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Austin Independent School District
TEACHER EVALUATION SYSTEM2013-2014
Pilot Teacher Appraisal
ACKNOWLEDGEMENTSSpecial thanks to the following individuals for their contributions to the initial development process:
Summer McKinnon
Debbie Wallace
Alicia Brown
Jon Mark Preston
Rae Nwosu
Ken Zarafis
Ariel Cloud
Pam Hall
Bill Caritij
Ty Davidson
Carol Chapman
Floretta Andrews
Lisa Schmitt
TABLE OF CONTENTS
Mission 4
Vision 4
Introduction 4
Overview of the System 5
Domain 1: Student Growth 6
Observational Domains: 2 and 3 7
Domain 2: Instructional Practice 7
Domain 3: Classroom Climate 7
Domain 4: Professional Expectations 7
Implementation of the System 8
Training for Teachers 8
System Scoring 9
Appraisal Period Timeline 11
Appendix A 12
Appendix B 20
Appendix C 27
Mission/Vision/Introduction 4
MISSIONIn partnership with parents and our community, AISD exists to provide a comprehensive educational experience that is high quality, challenging, and inspires all students to make a positive contribution to society
VISIONAISD will be nationally recognized as an outstanding school district, instilling a passion for life-long learning in all students
Core Values ` Focus on Children ` Excellence ` Integrity ` Equity ` Respect ` Health and Safety
INTRODUCTIONA working group of teachers, principals, central administrators, and Education Austin collaboratively researched and devised a new teacher evaluation system based on the key tenets of quality teaching Additionally, campus advisory councils provided input into the system After the development phase, the draft system was sent to teachers and principals for feedback which was followed by a public comment period Once all feedback was gathered, the AISD REACH Steering Committee made a final recommendation that was approved by the Board of Trustees on May 25, 2011 This process was done in accordance with TEC § 21 352 which states:(a) In appraising teachers, each school district shall use: (2) an appraisal process and performance criteria: (A) developed by the district- and campus-level committees established under Section 11 251; (B) containing the items described by Sections 21 351(a)(1) and (2)
(TEC § 21 351 The criteria must be based on observable, job-related behavior, including: (1) teachers’ implementation of discipline management procedures; and (2) the performance of teachers’ students); and (C) adopted by the board of trustees
The new system was piloted at 3 campuses in 2011-2012 and was revised for the 2012-2013 school year based on teacher, principal, and central administration feedback The newly designed system differs from the state system of PDAS in that it provides a significant weight to student growth and focuses on three domains of practice The domains of instructional practice, classroom climate, and professional expectations provide specific competencies that will provide teachers with opportunities to showcase effective practice and grow through regular feedback and individualized support
Overview of the System 5
OVERVIEW OF THE SYSTEMThe REACH Teacher Evaluation system includes multiple measures of student growth in one domain and 39 competencies organized into 5 domains The five domains are
1 Student Growth2 Instructional Practice3 Classroom Climate4 Student Response Survey5 Professional Expectations
TEACHERS
Student Growth Individual SLO . . . . . . . . . . . . . . . . . . . . . . . . 20%
Team SLO . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%
School-wide Value-added . . . . . . . . . . . . . . . . . 10%
Observations of Instructional Practice and Classroom Climate 1 Administrator Observation . . . . . . . . . . . . . . . 15%
2 Administrator Walkthroughs . . . . . . . . . . . . . . 10%
2 Peer Observations . . . . . . . . . . . . . . . . . . . . 15%
Student Response Surveys
Student Response Survey . . . . . . . . . . . . . . . . . 10%
Professional Expectations Professional Expectations . . . . . . . . . . . . . . . . . 10%
Individual SLO20%
Team SLO10%
School-wide Measure 10%AdministratorObservation15%
Administrat
or
Walkthrough
s
10%
Peer Observation15%
Student Response
Survey10%Professional
Expectations
10%
Overview of the System — Domain 1 6
Domain 1: Student GrowthThe student growth domain includes a measure for individual student growth on the Individual Student Learning Objective (SLO), the Team Student Learning Objective (SLO), and the School-wide Value-Added Measure
` Teachers will be appraised based on the performance of the students that they taught during a course/year
` Because the types of learning objectives and assessments available vary by subject and grade, measures will vary based on the subject and grade as well as the types of students the teacher teaches
` Whenever possible and reasonable, performance criteria will include growth measures that take student’s starting scores into account
MEASURE DESCRIPTIONGRADES AND
SUBJECTSTYPES OF ITEMS/
ASSESSMENTIndividual Student Learning Objective WORTH 20%
Teachers set a target of student growth at the start of the school year and strive to achieve it by the end of the semester or school year . These targets are based on a thorough review of available data reflecting students’ baseline skills and are set and approved after collaboration and consultation with colleagues and administrators .
Grades PK-12, All subjects
Multiple Choice/ Performance based
Team Student Learning Objective WORTH 10%
Teachers set targets of student growth at the start of the school year and strive to achieve by the end of the semester or school year . These targets are based on a thorough review of available data reflecting students’ baseline skills and are set and approved after collaboration and consultation with colleagues and administrators . Teachers will each set and assess a team student learning objective or will utilize their second individual student learning objective .
All grades, All subjects
Multiple Choice/ Performance based
School-wide Measure WORTH 10%
A district-rated measure of the extent to which a schools’ average growth meets, exceeds, or falls short of average growth . The District has contracted with SAS EVAAS to calculate this measure . If a school does not exceed expectations on EVAAS, a district rated measure of the extent to which a school's average performance meets, exceeds, or falls short of the average performance for schools of like economic disadvantage will be considered . The district will use Normal Curve Equivalents (NCEs) provided by EVAAS to calculate this measure . If the average does not meet or exceed +5 NCEs, then the EVAAS rating will be used .
All schools STAAR
Measures ` The individual SLO is worth 20% . ` The Team SLO is worth 10% . ` The School-wide Measure is worth 10% .
Overview of the System — Domains 2–4 7
Observational Domain: 2 and 3 ` Appraisers will conduct one 45 minute announced observation ` Appraisers will conduct at least two 15 minute walkthroughs throughout the year ` Peer Observers will conduct two 45 minute unannounced observations ` Appraisers will have the option of a pre-conference and end of year conference with teachers ` Peer Observers will have a pre-conference before observations begin and a post conference
after each observation ` Teachers will complete a self-reflection at the beginning and end of the year
Domain 2: Instructional PracticeDomain 2 focuses on the key competencies of instruction They include:
` Actively engage students during instructional activities ` Checks for student understanding and modifies instruction to address student misconceptions ` Differentiates instruction for student needs utilizing a variety of instructional strategies ` Develops problem-solving and critical thinking skills for all students ` Sets rigorous academic expectations for students ` Provides relevant and useful feedback to students
The rubric that defines these competencies is provided in Appendix A
Domain 3: Classroom Climate
Domain 3 focuses on the key competencies of classroom climate They include: ` Sets and implements classroom routines and procedures that support student learning ` Establishes and maintains standards for student behavior ` Creates a safe and secure classroom environment that is organized and engages students ` Establishes a climate that promotes fairness, respect, and diversity
The rubric that defines these competencies is provided in Appendix A
Domain 4: Student Response Survey
Domain 4 focuses on the student experience in the classroom Students will respond to questions aligned to the competencies in Domains 2 and 3 in order to provide feedback to teachers
See Appendix B for a sample
Domain 5: Professional ExpectationsDomain 5 focuses on the key competencies of professional expectations They include:
` Establishes professional goals, participates in professional development, and applies learning to practice
` Engages in meaningful collaboration to attain school goals and a positive campus climate ` Complies with district and school policies and procedures ` Fulfills professional responsibilities while modeling professional integrity ` Collects, tracks, and uses student data to develop lesson plans and assessments ` Designs effective objective driven lessons and assessments that reflect the standards ` Provides responsive communication to parents throughout the year
Overview of the System — Implementation/Training 8
Implementation of the SystemThe system will require a minimum of one administrator observation of at least 45 minutes, two 15 minute walkthroughs, and 2 unannounced peer observations The 45 minute observation will be scheduled while the two walkthroughs and peer observations are to be unscheduled Teachers may request a pre-conference before the 45 minute observation and an observation conference at the end of the year for administrative observations Prohibited observation days can be found in Appendix D
Peer observers will conduct pre-conferences in September before observations begin and will have a post conference after each observation
At the beginning of the year, teachers will complete the BOY self-reflection in the Human Capital Platform (HCP) no later than three weeks after orientation Similarly, at the end of the year, they will complete an end of year reflection in the HCP by April 30, 2014
Teachers will complete the student learning objective process as outlined in the SLO manual available here. Students will complete the student survey process in January 2014 Professional Expectations will be scored by your appraiser before May 30, 2014
The summative conference will occur before June 3, 2014
Teachers who have concerns about their administrator observation may request a second observation, or may appeal the appraisal To request a second appraiser or appeal, teachers should work with their principal or contact employee relations For disputes on peer observation, please review the dispute process on the website located here. For those teachers whose performance is appraised as less than proficient in any domain, they will be provided the opportunity to improve their performance through the development of an intervention plan
Training for TeachersTeacher orientation to the system will be available August 21, 2013 No formal observations may be conducted before September 11, 2013 Teachers will complete an online module that introduces the system, explains the scoring, and provides models for how teachers will be appraised
System Scoring 9
SYSTEM SCORING
Component Score Converted Score Weight Weighted ScoreIndividual SLO 0-100
Example: 67%
Percent Achieved/25
67/25=2 68
20% Converted Score X Weight
2 68 x 2= 54Team SLO 0-100
Example:92%
Percent Achieved/25
92/25=3 68
10% Converted Score X Weight
3 68 x 1= 37School-wide Measure for Reading and Math
Standard Error on EVAAS or NCE Results
Example:Reading = as expectedMath =2 SE below expected
4= 1 or 2 above expected on EVAAS or +5 or greater on NCE Results3= as expected on EVAAS2=1 standard error below on EVAAS1=2 standard errors below on EVAASAverage of the 2 scores
(3+1)/2=2
10% Converted Score X Weight
2 x 1 = 2Administrator Observation
40 points
Example:32
Rubric score/10
32/10=3 2
15% Converted Score X Weight
3 2 x 15 = 48Administrator Walkthroughs
40 points
Example:29
Rubric Score/10
29/10=2 9
10% Converted Score X Weight
2 9 x 1 = 29Peer Observations
80 points
Example:52
Rubric Score/20
52/20=2 6
15% Converted Score X Weight
2 6 x 15 = 39Student Response Survey
1-4 Scale based on student response
Example3 1
4=3 5 or above3= 3 0-3 492=2 5-2 991=less than 2 5
3
10% Converted Score X Weight
3 x 1 = 3Professional Expectations
28 points
Example:21
Rubric Score/7
19/7=2 71
10% Converted Score X Weight
2 71 x 1 = 27Total 100%
Example
Sum of Weighted Scores
2 84
Scoring of the system will be based on a 4 point scale Each component will be converted to a score that corresponds to the 1-4 scale and then weighted according to the percent assigned The weighted scores will be added for a final score that will fall in the 1-4 range (See Table 1) Table 1
Final ScoringHighly Effective = 3 3-4 0 Developing= 2 0-2 99Effective = 3 0-3 29 Unsatisfactory=Below 2 0
FAQs 10
FREQUENTLY ASKED QUESTIONS1. Which schools are participating in the pilot?
Elementary Schools, Middle Schools High SchoolsSunset Valley Webb LanierBrown Martin TravisHarris ReaganRodriguez AkinsSimsNorman
2. Are all teachers participating? No. Teachers on probationary contracts, teachers on growth plans, and any other teachers designated by the principal will be evaluated using PDAS. All other teachers will be evaluated using the new system.
3. Is there compensation tied to the new system? No.
4. Will my appraisal score affect other REACH stipends? No.
5. Will there be waivers under this system? No, there are no waivers in the new appraisal system.
6. What is proficient on the observation rubric? 3 is considered proficient on the observation rubric.
7. How often will I be observed? One announced formal observation , two 15 minute walkthroughs, and two unannounced peer observations are required under the new system.
8. Will the Peer Observation be included in my appraisal? Yes. Peer Observation will be included but is also designed to enhance professional growth.
9. Can I request a second observation for my administrator observation? Yes. Follow the same process as you would for PDAS by contacting your principal.
10. Can I dispute my peer observation and get a second observation? You may dispute your peer observation through the human capital platform which will allow you to provide evidence from the observation that will be reviewed by a panel. The panel's decision is final. Please see the peer observation website for additional information.
Appraisal Period Timeline 11
2
TEA
CH
ER P
ILO
T A
PPR
AIS
AL
PER
IOD
TI
MEL
INE
AU
STIN
ISD
SC
HO
OL
CA
LEN
DA
R Y
EAR
20
13-2
014
Fi
rst 1
2 W
eeks
Se
cond
12
Wee
ks
Third
12
Wee
ks
Dat
es
Sept
embe
r 11,
201
3 Fo
rmal
ob
serv
atio
ns m
ay
begi
n (d
epen
ding
on
or
ient
atio
n da
te)
Apr
il 30
, 20
14
Last
pos
sibl
e da
te fo
r tea
cher
s to
com
plet
e E
nd
of Y
ear S
elf
Ref
lect
ion
Form
al O
bser
vatio
n §
Min
imum
of 4
5 m
inut
es
§ W
ritte
n su
mm
ary
with
in 1
0 w
orki
ng d
ays
of o
bser
vatio
n §
Adv
ance
d no
tice
requ
ired
§ F
ollo
w d
istri
ct A
PP
RA
ISA
L C
ALE
ND
AR
§
May
hav
e pr
e or
pos
t con
fere
nce
at re
ques
t of T
each
er o
r App
rais
er
SUM
MA
TIVE
CO
NFE
REN
CE
§ M
ay b
e w
aive
d by
Tea
cher
, NO
T A
PP
RA
ISE
R
§ M
ust b
e co
mpl
eted
by
June
3, 2
014
WA
LK-T
HR
OU
GH
VIS
ITS
§ D
ocum
enta
tion
shar
ed w
ith te
ache
r with
in 1
0 da
ys
§ A
min
imum
of 2
wal
k-th
roug
hs re
quire
d of
15
min
utes
Te
ache
r Orie
ntat
ion
(onl
ine)
§
With
in 1
st 3
wee
ks
§ F
orm
al o
bser
vatio
ns n
o ea
rlier
than
3 w
eeks
afte
r co
mpl
etio
n of
orie
ntat
ion
8/21
/201
3-9/
11/2
013*
SUM
MA
TIVE
REP
OR
T
• R
epor
t will
be
avai
labl
e in
the
HC
P b
efor
e M
ay 3
0, 2
014
• Te
ache
rs m
ust s
ign
off o
n th
e re
port
in th
e H
CP
by
June
3,
201
4
AD
DIT
ION
AL
TIM
ELIN
E IS
SUES
Te
ache
r Res
pons
e §
May
rebu
t with
in 1
0 w
orki
ng d
ays
(app
rais
er m
ay e
xten
d to
15)
§ M
ay re
ques
t 2nd
appr
aisa
l with
in 1
0 w
orki
ng d
ays
afte
r rec
eivi
ng a
n ob
serv
atio
n su
mm
ary
or s
umm
ativ
e
May
30,
201
4 La
st p
ossi
ble
date
fo
r tea
cher
s to
re
ceiv
e su
mm
ativ
e re
port
to re
view
. Ju
ne 3
, 201
4 D
eadl
ine
for
teac
hers
to s
ign
sum
mat
ive
repo
rt in
H
CP
BO
Y Se
lf- R
efle
ctio
n
§ N
o la
ter t
han
thre
e w
eeks
afte
r orie
ntat
ion
EOY
Self
Ref
lect
ion
Bef
ore
Apr
il 30
, 201
4
Appendix A — Instructional Practice 12
12
34
� St
uden
ts a
re ra
rely e
ngag
ed
durin
g di
rect
inst
ruct
ion
as
indi
cate
d by
not
com
plet
ing
inst
ruct
iona
l act
iviti
es,
unre
spon
siven
ess t
o qu
estio
ns,
inac
cura
te fo
llow
ing of
teac
her
dire
ctio
ns, a
nd n
ot a
skin
g ap
prop
riate
que
stio
ns.
� St
uden
ts a
re so
mew
hat e
ngag
ed
durin
g di
rect
inst
ruct
ion
as in
dica
ted
by so
me
com
plet
ion
of in
stru
ctio
nal
activ
ities
, som
e re
spon
siven
ess t
o qu
estio
ns,
follo
win
g of
som
e of
te
ache
r dire
ctio
ns, a
nd a
skin
g of
so
me
ques
tions
.
� St
uden
ts a
re a
ctivel
y en
gage
d du
ring di
rect
inst
ruct
ion
as in
dica
ted
by com
plet
ion
of in
stru
ctio
nal
activ
ities
, res
pons
iven
ess t
o qu
estio
ns, a
ccur
ate
follo
win
g of
te
ache
r dire
ctio
ns, a
nd a
skin
g of
qu
estio
ns.
� St
uden
ts a
re a
ctivel
y en
gage
d du
ring di
rect
inst
ruct
ion
as in
dica
ted
by com
plet
ion
of in
stru
ctio
nal
activ
ities
, res
pons
iven
ess t
o qu
estio
ns, a
ccur
ate
follo
win
g of
te
ache
r dire
ctio
ns, a
skin
g of
ap
prop
riate
que
stio
ns, a
nd
com
mun
icat
ing le
sson
con
tent
to
each
oth
er.
� Th
e le
sson
mov
es a
t a sl
ow p
ace
and
stud
ents
are
freq
uent
ly
dise
ngag
ed o
r lef
t with
not
hing
m
eani
ngfu
l to
do
� Th
e le
sson
mov
es a
t a m
oder
ate
pace
but
stud
ents
are
som
etim
es
dise
ngag
ed o
r lef
t with
not
hing
to d
o
� Th
e le
sson
mov
es a
t a q
uick
pa
ce, s
uch
that
stud
ents
are
alm
ost
neve
r dise
ngag
ed o
r lef
t with
no
thin
g m
eani
ngfu
l to
do (f
or
exam
ple,
after
fini
shin
g th
e as
signe
d w
ork,
or w
hile
wai
ting fo
r one
st
uden
t to
com
plet
e a
prob
lem
in
fron
t of t
he cla
ss)
� Th
e le
sson
mov
es a
t a q
uick
pac
e su
ch th
at st
uden
ts a
re n
ever
di
seng
aged
, and
/or s
tude
nts w
ho
finish
ass
igne
d w
ork ea
rly h
ave
som
ethi
ng e
lse m
eani
ngfu
l to
do
that
rela
tes t
o th
e ob
ject
ive.
� Do
es n
ot e
xpla
in con
cept
s an
d/or
doe
s not
eng
age
stud
ents
w
ith in
stru
ctio
nal s
trat
egie
s
� Ex
plan
atio
ns o
f con
cept
s are
un
clea
r or d
isorg
anize
d an
d/or
use
s on
ly o
ne in
stru
ctio
nal s
trat
egy to
en
gage
stud
ents
� Cl
early
exp
lain
s con
cept
s and
us
es var
ious
inst
ruct
iona
l strat
egie
s to
eng
age
stud
ents
� Cl
early
exp
lain
s con
cept
s in
a w
ay th
at a
ctivel
y in
volves
stud
ents
in
the
lear
ning
pro
cess
� St
uden
ts a
re d
iseng
aged
dur
ing
inde
pend
ent a
nd gro
up w
ork
� St
uden
ts d
ispla
y an
effo
rt to
m
eet m
inim
um e
xpec
tatio
ns in
in
depe
nden
t and
gro
up w
ork
� St
uden
ts d
ispla
y ac
tive
enga
gem
ent i
n in
depe
nden
t and
gr
oup
wor
k as
indi
cate
d by
pa
rticip
atio
n of
mos
t gro
up
mem
bers
wor
king
coo
pera
tivel
y an
d/or
inde
pend
ent w
ork m
eetin
g le
sson
exp
ecta
tions
� St
uden
ts d
ispla
y ac
tive
enga
gem
ent i
n in
depe
nden
t and
gr
oup
wor
k as
indi
cate
d by
pa
rticip
atio
n of
all gr
oup
mem
bers
w
orking
coo
pera
tivel
y an
d/or
in
depe
nden
t wor
k go
es b
eyon
d th
e le
sson
exp
ecta
tions
� Do
es n
ot p
rovide
a b
alan
ce
betw
een
dire
ct in
stru
ctio
n an
d st
uden
t-‐ce
nter
ed le
arni
ng so
that
st
uden
ts a
re n
ot a
ble
to a
pply th
eir
lear
ning
� Pr
ovid
es m
ore
dire
ct in
stru
ctio
n th
an st
uden
t-‐ce
nter
ed le
arni
ng b
ut
stud
ents
hav
e an
opp
ortu
nity
to
appl
y th
eir l
earn
ing
� Pr
ovid
es a
bal
ance
bet
wee
n di
rect
inst
ruct
ion
and
stud
ent-‐
cent
ered
lear
ning
so th
at st
uden
ts
are
able
to a
pply th
eir l
earn
ing
� St
uden
ts ta
ke a
lead
ersh
ip ro
le
durin
g th
e le
sson
and
requ
ire little
gu
idan
ce fr
om th
e te
ache
r whe
n ap
prop
riate
Inst
ruct
iona
l Pra
ctice
Activ
ely
enga
ge
stud
ents
dur
ing
inst
ruct
iona
l act
iviti
es
APP
END
IX A
Austi
n IS
D T
each
er E
valu
atio
n
Appendix A — Instructional Practice 13
12
34
� In
freq
uent
ly o
r nev
er che
cks f
or
unde
rsta
ndin
g �
Chec
ks fo
r und
erst
andi
ng u
sing
only o
ne m
etho
d�
Rout
inel
y ch
ecks
for
unde
rsta
ndin
g us
ing a
varie
ty o
f m
etho
ds
� Im
plem
ents
a sy
stem
of
chec
king
for u
nder
stan
ding
that
re
sults
in a
subs
tant
ive
awar
enes
s of
all st
uden
ts' p
rogr
ess a
nd n
eeds
th
at gui
des i
nstruc
tion
durin
g th
e le
sson
� D
oes n
ot d
iagn
ose
misu
nder
stan
ding
s and
m
iscon
cept
ions
or t
he che
cks a
re
inef
fect
ive
in a
ccur
atel
y as
sess
ing
stud
ent u
nder
stan
ding
� In
cons
isten
tly d
iagn
oses
m
isund
erst
andi
ngs a
nd
misc
once
ptio
ns a
nd/o
r res
pond
s w
ith in
com
plet
e sc
affo
ldin
g
� Ac
cura
tely d
iagn
oses
m
isund
erst
andi
ngs a
nd
misc
once
ptio
ns a
nd re
spon
ds w
ith
appr
opria
te sc
affo
ldin
g
� An
ticip
ates
stud
ent
misu
nder
stan
ding
s and
m
iscon
cept
ions
and
pre
empt
ivel
y ad
dres
ses t
hem
� Do
es n
ot a
nsw
er st
uden
t qu
estio
ns o
r res
pond
s to
thei
r ne
eds a
nd in
tere
sts d
urin
g a
less
on.
Does
not
rete
ach.
� Occ
asio
nally
ans
wer
s stu
dent
qu
estio
ns o
r res
pond
s to
thei
r ne
eds a
nd in
tere
sts d
urin
g a
less
on
or re
teac
hes c
onte
nt w
hen
nece
ssar
y
� An
swer
s stu
dent
que
stio
ns o
r re
spon
ds to
thei
r nee
ds a
nd
inte
rest
s dur
ing a
less
on o
r re
teac
hes c
onte
nt w
hen
nece
ssar
y
� Pr
ovid
es a
n op
portun
ity fo
r ot
her s
tude
nts t
o an
swer
eac
h ot
hers
' que
stio
ns a
nd su
pple
men
ts
answ
ers t
o en
sure
und
erst
andi
ng if
ne
eded
12
34
� Te
ache
r doe
s not
ens
ure
all
stud
ents
hav
e ac
cess
to th
e le
sson
an
d ar
e ap
prop
riate
ly cha
lleng
ed
� T
each
er e
nsur
es th
at so
me
stud
ents
hav
e ac
cess
to th
e le
sson
an
d ar
e ap
prop
riate
ly cha
lleng
ed
� T
each
er e
nsur
es th
at a
ll st
uden
ts h
ave
acce
ss to
the
less
on
and
are
appr
opria
tely cha
lleng
ed
(for e
xam
ple,
teac
her a
djus
ts
dept
h, p
ace
and
deliv
ery of
con
tent
or
des
ign
cont
ent o
r pro
cess
es to
ad
dres
s nee
ds)
� Te
ache
r ens
ures
that
all
stud
ents
hav
e ac
cess
to th
e le
sson
an
d st
uden
ts ta
ke o
wne
rshi
p of
ch
alle
ngin
g th
emse
lves
� Do
es n
ot p
rovide
add
ition
al
inte
rven
tions
, sup
ports, o
r en
richm
ent i
n or
der t
o m
eet t
he
need
s and
lear
ning
style
of e
ach
stud
ent
� Occ
asio
nally
pro
vide
s add
ition
al
inte
rven
tions
, sup
ports, o
r en
richm
ent,
in o
rder
to m
eet t
he
need
s and
lear
ning
style
of e
ach
stud
ent
� Pr
ovid
es a
dditi
onal
in
terv
entio
ns, s
uppo
rts, o
r en
richm
ent i
n or
der t
o m
eet t
he
need
s and
lear
ning
style
of e
ach
stud
ent (
for e
xam
ple,
flex
ible
gr
oupi
ng)
� St
uden
ts kno
w th
eir n
eeds
and
ac
tivel
y se
ek/d
esig
n le
arni
ng
expe
rienc
es o
r tas
ks th
at m
eet t
heir
need
s and
lear
ning
styles
� Do
es n
ot p
rovide
mul
tiple
way
s to
eng
age
less
on con
tent
� Pr
ovid
es tw
o w
ays t
o en
gage
le
sson
con
tent
� Pr
ovid
es m
ultip
le w
ays t
o en
gage
less
on con
tent
� Pr
ovid
es m
ultip
le w
ays t
o en
gage
less
on con
tent
that
includ
es
vario
us le
arni
ng st
yles
and
offe
rs
indi
vidu
alize
d in
stru
ctio
n ac
cord
ing
to th
e st
uden
t's n
eeds
Chec
ks fo
r stu
dent
un
ders
tand
ing
and
mod
ifies
inst
ruct
ion
to
addr
ess s
tude
nt
mis
conc
eptio
ns
Diff
eren
tiate
s in
stru
ctio
n fo
r stu
dent
ne
eds u
tiliz
ing
a va
riety
of i
nstr
uctio
nal
stra
tegi
es
Appendix A — Instructional Practice 14
12
34
� C
reat
es n
o op
portun
ities
for
anal
ysis,
pro
blem
solvin
g, o
r dr
awin
g co
nclu
sion.
� Cr
eate
s lim
ited
oppo
rtun
ities
fo
r stu
dent
s to
anal
yze,
pro
blem
so
lve,
and
/or d
raw
con
clus
ions
.
� Cr
eate
s situ
atio
ns th
at
chal
leng
e st
uden
ts(in
depe
nden
tly
or w
ith p
eers
) to
anal
yze,
pro
blem
so
lve,
and
/ or d
raw
thei
r ow
n co
nclu
sions
.
� Cr
eate
s situ
atio
ns th
at
chal
leng
e st
uden
ts(in
depe
nden
tly
or w
ith p
eers
) to
anal
yze,
pro
blem
so
lve,
and
/ or d
raw
thei
r ow
n co
nclu
sions
and
stud
ents
co
mm
unicat
e th
eir r
easo
ning
pr
oces
ses
� Do
es n
ot d
evel
op a
nd u
se
vario
us in
stru
ctio
nal s
trat
egie
s tha
t ch
alle
nge
stud
ents
and
� De
velo
ps a
nd u
ses o
ne o
r tw
o in
stru
ctio
nal s
trat
egie
s tha
t ch
alle
nge
stud
ents
� De
velo
ps a
nd u
ses v
ario
us
inst
ruct
iona
l strat
egie
s tha
t ch
alle
nge
stud
ents
to th
ink
inde
pend
ently
or c
ritical
ly a
bout
th
e co
nten
t
� De
velo
ps a
nd u
ses i
nstruc
tiona
l st
rate
gies
that
allo
w st
uden
ts to
de
sign
and
thin
k th
roug
h in
quiry
ba
sed
prob
lem
s or p
roje
cts
� Do
es n
ot p
robe
for h
ighe
r-‐le
vel
thin
king
thro
ugh
ques
tioni
ng
stra
tegi
es
� Pr
obes
for h
ighe
r-‐le
vel t
hink
ing
thro
ugh
ques
tioni
ng st
rate
gies
oc
casio
nally
� Pr
obes
for h
ighe
r-‐le
vel t
hink
ing
thro
ugh
ques
tioni
ng st
rate
gies
� St
uden
ts e
xhib
it hi
gher
-‐leve
l th
inking
thro
ugh
thei
r que
stio
ning
of
eac
h ot
her
Deve
lops
pro
blem
-‐so
lvin
g an
d cr
itica
l th
inki
ng sk
ills f
or a
ll st
uden
ts
Appendix A — Instructional Practice 15
12
34
� Obj
ectiv
es a
re n
ot p
oste
d an
d ex
pect
atio
ns a
re n
ot cle
ar�
Obj
ectiv
es a
re p
oste
d bu
t ex
pect
atio
ns a
re n
ot cle
ar o
r ex
pect
atio
ns a
re cle
ar b
ut
obje
ctives
are
not
pos
ted.
� Obj
ectiv
es a
re p
oste
d an
d pr
ovid
es cle
ar e
xpec
tatio
ns�
Obj
ectiv
es a
re re
visit
ed d
urin
g th
e le
sson
and
stud
ents
are
pr
ovid
ed th
e op
portun
ity to
ar
ticul
ate
the
expe
ctat
ions
� Do
es n
ot kno
w a
nd u
nder
stan
d st
uden
t lev
els o
r doe
s not
pro
vide
ac
tiviti
es w
hich
requ
ire st
uden
ts to
ap
ply th
eir l
earn
ing.
� Kn
ows a
nd u
nder
stan
ds so
me
stud
ent l
evel
s and
pro
vide
s ac
tiviti
es th
at re
quire
stud
ents
to
appl
y th
eir l
earn
ing.
� Kn
ows a
nd u
nder
stan
ds st
uden
t le
vels
and
prov
ides
cha
lleng
ing
activ
ities
that
requ
ire st
uden
ts to
ap
ply an
d ex
tend
thei
r lea
rnin
g.
� St
uden
ts kno
w th
eir l
evel
s and
ch
oose
cha
lleng
ing ac
tiviti
es th
at
requ
ire th
em to
app
ly a
nd e
xten
d th
eir l
earn
ing.
� Do
es n
ot p
rovide
opp
ortu
nitie
s fo
r enr
ichm
ent d
iscus
sions
� Pr
ovid
es lim
ited
oppo
rtun
ities
fo
r enr
ichm
ent d
iscus
sion
� Te
ache
r pro
vide
s mul
tiple
op
portun
ities
for e
nrichm
ent
disc
ussio
n
� St
uden
ts gen
erat
e en
richm
ent
disc
ussio
ns o
r ext
ensio
ns in
re
spon
se to
the
less
on con
tent
� De
liver
s a le
sson
that
is n
ot
alig
ned
to st
ate
stan
dard
s and
di
stric
t cur
ricul
um re
quire
men
ts
� De
liver
s a le
sson
that
is
som
ewha
t alig
ned
to st
ate
stan
dard
s and
dist
rict c
urric
ulum
re
quire
men
ts
� De
liver
s a le
sson
that
is a
ligne
d to
stat
e st
anda
rds a
nd d
istric
t cu
rricul
um re
quire
men
ts
� De
liver
s a le
sson
that
is a
ligne
d to
stat
e st
anda
rds a
nd d
istric
t cu
rricul
um re
quire
men
ts a
nd h
as
cros
s-‐cu
rricul
ar con
nect
ions
to key
co
ncep
ts�
Stud
ents
are
not
eng
aged
in
auth
entic
task
s, re
al w
orld
pr
oble
ms, o
r sub
stan
tial e
ndea
vors
.
� St
uden
ts a
re e
ngag
ed in
som
e au
then
tic ta
sks, re
al w
orld
pr
oble
ms, o
r sub
stan
tial e
ndea
vors
.
� St
uden
ts a
re e
ngag
ed in
au
then
tic ta
sks, re
al w
orld
pr
oble
ms, o
r sub
stan
tial e
ndea
vors
� St
uden
ts a
re e
ngag
ed in
m
ultip
le a
uthe
ntic ta
sks, re
al w
orld
pr
oble
ms, o
r sub
stan
tial e
ndea
vors
.
12
34
� Te
ache
r pro
vide
s no
oppo
rtun
ity fo
r stu
dent
s to
enga
ge
in se
lf-‐as
sess
men
t
� Te
ache
r pro
vide
s lim
ited
oppo
rtun
ity fo
r stu
dent
s to
enga
ge
in se
lf-‐as
sess
men
t
� Te
ache
r pro
vide
s an
oppo
rtun
ity fo
r stu
dent
s to
enga
ge
in se
lf-‐as
sess
men
t
� St
uden
ts se
lf-‐as
sess
on
thei
r un
ders
tand
ing of
less
on o
bjec
tives
an
d pr
ovid
e fe
edba
ck to
the
teac
her o
r the
ir pe
ers
� Te
ache
r doe
s not
pro
vide
cle
ar
inst
ruct
ions
or a
sses
smen
t crit
eria
� Te
ache
r pro
vide
s unc
lear
less
on
inst
ruct
ions
or a
sses
smen
t crit
eria
� Te
ache
r pro
vide
s cle
ar le
sson
in
stru
ctio
ns o
r ass
essm
ent c
riter
ia
� St
uden
ts a
ctivel
y u
se le
sson
in
stru
ctio
ns o
r ass
essm
ent c
riter
ia
to gui
de th
eir l
earn
ing
� Pr
ovid
es in
corr
ect f
eedb
ack or
no
feed
back
dur
ing a
less
on�
Prov
ides
lim
ited
feed
back
du
ring a
less
on th
at a
ffirm
s co
rrec
tly u
nder
stoo
d co
nten
t, clar
ifies
misu
nder
stoo
d co
nten
t, an
d ex
tend
s stu
dent
thin
king
� Pr
ovid
es sp
ecifi
c fe
edba
ck
durin
g a
less
on th
at a
ffirm
s co
rrec
tly u
nder
stoo
d co
nten
t, clar
ifies
misu
nder
stoo
d co
nten
t, an
d ex
tend
s stu
dent
thin
king
� Pr
ovid
es sp
ecifi
c fe
edba
ck
durin
g a
less
on th
at a
ffirm
s co
rrec
tly u
nder
stoo
d co
nten
t, clar
ifies
misu
nder
stoo
d co
nten
t, an
d a
llow
s stu
dent
s to
expl
ain
why
th
ey h
ave
or h
ave
not m
et th
e ex
pect
atio
ns
Prov
ides
rele
vant
and
us
eful
feed
back
to
stud
ents
Sets
rigo
rous
aca
dem
ic
expe
ctat
ions
for
stud
ents
Appendix A — Classroom Climate 16
12
34
� Do
es n
ot d
esig
n or
im
plem
ent
cons
isten
t cla
ssro
om ro
utin
es a
nd
proc
edur
es th
at ru
n sm
ooth
ly
� De
signs
and
impl
emen
ts
clas
sroo
m ro
utin
es a
nd p
roce
dure
s th
at ru
n sm
ooth
ly so
me
of th
e tim
e
� Ef
fect
ivel
y de
signs
and
im
plem
ents
con
siste
nt cla
ssro
om
rout
ines
and
pro
cedu
res t
hat r
un
smoo
thly
� Ef
fect
ivel
y de
signs
and
im
plem
ents
con
siste
nt cla
ssro
om
rout
ines
and
pro
cedu
res t
hat
inco
rpor
ate
stud
ent r
espo
nsib
ility
an
d ru
n sm
ooth
ly�
Does
not
use
inst
ruct
iona
l tim
e so
that
stud
ents
are
eng
aged
from
th
e be
ginn
ing of
cla
ss to
the
end
of
clas
s
� Use
s ins
truc
tiona
l tim
e so
that
so
me
stud
ents
are
eng
aged
from
the
begi
nnin
g of
cla
ss to
the
end
of cla
ss
� Ef
fect
ivel
y us
es in
stru
ctio
nal t
ime
so th
at st
uden
ts a
re e
ngag
ed fr
om
the
begi
nnin
g of
cla
ss to
the
end
of
clas
s
� St
uden
ts a
ssum
e re
spon
sibility
fo
r util
izing
inst
ruct
iona
l tim
e
� Fo
ster
s lim
ited
stud
ent
inde
pend
ence
or n
o in
depe
nden
ce
thro
ugh
inef
ficie
nt cla
ssro
om
rout
ines
and
pro
cedu
res
� Fo
ster
s som
e st
uden
t in
depe
nden
ce th
roug
h so
me
shar
ed
resp
onsib
ilitie
s for
cla
ssro
om
rout
ines
and
pro
cedu
res
� Fo
ster
s stu
dent
inde
pend
ence
th
roug
h sh
ared
resp
onsib
ilitie
s for
clas
sroo
m ro
utin
es a
nd p
roce
dure
s
� St
uden
ts a
ssum
e re
spon
sibility
fo
r rou
tines
and
pro
cedu
res a
nd
carr
y th
em o
ut in
an
effic
ient
m
anne
r with
little
or n
o di
rect
ion
from
the
teac
her
12
34
� Do
es n
ot cle
arly com
mun
icat
e ac
adem
ical
ly a
ppro
pria
te st
uden
t be
havior
al e
xpec
tatio
ns
� Co
mm
unicat
es so
me
acad
emical
ly a
ppro
pria
te st
uden
t be
havior
al e
xpec
tatio
ns
� Cl
early
com
mun
icat
es
acad
emical
ly a
ppro
pria
te st
uden
t be
havior
al e
xpec
tatio
ns
� St
uden
ts d
emon
stra
te
exem
plar
y be
havior
al e
xpec
tatio
ns
thro
ugh
thei
r act
ions
and
requ
ire
little
redi
rect
ion
from
the
teac
her
� Do
es n
ot re
info
rce
and
enco
urag
e ap
prop
riate
/pos
itive
be
havior
as n
eede
d
� In
cons
isten
tly re
info
rces
and
en
cour
age
appr
opria
te/p
ositi
ve
beha
vior
� Re
info
rces
and
enc
oura
ges
appr
opria
te/p
ositi
ve b
ehav
ior a
s ne
eded
� St
uden
ts h
old
each
oth
er
acco
unta
ble
for a
ppro
pria
te
beha
vior
and
enc
oura
ge p
ositi
ve
beha
vior
� Do
es n
ot f
ollo
w th
roug
h on
co
nseq
uenc
es�
Inco
nsist
ently
follo
ws t
hrou
gh
on con
sequ
ence
s�
Cons
isten
tly fo
llow
s thr
ough
on
cons
eque
nces
as n
eede
d�
Cons
eque
nces
wer
e no
t re
quire
d�
Does
not
add
ress
off-‐
task
or
inap
prop
riate
beh
avio
r �
Addr
esse
s off-‐
task
or
inap
prop
riate
beh
avio
r in
cons
isten
tly a
nd/o
r ine
ffect
ivel
y
� Ad
dres
ses o
ff-‐ta
sk o
r in
appr
opria
te b
ehav
ior c
onsis
tent
ly
and
effe
ctivel
y
� Off-‐
task
or i
napp
ropr
iate
be
havior
doe
s not
occ
ur
� Off-‐
task
or i
napp
ropr
iate
be
havior
inte
rfer
es w
ith st
uden
t le
arni
ng
� Off-‐
task
or i
napp
ropr
iate
be
havior
doe
s not
inte
rfer
e w
ith
stud
ent l
earn
ing so
me
of th
e tim
e
� Off-‐
task
or i
napp
ropr
iate
be
havior
doe
s not
inte
rfer
e w
ith
stud
ent l
earn
ing
� Off-‐
task
or i
napp
ropr
iate
be
havior
doe
s not
occ
ur
Clas
sroo
m C
limat
e
Sets
and
impl
emen
ts
clas
sroo
m ro
utin
es a
nd
proc
edur
es th
at
supp
ort s
tude
nt
lear
ning
Esta
blis
hes a
nd
mai
ntai
ns st
anda
rds
for s
tude
nt b
ehav
ior
Section Title 17
12
34
� Cl
ass a
rran
gem
ent i
s not
co
nduc
ive
to le
arni
ng a
nd d
oes n
ot
chan
ge a
s nee
ded
for l
esso
ns
� Cl
ass a
rran
gem
ent i
s con
ducive
to
lear
ning
but
doe
s not
cha
nge
as
need
ed fo
r les
sons
� Cl
ass a
rran
gem
ent i
s con
ducive
to
lear
ning
and
cha
nges
as n
eede
d fo
r les
sons
� Cl
ass a
rran
gem
ent i
s a re
sour
ce
that
is con
ducive
to ind
ivid
ual a
nd
grou
p le
arni
ng a
nd st
uden
ts a
re
able
to con
trib
ute
to th
e clas
sroo
m
enviro
nmen
t�
Clas
sroo
m e
nviro
nmen
t doe
s no
t disp
lay st
uden
t wor
k an
d ex
empl
ars
� Cl
assr
oom
env
ironm
ent d
ispla
ys
som
e st
uden
t wor
k or
exe
mpl
ars
� Cl
assr
oom
env
ironm
ent d
ispla
ys
stud
ent w
ork an
d ex
empl
ars
� Cl
assr
oom
env
ironm
ent d
ispla
ys
stud
ent w
ork an
d ex
empl
ars w
ith
asse
ssm
ent c
riter
ia o
r exp
lana
tion
of se
lect
ion
� St
uden
ts d
o no
t hav
e ac
cess
to
appr
opria
te re
sour
ces a
nd
tech
nolo
gy.
� St
uden
ts h
ave
acce
ss to
som
e re
sour
ces a
nd/o
r te
chno
logy
.�
Stud
ents
hav
e ac
cess
to
appr
opria
te re
sour
ces a
nd/o
r te
chno
logy
.
� St
uden
ts a
ctivel
y us
e ap
prop
riate
reso
urce
s and
/or
tech
nolo
gy.
� St
uden
ts a
re n
ot in
vest
ed in
th
eir w
ork an
d do
not
val
ue th
eir
acad
emic su
cces
s.
� St
uden
ts a
re in
vest
ed in
som
e of
thei
r wor
k an
d so
met
imes
show
th
at th
ey val
ue th
eir a
cade
mic
succ
ess.
� St
uden
ts a
re in
vest
ed in
thei
r w
ork an
d va
lue
thei
r aca
dem
ic
succ
ess.
� St
uden
ts a
re in
vest
ed in
thei
r w
ork an
d va
lue
thei
r aca
dem
ic
succ
ess a
s sho
wn
thro
ugh
thei
r ow
ners
hip
of cla
ssro
om ro
utin
es
and
beha
vior
s�
Teac
her d
oes n
ot p
rovide
op
portun
ities
for s
tude
nts t
o ta
ke
risks
and
cha
lleng
e th
emse
lves
or
the
enviro
nmen
t is n
ot sa
fe.
� Te
ache
r pro
vide
s a fe
w
oppo
rtun
ities
for s
tude
nts t
o ta
ke
risks
and
cha
lleng
e th
emse
lves
in a
sa
fe e
nviro
nmen
t.
� Te
ache
r pro
vide
s opp
ortu
nitie
s fo
r stu
dent
s to
take
risk
s and
ch
alle
nge
them
selves
in a
safe
en
viro
nmen
t.
� St
uden
ts o
penl
y ta
ke ri
sks a
nd
chal
leng
e th
emse
lves
dur
ing clas
s
12
34
� St
uden
ts d
o no
t act
ivel
y lis
ten
or re
spon
d po
sitivel
y to
one
an
othe
r
� St
uden
ts list
en o
ccas
iona
lly a
nd
resp
ond
to o
ne a
noth
er
inte
rmitt
ently
� St
uden
ts a
ctivel
y lis
ten
and
resp
ond
posit
ivel
y to
one
ano
ther
�
Stud
ents
act
ivel
y lis
ten
and
resp
ond
posit
ivel
y an
d re
spec
tful
ly
to o
ne a
noth
er�
Stud
ents
do
not a
ctivel
y lis
ten
or re
spon
d ap
prop
riate
ly to
the
teac
her
� St
uden
ts list
en o
ccas
iona
lly a
nd
resp
ond
app
ropr
iate
ly to
the
teac
her i
nter
mitt
ently
� St
uden
ts a
ctivel
y lis
ten
and
resp
ond
appr
opria
tely to
the
teac
her
� St
uden
ts a
ctivel
y lis
ten
and
resp
ond
posit
ivel
y an
d re
spec
tful
ly
to th
e te
ache
r�
Teac
her d
oes n
ot h
ave
a po
sitive
rapp
ort w
ith st
uden
ts a
nd
does
not
com
mun
icat
e or
mod
el
expe
ctat
ions
for r
espe
ct o
f stu
dent
di
ffere
nces
� Te
ache
r has
an
inco
nsist
ent
rapp
ort w
ith st
uden
ts a
nd
com
mun
icat
es a
nd m
odel
s ex
pect
atio
ns fo
r res
pect
of s
ome
stud
ent d
iffer
ence
s
� Te
ache
r has
a p
ositi
ve ra
ppor
t w
ith st
uden
ts a
nd com
mun
icat
es
and
mod
els e
xpec
tatio
ns fo
r re
spec
t of s
tude
nt d
iffer
ence
s
� Te
ache
r has
a p
ositi
ve ra
ppor
t w
ith st
uden
ts a
nd st
uden
ts
dem
onst
rate
resp
ect f
or st
uden
t di
ffere
nces
and
enc
oura
ge p
ositi
ve
peer
inte
ract
ions
� Te
ache
r doe
s not
ens
ures
that
al
l stu
dent
s con
trib
ute
and
thei
r op
inio
ns a
re val
ued
� Te
ache
r ens
ures
that
som
e st
uden
ts con
trib
ute
and
thei
r op
inio
ns a
re val
ued
� Te
ache
r en
sure
s tha
t all
stud
ents
con
trib
ute
and
thei
r op
inio
ns a
re val
ued
� St
uden
ts ta
ke th
e in
itiat
ive
to
cont
ribut
e th
eir o
pini
ons a
nd v
alue
th
e co
ntrib
utio
ns o
f the
ir pe
ers
� Te
ache
r doe
s not
cel
ebra
te
stud
ent a
ccom
plish
men
ts�
Teac
her c
eleb
rate
s som
e st
uden
t acc
ompl
ishm
ents
� Te
ache
r cel
ebra
tes s
tude
nt
acco
mpl
ishm
ents
� St
uden
ts cel
ebra
te o
ne
anot
her's
acc
ompl
ishm
ents
Crea
tes a
safe
and
se
cure
cla
ssro
om
envi
ronm
ent t
hat i
s or
gani
zed
and
enga
ges
stud
ents
Esta
blis
hes a
clim
ate
that
pro
mot
es fa
irnes
s,
resp
ect,
and
dive
rsity
Appendix A — Classroom Climate 18
12
34
Does n
ot fo
llow district and scho
ol
policies
Follows som
e district and scho
ol
policies
Follows d
istrict and
scho
ol policies
Follows d
istrict and
scho
ol policies
and invests e
ffort to
help them
succeed
Does n
ot dress appropriately and
professio
nally
Dresses appropriately and
professio
nally so
me of th
e tim
eD
resses appropriately and
professio
nally
Dresses appropriately and
professio
nally
Does n
ot com
ply with
special
education, 504, G
/T, and ELL
policies a
nd procedures
Com
plies w
ith so
me special
education, 504 policies, G/T, and ELL
and procedures
Com
plies w
ith sp
ecial edu
catio
n,
504 po
licies, G/T, and ELL policies
and procedures
Com
plies w
ith educatio
n, 504
policies, G/T, and ELL policies a
nd
procedures and
invests e
fforts to
help th
em be successful fo
r students
Does n
ot arrive on
time to scho
ol
and to classes
Arrives on tim
e to scho
ol and to
classes m
ost o
f the time
Arrives on tim
e to scho
ol and to
classes
Arrives on tim
e to scho
ol and to
classes
Does n
ot prepare plans when
absent or d
oes n
ot se
cure a
substitute.
Prepares m
inimal plans when
absent and se
cures a
substitute.
Prepares p
lans when absent and
secures a
substitute.
Prepares p
lans when absent and
secures a
substitute.
Does n
ot im
plem
ent schoo
l rules
Implem
ents scho
ol ru
les som
e of
the tim
eCon
sistently im
plem
ents scho
ol
rules
Con
sistently im
plem
ents scho
ol
rules a
nd finds inn
ovative ways to
help th
em su
cceed
Teacher does n
ot keep accurate
records.
Teacher keeps so
me accurate
records.
Teacher keeps accurate records.
Teacher keeps accurate records.
Does n
ot participate in scho
ol and
district activities
Participates in a few scho
ol and
district activities
Participates actively in scho
ol and
district activities
Participates actively in scho
ol and
district activities
Does n
ot maintain a po
sitive and
prod
uctive relatio
nship with
colleagues, students, and parents
and do
es not interact w
ith all in a
respectful manner
Maintains productive relatio
nships
with
colleagues, students, and
parents w
ith minor exceptio
ns
Maintains a positive and productive
relatio
nship with
colleagues,
students, and parents and interacts
with
all in a re
spectful manner
Maintains a positive, productive, and
respectful re
latio
nship with
colleagues,
students, and parents and promotes
respect and professionalism
Does n
ot maintain confidentiality
Maintains so
me confidentiality
Maintains con
fidentiality
Maintains con
fidentiality
Professio
nal Expectatio
ns
Complies w
ith district a
nd
scho
ol policies a
nd
proc
edures
Fulfills professiona
l respon
sibilities w
hile
mod
eling profession
al
integrity
Appendix A — Professional Expectations 19
Does n
ot identify professio
nal
developm
ent o
pportunitie
s to enrich
instructional practice
Identifies professional develop
ment
oppo
rtunities
Identifies professional develop
ment
oppo
rtunities to
enrich instructional
practice
Identifies professional develop
ment
oppo
rtunities to
enrich instructional
practice
Participates inconsistently or n
ot
at all in professional learning to
improve student achievement
Participates and im
plem
ents
professio
nal learning to im
prove
student achievement w
ith frequent
reminders and mon
itorin
g
Participates and effe
ctively
implem
ents professional learning to
improve student achievement
Leads professional learning that
impacts student achievement o
r mentors others to effectively implem
ent
professio
nal learning to im
prove
student achievement
Does n
ot se
t professional goals or
reflect on practice
Sets p
rofessional goals but d
oes n
ot
reflect on practice
Sets p
rofessional goals and reflects
on practice
Sets p
rofessional goals and reflects
on practice
Does n
ot welcome feedback from
superviso
rs and colleagues in order
to im
prove
Welcomes so
me feedback from
superviso
rs and colleagues in order
to im
prove
Welcomes feedback from
superviso
rs and colleagues in order
to im
prove
Solicits feedback from
superviso
rs and
colleagues in order to improve
Does n
ot collabo
rate with
colleagues o
r share ideas a
nd
lesson
s to improve practice
Collabo
rates w
ith so
me colleagues
and shares a few ideas a
nd lesson
s to im
prove practice
Collabo
rates w
ith colleagues a
nd
shares ideas a
nd lesson
s to improve
practice
Initiates o
r leads collabo
ratio
n and the
sharing of ideas a
nd lesson
s to improve
practice
Does n
ot su
pport o
r con
tribute to
campus g
oals and initiatives
Suppo
rts a
nd con
tributes to
some
campus g
oals and initiatives
Suppo
rts a
nd con
tributes to
campus g
oals and initiatives
Suppo
rts a
nd con
tributes to
campus g
oals and initiatives
Does n
ot actively participate in
team
/departm
ent m
eetin
gs or
scho
ol com
mittees
Participates in so
me
team
/departm
ent m
eetin
gs or
scho
ol com
mittees
Actively participates in
team
/departm
ent m
eetin
gs or
scho
ol com
mittees
Assum
es leadership ro
les in
team
/departm
ent m
eetin
gs or schoo
l committees
Does n
ot collabo
rate with
colleagues a
nd adm
inistratio
n to
support struggling students
Collabo
rates w
ith so
me colleagues
and administratio
n to su
pport som
e struggling students
Collabo
rates w
ith colleagues a
nd
administratio
n to su
pport struggling
students
Initiates o
r leads collabo
ratio
n with
colleagues a
nd adm
inistratio
n to
support struggling students
Do
es not use assessm
ent d
ata to
determ
ine student strengths and
weaknesses a
nd to
develop
some
objectives and lesson
plans
Uses a
ssessm
ent d
ata to
determ
ine student strengths and
weaknesses a
nd to
develop
some
objectives and so
me lesson
plans
Uses a
ssessm
ent d
ata to
determ
ine student strengths and
weaknesses a
nd to
develop
ob
jectives and lesson
plans
Em
beds a wide array of on-‐going
assessments in lesson
s to determ
ine
student strengths and weaknesses
and to develop
objectives and lesson
plans
Do
es not track student p
rogress
toward meetin
g ob
jectives
Tracks so
me students' progress
toward meetin
g ob
jectives
Tracks student p
rogress tow
ard
meetin
g ob
jectives
Students track their o
wn
progress to
ward meetin
g ob
jectives
and goals
Do
es not analyze student
progress to
mod
ify lesson
plans and
objectives
An
alyzes so
me students' progress
to mod
ify lesson
plans and
objectives
An
alyzes student p
rogress to
mod
ify lesson
plans and objectives
An
alyzes student p
rogress to
mod
ify lesson
plans and objectives
Do
es not use assessm
ents to
measure student m
astery of
standards a
nd objectives and does
not p
rovide multip
le ways students
can demon
strate mastery
Uses a
ssessm
ents inconsistently
to measure student m
astery of
standards a
nd objectives and
provides one or two ways students
can demon
strate mastery
Ro
utinely uses assessm
ents to
measure student m
astery of
standards a
nd objectives and
provides multip
le ways students can
demon
strate mastery
Ro
utinely uses assessm
ents to
measure student m
astery of
standards a
nd objectives th
at are
interw
oven into each lesson
and
provides multip
le ways students can
demon
strate mastery
Colle
cts, tracks, a
nd
uses st
uden
t data to
deve
lop lesson
plans
and assessmen
ts
Establishe
s professiona
l go
als, partic
ipates in
profession
al dev
elop
men
t, an
d ap
plies lea
rning to
practic
e
Enga
ges in mea
ning
ful
colla
boratio
n to attain
scho
ol goa
ls and
a positive
campu
s clim
ate
Appendix A — Professional Expectations 20
Do
es not se
quence lesson
s to
ensure student m
astery of
standards a
nd objectives
Sequences lessons to
ensure
student m
astery of m
ost standards
and ob
jectives
Sequences lessons to
ensure
student m
astery of stand
ards and
objectives
Sequences lessons to
help
students sy
nthesize and apply
know
ledge extend
ing mastery of
standards a
nd objectives
Do
es not se
lect, create, or a
dapt
materials and resources to enrich
learning
Selects, creates, or a
dapts som
e materials and resources to
encourage learning
Selects, creates, or a
dapts
materials and resources to enrich
learning
Selects, creates, or a
dapts
materials and resources to extend
student u
nderstanding
Objectives of the lesson
s are not
clear to students
Objectives of the lesson
s are
clear to some students
Objectives of the lesson
s are
clear to students
Objectives of the lesson
are clear
to stud
ents and th
ey can explain
how th
e lesson
con
nects to prior
know
ledge or learning
Lesson
s are not well-‐o
rganize
d and do
not provide time for students
to master o
bjectives and standards
Lesson
s are so
mew
hat o
rganize
d and provides very little
time for
students to
master o
bjectives and
standards
Lesson
s are well-‐o
rganize
d and
provides time for students to master
objectives and standards
Lesson
s are well-‐o
rganize
d and
provides time for students to master
objectives and standards throu
gh
continual engagem
ent and se
lf-‐assessment and re
flection
Do
es not com
municate with
parents/guardians regarding
performance, behavior, and scho
ol
activities
Co
mmunicates infrequently with
parents/guardians regarding
performance, behavior, and scho
ol
activities
Regularly com
mun
icates with
parents/guardians regarding
performance, behavior, and scho
ol
activities
Regularly com
mun
icates with
parents/guardians regarding
performance, behavior, and scho
ol
activities and th
at com
mun
ication
results in changes in stud
ent
behavior
Do
es not promptly re
spon
d to
parents/guardians w
ithin 1-‐2 scho
ol
days
Respon
ds to
parents/guardians
Prom
ptly re
spon
ds to
parents/guardians w
ithin 1-‐2 scho
ol
days
Prom
ptly re
spon
ds to
parents/guardians w
ithin 1-‐2 scho
ol
days
Do
es not celebrate with
parents/guardians a
cademic and
social su
ccesses
Celebrates with
some
parents/guardians som
e academ
ic
and social su
ccesses
Celebrates with
parents/guardians a
cademic and
social su
ccesses
Regularly celebrates w
ith
parents/guardians a
cademic and
social su
ccesses
Do
es not maintain a
communication log
Maintains a sp
arse
communication log
Maintains a com
munication log
Maintains a th
orou
gh and precise
communication log
Do
es not engage parents in
students' academic su
ccess
Engages som
e parents in
students' academic su
ccess
Engages p
arents in stud
ents'
academ
ic su
ccess
Engages p
arents in stud
ents'
academ
ic su
ccess
Design
s effe
ctive
objective driven
lesson
s and
assessmen
ts th
at
refle
ct th
e stan
dards
Prov
ides re
spon
sive
co
mmun
ication to
parents t
hrou
ghou
t the
ye
ar
Appendix B — Teacher Observation Summary 21
APPENDIX B
Appendix C — Teacher Self-Reflection 22
Teacher Name:_____________________________________________________________________
Self-‐Reflection BOY
1. Using the competencies from the rubric, identify 3 areas of strength and explain why you feel confident in those areas.
2. Using the competencies from the rubric, identify 2 areas of growth and describe how you plan to address those areas this year. Please include professional development opportunities.
3. What are your professional goals for this year and what is your plan for addressing them?
APPENDIX C
Appendix C — Teacher Self-Reflection 23
Teacher Name:_____________________________________________________________________
Self-‐Reflection EOY
1. Based on the feedback from your observations this year, identify 3 areas of strength and explain why you feel confident in those areas.
2. Thinking about the 2 areas of growth you identified at the beginning of the year, describe how you addressed those areas this year. Please include professional development opportunities.
3. Thinking about the professional goals you set for this year, how did you address them and do you feel you met them?
APPENDIX C
Section Title 24
Prohibited Observation Dates
Formal 45-minute observations may not be conducted on the following dates *
1 Any date outside of the appraisal period
2 The instructional day before or after an official school holiday, or the day immediately after Thanksgiving, Winter Holiday, and Spring Break:
October 31, 2013 Halloween celebration November 8, 2013 day before student holiday November 12, 2013 day after student holiday November 26, 2013 day before Thanksgiving holidays December 2, 2013 day after Thanksgiving holidaysDecember 20, 2013 day before student holiday & Winter Break January 7, 2014 day after Winter Break & student holiday January 17, 2014 day before Martin Luther King DayJanuary 21, 2014 day after Martin Luther King Day February 14, 2014 day before student holiday February 18, 2014 day after student holidayMarch 7, 2014 day before Spring BreakMarch 17, 2014 day after Spring BreakApril 17, 2014 day before Good Friday and EasterApril 21, 2014 day after Easter
3 Days when students are taking standardized tests (Check AISD testing calendar for these dates )
4 Days when students are taking end-of-semester exams
* Brief walk-through observations may occur at any time during a school year
APPENDIX D
