howtheir work will be assessedor what assessment theteacher is using to measuretheir learning.

Students practice, apply,and demonstrate the skillsand knowledge they are

The following best describesa teacher performing at Level

4 in this criterion:


Students explain how thelesson connects toprevious learning andbroader unit learninggoals.

Students take a leadership

role during most of thelesson and require little orno guidance from theteacher to maintainmomentum.

9 For example, students connect lesson content to personal experiences or interests.

10 This indicator can be assessed through direct interactions with students or through teacher-created opportunities for students to discussthe lesson objective(s).



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Students haveopportunities to practiceand demonstrate the skillsand knowledge they arelearning during the lessonalthough thoseopportunities may be

brief, unsubstantial, orinfrequent.

learning during the lessonthrough meaningfullearning activities.

Students demonstrate anunderstanding of lessoncontent and skills throughcorrect responses in

student work or by askingrelevant clarifying orextension questions.

Possible Sources of Evidence for this Criterion: classroom observations, reviews of planning materials, reviews of studentwork products, and direct questioning of students during an observation.



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I-2 Checks for student understanding and responds to student misunderstandingThe following best describesa teacher performing at Level1 in this criterion:

Teacher infrequently ornever checks for studentunderstanding, or thechecks are ineffective inaccurately assessingstudent understanding.

Teacher does not addressstudent misunderstanding,or the attempts to addressmisunderstanding areunsuccessful.

Teacher provides incorrectfeedback or no feedbackduring the lesson, andstudents are unclear ifthey correctly understandthe content.


Teacher accurately checksfor student understandingduring the lesson,although may miss keyopportunities to identifymisunderstanding andadjust instructionaccordingly.

Teacher addressesstudent misunderstandingin response to checks,although response maynot be immediate, maynot fully meet studentneeds, and/or the flow ofthe lesson may beinterrupted.

Teacher provides limitedfeedback to studentsduring the lesson butstudents are aware if theycorrectly understand thecontent.


Teacher checks forunderstanding andaccurately diagnosesstudent misunderstandingat key moments during alesson using a variety ofmethods.

Teacher adjusts lesson toensure studentunderstanding in responseto assessments during thelesson and withoutinterrupting the flow of thelesson.

Teacher provides feedbackthroughout the lesson thataffirms correctlyunderstood content,clarifies misunderstoodcontent, and extendsstudent thinking.

Teacher uses clear

systems and routines forassessing studentunderstanding during the

lesson.11




Teacher obtains athorough understanding ofindividual studentsprogress, academic needswith regard to the lessonobjective, and root causesof misunderstanding.

Teacher creates

opportunities for studentsto self-assess theirunderstanding of lessonobjectives and providefeedback to the teacher.


11 Examples of systems and routines to check for student understanding include but are not limited to: fist-to-five, individual whiteboards,wireless student response tools, exit slips.



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I-3 Differentiates instruction for student needs by employing a variety of instructional strategiesThe following best describesa teacher performing at Level1 in this criterion:

Students engage withlesson content in only oneway throughout thelesson.

Teacher adapts few or noelements of the lesson tomeet different studentneeds.

Students are not able toaccess the lesson at anappropriate level of

challenge.


Students engage withlesson content in multipleways that are appropriateto lesson objectives, butnot necessarily responsiveto students learningneeds.

Teacher adapts someelements of the lessonsdepth, pace or delivery tomeet the needs of most

learners, althoughindividual students maynot be able to access thelesson in an effective wayand/or at an appropriatelevel of challenge.

Teacher works to ensurethat the needs of moststudents are met byproviding extra support, asneeded.


Students engage withlesson content in multiple

ways12 that areappropriate to lessonobjectives and responsiveto students needs.

Teacher adapts the depth,pace, and delivery modeof what is taught in alesson to allow students toaccess the lesson at

multiple levels ofchallenge.13

Teacher provides extrasupport, enrichment, orvariation of work in orderto meet the needs of eachstudent, where

necessary.14

Teacher strategicallyutilizes flexibleinstructional groups and

varied instructional




Teacher offersindividualized instructionbased on assessment ofstudent progress towardsmastery of lessonobjectives to ensure thelesson is challenging andaccessible to all students.

Students collaborate withthe teacher to designinterest-based learningexperiences orperformance tasks thatdemonstrate mastery ofthe lesson or unitobjectives.

Students know theiracademic needs andactively seek learning

12 For example, multiple learning modalities.

13 Appraisers should pay particular attention in applying best practices for differentiating depth, pace, delivery mode, and providing additionalsupport and enrichment for special student populations including English language learners, gifted and talented students, and students withspecial learning needs.

14 This includes meeting any required student modifications based on IEP goals or language proficiency levels. Potential strategies forproviding extra support include flexible grouping, leveled texts, tiered assignments, extension assignments, or enrichment projects.



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arrangements that areappropriate to thestudents and to theinstructional purposes ofthe lesson.

Students engage inlearning experiences or

performance tasks thatallow for interest- or skills-based choice in processesor products.

experiences or tasks thatsuit their level of masteryand their learning profile.




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I-4 Engages students in work that develops higher-level thinking skillsThe following best describesa teacher performing at Level1 in this criterion:

Teacher provides limitedor no opportunities forstudents to engage inwork that requires higher-level thinking skills.

Students do not employhigher-level thinking skillsduring the lesson.


Teacher uses instructionaltasks that require studentsto use higher-levelthinking skills.

Teacher provides limitedguidance and support tostudents in employinghigher-level thinking skills.

Students employ higher-level thinking skills duringlesson but may not do so

in a way substantiallyconnected with themastery of lessonobjectives.


Teacher uses a variety ofinstructional strategiesand questioningtechniques to developstudents higher-level

thinking.15

Teacher provides studentsthe support and guidance(e.g., scaffolding) neededto exercise higher-levelthinking skills.

Teacher embeds higher-level thinking skills intolesson objective so thatmastery of the objectiverequires students tomeaningfully employhigher-level thinking skills.

Students employ higher-level thinking skills toengage with lessonconcepts, questions, and

tasks and to demonstrateunderstanding of lesson

objectives.16




Students synthesizediverse perspectives orpoints of view during thelesson.

Students communicatetheir thinking andreasoning processes, and

encourage their peers todo the same, whenappropriate.

Possible Sources of Evidence for this Criterion: class observations, reviews of planning materials, and reviews of student work

15 Examples of instructional tasks requiring higher-level thinking skills include: solving problems with predictable and non-predictablesolutions, noticing patterns and finding relationships, generating hypotheses, planning tasks to address problems, generating reasonablearguments and explanations, predicting outcomes, assessing progress toward goals, communicating about learning, engaging in advancedlevel reading and writing tasks.



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products.

16 Examples of higher-level thinking skills include: reflecting on learning, generating new insights, asking questions, making decisions,analyzing, classifying, comparing, making decisions, evaluating, explaining, summarizing, synthesizing, solving problems. Teachers areencouraged to refer to Blooms Taxonomy and the Rigor/Relevance Framework as reference guides for understanding higher- and lower-ordercognitive skills and their application.



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I-5 Maximizes instructional timeThe following best describesa teacher performing at Level1 in this criterion:

Teacher uses low-impactinstructional strategiesthat use class timeinefficiently and limitstudents opportunities tomaster lesson objectives.

Students and teacherexecute classroomroutines and procedures inan inefficient manner thatresults in significant loss

of instructional time, orteacher does not design orreinforce classroomroutines and procedures.

Students are idle whilewaiting for the teacher, orare left with nothingmeaningful to do for asubstantial percentage oflesson time.


Teacher selects efficientinstructional strategies,but may spend too muchtime on a part of the

lesson.17

Teacher designsclassroom routines andprocedures, but may notconsistently implementthem or model and teachthem to students.

Students generally engagein productive learningactivities from the start ofclass until the end of class,although students may beidle for short periods oftime while waiting for theteacher to providedirections when finishingassigned work early, orduring transitions.

Students executeclassroom routines andprocedures but requiresignificant direction from


Teacher allocates timewithin a lesson byselecting high-impactinstructional strategiesthat lead students tomastery of lesson

objectives.18

Teacher effectivelydesigns, teaches, andimplements consistentclassroom routines and

procedures that allowstudents to maximize timespent on learning

activities.19

Teacher directs classroomaides, paraprofessionals,and other classroomsupport personnel in amanner that effectivelysupports lesson objectives.

Students execute routines

and procedures in anorderly and efficientmanner with somedirection from the teacher.




Students assumeresponsibility for routinesand procedures andexecute them in anorderly, efficient, and self-directed manner thatrequires little or nodirection from the teacher.

Students who finishassigned work earlyengage in meaningfullearning activities orenrichment assignmentsrelated to unit objectiveswithout interrupting otherstudents learning.

17 For example, teacher may select the an effective instructional strategy but may spend too much time on a do now, or spend too muchtime on direct instruction relative to the time spent on guided and independent practice.

18 High-impact indicates instructional strategies are those that efficiently result in high levels of student learning given limited class time.

19 For example, attendance, distributing or organizing materials, lining students up, and dismissal.



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activities from the start ofclass until the end of classand little time is lost ontransitions and other non-instructional activities.

Possible Sources of Evidence for this Criterion: classroom observations, reviews of planning materials, and reviews of student

work products.



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I-6 Communicates content and concepts to studentsThe following best describesa teacher performing at Level1 in this criterion:

Teacher explains conceptsor skills with a lack clarityor coherence that impedesstudent understanding ofcontent.

Teacher uses language orexplanations that are notdevelopmentallyappropriate.

Teacher may conveyinaccurate content to

students or does notcommunicate theinformation necessary formastery of unit and lessonobjectives.


Teacher explains conceptsand skills but delivery isnot consistently organizedin a way that effectivelyfacilitates learning.

Teacher occasionallyexplains content at toohigh or too low of adevelopment level forstudents or inadequatelyexplains new vocabulary.

Teacher conveys accurateinformation to students,but inconsistentlyemphasizes key pointsand enduringunderstandings.


Teacher explains conceptsand skills clearly andcoherently.

Teacher conveys accuratecontent to students.

Teacher usesdevelopmentallyappropriate explanationsand explains new termsand vocabulary.

Teacher emphasizes keypoints needed to masterlesson objectives.

Teacher communicatescontent and skills usingvisuals or technology insituations where suchmethods facilitate studentunderstanding of lessonobjectives.




Teacher createsopportunities for studentsto take leadership roles incommunicating lessoncontent to each other,where appropriate.

Possible Sources of Evidence for this Criterion : classroom observations, reviews of planning materials, and reviews of student

work products.



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I-7 Promotes high academic expectations for studentsThe following best describesa teacher performing at Level1 in this criterion:

Teacher does notconsistently convey beliefthat students will besuccessful in the class orreinforces expectationthat students will notmeet annual learninggoals.


Teacher consistentlyconveys belief that allstudents will besuccessful, although thatbelief may not beexplicitly tied toperformance expectationsfor specific goals.

Teacher emphasizes needfor students to work hard,

but does not connectstudent effort with lessonobjectives.


Teacher communicatesand reinforcesexpectation that allstudents will meet annuallearning goals, andconnects thisachievement to studentslong-term or personal

goals.20

Teacher encourages

students to work hardtowards mastering lessonobjectives and to persistwhen faced with difficult

material.21

Teacher highlightsexamples of recentstudent work that meet

high expectations.22




Teacher reinforcesexpectation with studentsthat they will meet annuallearning goals and createsa sense of possibility byarticulating specific

strategies by whichindividual students willovercome academicchallenges.

Possible Sources of Evidence for this Criterion: classroom observations, reviews of planning materials, review of student work

20 The unit objectives, annual goals, and individual learning goals should be the same objectives assessed in Criterion PL-1, Develops studentlearning goals, and Criterion PL-3, Designs effective lesson plans, units, and assessments.

21 This can be observed when students are tasked with a challenging assignment and the teacher uses various strategies to encourage andmotivate students toward success.

22 For example, teacher shows students models of exemplary work when introducing an assignment or when students have completed a unitof study.



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products, and review of student progress data and tracking.



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I-8 Students actively participating in lesson activitiesThe following best describesa teacher performing at Level1 in this criterion:

A significant percentageof students aredisengaged or do notcomply with teacherdirections during directinstruction, independentpractice, or group work.


Students passively complywith teacher directions bycompleting minimumrequirements necessaryto avoid redirection orother negativeconsequences from theteacher.

Students completeminimum requirementsduring independent

practice or group work.


Students demonstrateengagement during directinstruction byparticipating in andcompleting instructionaltasks, volunteeringresponses to questions,following teacherdirections, and askingappropriate questions.

Students display active

effort in learning activitiesduring independent andgroup work.




Students connect masteryof lesson objectives totheir long-term academicand personal goals and

interests.23

Possible Sources of Evidence for this Criterion: classroom observations, review of student work products, and direct

questioning of students during an observation.

23 This indicator can be assessed through direct interactions with students or when teacher creates opportunities for students to discussannual learning goals.



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I-9 Sets and implements discipline management proceduresThe following best describesa teacher performing at Level1 in this criterion:

Teacher may attempt toredirect student behaviorsthat disrupt the learningprocess, but theintervention may not beappropriate to the level ofstudent behavior, or thoseattempts are notsuccessful at changingstudent behaviors, orteacher does not addressmisbehavior.

Students do notconsistently adhere tobehavioral expectationsand rules.


Teacher sets andcommunicates highbehavior expectationswith students.

Teacher redirects studentbehavior in a manner thatslows lesson momentumand disrupts the learningprocess.

Teacher assigns

consequences formisbehavior that arelogical, appropriate to thelevel of student behavior,and successfully changestudent behaviors, butmay not do so consistentlywith all students.

Students adhere tobehavioral expectationsand rules, but require

frequent redirection fromteacher.


Teacher effectivelyimplements district andcampus disciplinemanagement procedures.

Teacher consistentlycommunicates highbehavioral expectationswith students, addressesnon-compliance, andreinforces appropriatebehavior, as needed.

Teacher maintains lessonmomentum because thereis no inappropriate or off-task behavior, or becausethe teacher redirects it ina subtle and preventative

manner.24

Teacher consistentlyfollows-through withconsequences that arelogical, appropriate to the

level of student behavior,and effective at changingstudent behavior, whennecessary.

Students demonstrate aclear understanding ofbehavioral expectations




Students demonstrate aclear understanding ofbehavioral expectationsand rules through theiractions and require littleor no redirection from theteacher.

Students demonstrate asense of ownership ofbehavioral expectations byholding each otheraccountable for meetingthem.

Students express theunderstanding thatclassroom behavioralexpectations and rulesfacilitate academicsuccess.

24Appraisers should use discretion in rating this indicator in extreme situations where the teacher needs to interrupt the lesson to ensurestudent safety.



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and rules through theiractions.

Possible Sources of Evidence for this Criterion: classroom observations, reviews of classroom management materials, anddirect questioning of students during an observation.



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I-10 Builds a positive and respectful classroom environmentThe following best describesa teacher performing at Level1 in this criterion:

Teacher inconsistentlydemonstrates respect forstudents.

Teacher inconsistentlycommunicates andreinforces expectations forstudent behavior andpositive interactionsbetween students.

Students interactions withteacher and peers are

frequently disrespectful.


Teacher demonstratesrespect for all students butmay occasionally use anegative tone withstudents.

Teacher communicatesexpectations for positivestudent behavior andinteractions betweenstudents.

Students respect the

teacher but mayinconsistently showrespect for peers.


Teacher demonstratescaring and respect for allstudents and creates apositive, energetic, andorderly climate and

culture in the classroom.25

Teacher communicatesand reinforcesexpectations for positivestudent behavior andinteractions between

students, including arespect for individual,cultural and linguisticdifferences.

Teacher arranges andorganizes furniture,supplies, referencematerials, and studentwork in a way thatsupports learningactivities.

Students demonstraterespect by activelylistening and respondingpositively to each otherand to the teacher.




Students demonstrateownership of classroomenvironment byencouraging their peers tointeract positively withone another.

Students cooperate and

collaborate withoutteacher direction tosupport their peers andencourage them toachieve academic success.

Possible Sources of Evidence for this Criterion: classroom observations and direct questioning of students during an

25For example, students show interest in each others perspectives and demonstrate respect when a peer answers a question incorrectly.



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observation.

Professionalism (PR)

PR-1 Complies with policies and procedures at schoolLevel 1: The following indicatorsbest describe a teacher who fallsFar Below Expectations for thiscriterion:

Teacher does not comply withfederal and state laws andpolicies.

Teacher does not followdistrict and local schoolpolicies on multiple occasions.

Level 2: The following indicatorsbest describe a teacher who fallsSlightly Below Expectations forthis criterion:

Teacher complies with federaland state laws and policies.

Teacher follows district andlocal school policies althoughmay need frequent remindersor monitoring to do so.

Level 3: The following indicatorsbest describe a teacher whoMeets Expectations for thiscriterion:


Teacher follows district andlocal school policies.

Level 4: The following indicatorsbest describe a teacher whoExceeds Expectations for thiscriterion:


Teacher follows district andlocal school policies, and findsinnovative ways and/orinvests effort to help policies

succeed.

Possible Sources of Evidence for this C riterion : teachers discipline file, tutoring logs, student grade book, review oflesson/unit/annual planning materials.

Notes

Federal and state laws and policies may include, but are not limited to IDEA, 504, Title III, Texas Education Code, and TexasAdministrative Code.

District and local school policies include policies governing: deadlines for lesson plans, progress reports and report cards, maintaining



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accurate and clear attendance, homework and grade book records on schools student information system, Student Code of Conduct.

Finding innovative ways and/or invests effort can include, but is not limited to actions where the teacher: takes leadership roles indeveloping school or district policy, provides support to colleagues to help policies succeed.



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PR-2 Treats colleagues with respect throughout all aspects of workLevel 1: The following indicatorsbest describe a teacher who fallsFar Below Expectations for thiscriterion:

Teachers conductinconsistently reflects theEducators Code of Ethics.

Teacher interactsnegatively with colleaguesand/or supervisors onmultiple occasions.


Teachers conduct reflectsthe Educators Code ofEthics.

Teacher interactsrespectfully andprofessionally, with minorexceptions, withcolleagues and/orsupervisors.



Teacher interactsrespectfully andprofessionally withcolleagues and/orsupervisors.



Teacher interactsrespectfully andprofessionally withcolleagues and/orsupervisors, andconsistently promotesrespect andprofessionalism.

Possible Sources of Evidence for this C riterion : copies of communication with colleagues, peer feedback, interactions with theteacher outside of the classroom.

Notes

Interactions may include but are not limited to: written, verbal, and non-verbal interactions.

Interacts respectfully and professionally may include, but is not limited to: proactively building positive relationships with colleaguesand/or supervisors by making new staff members feel welcome, providing colleagues with encouragement and support.

Appraisers should take into account the teachers tone, the context, and others reactions into consideration when determining whether a

teacher interacts respectfully and professionally with colleagues or supervisors. For instance, a stern or assertive tone does notnecessarily constitute disrespect. Similarly, a sarcastic tone can be respectful and demonstrate positive rapport, though at other times itcan constitute disrespect.



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PR-3 Complies with teacher attendance policiesLevel 1: The following indicatorsbest describe a teacher who fallsFar Below Expectations for thiscriterion:

Teacher fails to secure theservices of an associateteacher in a timelymanner when planning tobe absent from school.

Teacher fails to secure aleave of absence in atimely manner whenplanning to be absentfrom school for anextended period of time.

Teacher, on multipleoccasions, arrives late toschool and/or arrives latefor scheduled classes orother scheduled duties.


When the teacher plans tobe absent from school, theteacher complies withdistrict and local policiesby securing the services ofan associate teacher in atimely manner.

When the teacher plans tobe absent from school foran extended period oftime, the teacher follows

district policies andprocedures to secure aleave of absence.

Teacher, with rareexception, arrives toschool on time and ispunctual for scheduledclasses and otherscheduled duties.


When the teacher plans tobe absent from school, theteacher complies withdistrict and local policiesby securing the services ofan associate teacher in atimely manner.

When the teacher plans tobe absent from school foran extended period oftime, the teacher follows

district policies andprocedures to secure aleave of absence.

Teacher arrives to schoolon time and is punctual forscheduled classes andother scheduled duties.

Level 4- Not applicable to thiscriterion

Possible Sources of Evidence for this C riterion : school attendance records, teachers discipline file.

Notes

Scheduled duties may include but are not limited to: pick-up times and meetings.

Appraisers should take note that a teacher should not be penalized in this area for events beyond a teachers control. Some examplesinclude: substitute teacher not showing up; District fails to process FMLA paperwork in a timely manner; unforeseeable events that causethe teacher to be late (e.g., car accident, illness of a child).



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PR-4 Dresses professionally according to school policy

Level 1: The following indicatorsbest describe a teacher who fallsFar Below Expectations for thiscriterion:

Teacher consistently dressesin a manner that isinappropriate for theteachers job assignment, orin a manner that fails toreflect positively on theDistrict, and ignores appraiserfeedback on multipleoccasions.


Teacher dresses in a mannerthat is appropriate for theteachers job assignment andin a manner that reflectspositively on the District,although may requireindividualized feedback orguidance to do so.


Teacher dresses in a mannerthat is appropriate for theteachers job assignment andin a manner that reflectspositively on the District.


Possible Sources of Evidence for this C riterion : teachers discipline file, interactions with the teacher.



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PR-5 Collaborates with colleaguesLevel 1: The following indicatorsbest describe a teacher who fallsFar Below Expectations for thiscriterion:

Teacher resists or avoidscollaboration and/or does notcollaborate and share newideas with colleagues.

Teacher resists or avoidsparticipating in school workteams and committees.

Teacher resists or avoidssupport from colleagues orsupervisors.


Teacher shares ideas and newapproaches with colleagues inan effort to drive learningforward in every classroom,although requires frequentreminders or monitoring to doso.

Teacher participates andcontributes to school workteams and committeesalthough requires frequentreminders or monitoring to doso.

Teacher accepts support fromcolleagues or supervisorswhen offered, althoughrequires frequent remindersor monitoring to do so.


Teacher consistentlycollaborates and shares ideasand new approaches withcolleagues in an effort to drivelearning in every classroom.

Teacher participates andeffectively contributes toschool work teams andcommittees.

Teacher seeks and accepts

support from colleagues orsupervisors, as needed todrive student learning.


Teacher initiates or leadscollaboration and the sharingof ideas and new approacheswith colleagues in an effort todrive learning in everyclassroom.

Teacher assumes leadershiproles in school work teamsand committees and/or seeksopportunities to mentorothers.

Teacher seeks and offerssupport to colleagues orsupervisors, as needed, todrive student learningforward.

Possible Sources of Evidence for this C riterion : copies of communication with colleagues, professional development artifacts,meeting minutes or agendas

Notes

Examples of forums where a teacher has the opportunity to collaborate with colleagues may include but are not limited to: teammeetings, faculty meetings, data analysis sessions.



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PR-6 Implements school rules


Teacher fails to implementschool rules on multipleoccasions, and/or violates aschool rule that jeopardizesthe safety of others.


Teacher consistentlyimplements school rules,although requires frequentreminders or monitoring to doso.


Teacher consistentlyimplements school rules.


Teacher consistentlyimplements school rules andpromotes positive campusculture.

Possible Sources of Evidence for this C riterion : teachers discipline file, classroom observations, walkthroughs, interactionswith the teacher outside of the classroom.

Notes

School rules may include but are not limited to: the campus discipline management plan; the campus safety plan guidelines

Campus safety plan guidelines include fire drill and shelter-in-place drill procedures.

Promotes positive campus culture may include: teacher implementation of school rules outside of their classroom.



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PR-7 Communicates with parents throughout the year

Level 1: The following indicatorsbest describe a teacher who falls

Far Below Expectations for thiscriterion:

Teacher inconsistently and/orineffectively communicateswith parent or guardianregarding studentperformance and behavior.

Teacher consistently fails to

responds to routine parentcontacts within 24-48business hours of receivingthe initial concern orcorrespondence or fails torefer the matter to her/hissupervisor.

Level 2: The following indicatorsbest describe a teacher who falls

Slightly Below Expectations forthis criterion:

Teacher consistently andeffectively communicates withparent or guardian regardingstudent performance andbehavior, although requiresfrequent reminders ormonitoring to do so.

Teacher responds to routine

parent contacts within 24-48business hours of receivingthe initial concern orcorrespondence or refers thematter to her/his supervisor,although requires frequentreminders or monitoring to doso.

Level 3: The following indicatorsbest describe a teacher who

Meets Expectations for thiscriterion:

Teacher consistently andeffectively communicates withparent or guardian regardingstudent performance andbehavior.


parent contacts within 24-48business hours of receivingthe initial concern orcorrespondence or refers thematter to her/his supervisor.

Level 4: The following indicatorsbest describe a teacher who

Exceeds Expectations for thiscriterion:

Teacher consistently andeffectively communicates withparent or guardian regardingstudent performance andbehavior, and thatcommunication leads tochanges in student behavior.


parent contacts within 24-48business hours of receivingthe initial concern orcorrespondence or refers thematter to her/his supervisor.

Possible Sources of Evidence for this C riterion : copies of communication logs, copies of communication withparents/guardians.

Notes

Types of parent communication may include but are not limited to: conferences, letters, email, newsletters, and/or phone calls.Indicator requires teachers to communicate with parents regarding positive or negative student performance or behavior.

The working group defines effective communication as verbal or written communication that provides parents or guardians withindividualized information about their students performance, behavior, and school events. Effective communication isdistinguished from a mere notification of receipt or any type of fill-in-the-blank letter that does not provide information specific tothe student.



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PR-8 Seeks feedback in order to improve performance


Teacher inconsistentlyinitiates and solicits feedbackfrom instructional leaders,colleagues, or outsideresources to improveinstructional effectiveness.


Teacher initiates and solicitsfeedback from instructionalleaders, colleagues, or outsideresources to improveinstructional effectiveness,although requires frequentreminders or monitoring to doso.


Teacher initiates and solicitsfeedback from instructionalleaders, colleagues, or outsideresources, to improveinstructional effectiveness.


Possible Sources of Evidence for this C riterion : copies of communication with colleagues, student work products, interactions

with the teacher outside of the classroom.

Notes

Examples of how a teacher initiates and solicits feedback include teachers that seek reflective conversations with instructionalleaders and peer observers.

The working group intends effective implementation of suggested improvements to include any teacher action that drives studentlearning.


i l i d f i l i b i


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PR-9 Participates in professional development and applies learningLevel 1: The following indicatorsbest describe a teacher who fallsFar Below Expectations for thiscriterion:

Teacher refuses or avoidscollaborating withsupervisor to identifyprofessional developmentopportunities to enrichinstructional effectiveness.

Teacher inconsistentlyparticipates in professionallearning experiencesand/or inconsistentlyapplies professionallearning experiences toimprove studentoutcomes.


Teacher collaborates withsupervisor to identifyprofessional developmentopportunities to enrichinstructional effectiveness.

Teacher participates andeffectively implementsprofessional learningexperiences to improvestudent outcomes,although requires frequentreminders or monitoring todo so.



Teacher participates andeffectively implementsprofessional learningexperiences to improvestudent outcomes.



Teacher leads professionallearning experiences thatdrive student learningforward and/or mentorsothers to effectivelyimplement professionallearning experiences toimprove studentoutcomes.

Possible Sources of Evidence for this C riterion : sign-in sheets for professional development, meeting minutes/agendas,professional development artifacts, student work products.

Notes

Professional learning experiences may include but are not limited to: school- or district-based professional learning activities; state,national, international conferences.

School-based professional learning experiences may include but are not limited to grade-level or departmental activities.


Documents

3. Instructional Practice and Professional Expectations Rubrics 7 6 2011