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Ineffective Developing Skilled Accomplished (Fairfield County)

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OTESTEACHERPERFORMANCEEVALUATIONRUBRIC☐EVALUATION☐OBSERVATION 

Teacher:



Evaluator:



Date:



Time:



Subject:





INSTRUCTIONALPLANNING

FocusForLearning

(Standard4:Instruction)SourcesofEvidence:Pre‐Conference

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacherdoesnotdemonstrateaclearfocusfor

studentlearning.Learningobjectivesaretoo

generaltoguidelessonplanningandare

inappropriateforthestudents,and/ordonot

referencetheOhiostandards.

Theteacher communicatesafocusforstudent

learning,developslearningobjectivesthatare

appropriateforstudentsandreference

theOhio

standardsbutdonotincludemeasurablegoals.

Theteacherdemonstratesafocusforstudent

learning,withappropriatelearningobjectivesthat

includemeasurablegoal(s)forstudentlearning

alignedwiththeOhiostandards.Theteacher

demonstratestheimportanceofthegoalandits

appropriatenessforstudents.

Theteacherestablisheschallengingand

measurable

goal(s)forstudentlearningthatalignswiththeOhio

standardsandreflectarangeofstudentlearner

needs.Theteacherdemonstrateshowthegoal(s)fit

intothebroaderunit,course,andschoolgoalsfor

contentlearningandskills.

Evidence:





Page|2



INSTRUCTIONALPLANNING

AssessmentData

(Standard3:Assessment)SourcesofEvidence:Pre‐Conference

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacherdoesnotplanfortheassessmentof

studentlearningordoesnotanalyzestudent

learningdatatoinformlessonplans.

Theteacherexplainsthecharacteristics,uses,and

limitationsofvariousdiagnostic,formative,and

summativeassessmentsbutdoesno tconsistently

incorporatethisknowledgeintolessonplanning.

Theteacherdemonstratesanunderstandingthat

assessmentisameansofevaluatingandsupporting

studentlearningthrougheffectivelyincorporating

diagnostic,formative,and/orsummative

assessmentsintolessonplanning.

Theteacherpurposefullyplansassessmentsand

differentiatesassessmentchoicestomatchthefull

rangeofstudentneeds,abilities,andlearning

styles,incorporatingarangeofappropriate

diagnostic,

formative,andsummativeassessments

intolessonplans.

Theteacherdoesnotuseoronlyusesonemeasure

ofstudentperformance.

Theteacherusesmorethanonemeasureof

studentperformance,butdoesnotappropriately

varyassessmentapproaches,ortheteachermay

havedifficultyanalyzingdatatoeffectivelyinform

instructionalplanninganddelivery.

Theteacheremploysavarietyof

formaland

informalassessmenttechniquestocollectevidence

ofstudents’knowledgeandskillsandanalyzesdata

toeffectivelyinforminstructionalplanningand

delivery.

Studentlearningneedsareaccuratelyidentified

throughananalysisofstudentdata;theteacher

usesassessmentdatatoidentifystudentstrengths

andareasforstudentgrowth.

Evidence:



Page|3



INSTRUCTIONALPLANNING

PriorContentKnowl edge/Sequence/Connection

(Standard1:Students;Standard 2:Content;Standard4:Instruction)SourcesofEvidence:Pre‐Conference

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacher’slessondoesnotbuildonorconnectto

students’priorknowledge,ortheteachermaygive

anexplanationthatisillogicalorinaccurateasto

howthecontentconnectstopreviousandfuture

learning.



Theteachermakesanattempttoconnectthe

lessontostudents’priorknowledge,to

previous

lessonsorfuturelearningbutisnotcompletely

successful.



Theteachermakesclearandcoherentconnections

withstudents’priorknowledgeandfuture

learning—bothexplicitlytostudentsandwithinthe

lesson.



Theteacherusestheinputandcontributionsof

families,colleagues,andotherprofessionalsin

understandingeachlearner’sprior

knowledgeand

supportingtheirdevelopment.Theteachermakes

meaningfulandrelevantconnectionsbetween

lessoncontentandotherdisciplinesandreal‐world

experiencesandcareersaswellasprepares

opportunitiesforstudentstoapplylearningfrom

differentcontentareastosolveproblems.

Theteacherplansandsequences instructionto

includetheimportantcontent,concepts,and

processesinschoolanddistrictcurriculumpriorities

andinstatestandards.

Theteacherplansandsequencesinstructionthat

reflectsanundersta ndingoftheprerequisite

relationshipsamongtheimportantcontent,

concepts,andprocessesinschoolanddistrict

curriculumpriorities

andinstatestandardsaswell

asmultiplepathwaysforlearningdependingon

studentneeds.Theteacheraccuratelyexplainshow

thelessonfitswithinthestructureofthediscipline.

Evidence:



Page|4



INSTRUCTIONALPLANNING

KnowledgeofStudents

(Standard1:Students)SourcesofEvidence:AnalysisofStudentData,Pre‐Conference

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacherdemonstratesalackoffamiliaritywith

students’backgroundsandhasmadenoattempts

tofindthisinformation.



Theteacherdemonstratessomefamiliaritywith

students’backgroundknowledgeandexperiences

anddescribesoneprocedureusedtoobtainthis

information.



Theteacherdemonstratesfamiliaritywithstudents’

backgroundknowledgeandexperiencesand



describesmultipleproceduresusedtoobtainthis

information.

Theteacherdemonstratesanunderstandingofthe

purposeandvalueoflearningaboutstudents’

backgroundexperiences,demonstrat esfamiliarity

witheachstudent’sbackgroundknowledgeand

experiences,anddescribesmultipleprocedures

usedtoobtainthisinformation.

Theteacher’splanforinstructiondoesnot

demonstrateanunderstandingofstudents’

development,preferredlearningstyles,and/or

studentbackgrounds/priorexperiences.



Theteacher’sinstructionalplandrawsupona

partialanalysisofstudents’development,readiness

forlearning,preferredlearningstyles,or

backgroundsandpriorexperiencesand/ortheplan

isinappropriatelytailoredto

thespecificpopulation

ofstudentsintheclassroom.

Theteacher’sinstructionalplandrawsuponan

accurateanalysisofthestudents’development,

readinessforlearning,preferredlearningstyles,and

backgroundsandpriorexperiences.



Theteacher’sanalysisofstudentdata(student

development,studentlearningandpreferred

learningstyles,andstudentbackgrounds/prior

experiences)

accuratelyconnectsthedatato

specificinstructionalstrategiesandplans.



Theteacherplansforandcanarticulatespecific

strategies,content,anddeliverythatwillmeetthe

needsofindividualstudentsandgroupsofstudents.

Evidence:





Page|5



INSTRUCTIONANDASSESSMENT

LessonDelivery

(Standard2:Content;Standard4:Instruction;Standard6:CollaborationandCommunication)SourcesofEvidence:FormalObservation,Classroom Walkthroughs/InformalObservations

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacher’sexplanationsareunclear,incoherent,

orinaccurate,andaregenerallyineffectivein

buildingstudentunderstanding.Theteacheruses

languagethatfailstoengagestudents,is

inappropriatetothecontent,and/ordiscourages

independentorcreativethinking.

Teacherexplanationsareaccurateandgenerally

clearbuttheteachermaynotfullyclarify

information

basedonstudents’questionsabout

contentorinstructionsforlearningactivitiesorthe

teachermayusesomelanguagethatis

developmentallyinappropriate,leadingto

confusionorlimitingdiscussion.

Teacherexplanationsareclearandaccurate. The

teacherusesdevelopmentallyappropriate

strategiesandlanguagedesignedtoactively

encourageindependent,creative,andcritical

thinking.

Teacherexplanationsareclear,coherent,and

precise.Theteacheruseswell‐timed,individualized,

developmentallyappropriatestrategiesand

languagedesignedtoactivelyencourage

independent,creative,andcriticalthinking,

includingtheappropriateuseofquestionsand

discussiontechniques.

Theteacherfailstoaddressstudentconfusionor

frustrationanddoesnotuseeffectivequestioning

techniquesduringthelesson.Thelessonisalmost

entirelyteacher‐directed.

Theteacherre‐explainstopicswhenstudentsshow

confusion,butisnotalwaysabletoprovidean

effectivealternativeexplanation.Theteacher

attemptstoemploy

purposefulquestioning

techniques,butmayconfusestudentswiththe

phrasingortimingofquestions.Thelessonis

primarilyteacher‐directed.

Theteachereffectivelyaddressesconfusionbyre‐

explainingtopicswhenaskedandensuring

understanding.Theteacheremployseffective,

purposefulquestioningtechniquesduring

instruction.Thelessonisabalanceofteacher‐

directedinstructionandstudent‐ledlearning.

Theteacheraccuratelyanticipatesconfusionby

presentinginformationinmultipleformatsand

clarifyingcontentbeforestudentsaskquestions.

Theteacherdevelopshigh‐levelunderstanding

througheffectiveusesofvariedlevelsofquestions.

Thelessonisstudent‐led,withtheteacherinthe

roleoffacilitator.



Evidence:



Page|6



INSTRUCTIONANDASSESSMENT

Differentiation

(Standard1:Students;Standard 4:Instruction)SourcesofEvidence:Pre‐Conference,FormalObservation,ClassroomWalkthroughs/InformalObservations

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacherdoesnotattempttomakethelesson

accessibleandchallengingformoststudents,or

attemptsaredevelopmentallyinappropriate.

Theteacherreliesonasinglestrategyoralternate

setofmaterialstomakethelessonaccessibleto

moststudentsthoughsomestudentsmaynotbe

abletoaccesscertainparts

ofthelessonand/or

somemaynotbechallenged.

Theteachersupportsthelearningneedsofstudents

throughavarietyofstrategies,materials,and/or

pacingthatmakelearningaccessibleand

challengingforthegroup.

Theteachermatchesstrategies,materials,and/or

pacingtostudents’individualneeds,tomake

learningaccessibleand

challengingforallstudents

intheclassroom.Theteachereffectivelyuses

independent,collaborativeandwhole‐class

instructiontosupportindividuallearninggoalsand

providesvariedoptionsforhowstudentswill

demonstratemastery.

Evidence:



Page|7



INSTRUCTIONANDASSESSMENT

Resources

(Standard2:Content;Standard4:Instruction)SourcesofEvidence:Pre‐Conference,FormalObservation,ClassroomWalkthroughs/InformalObservations

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Instructionalmaterialsandresourcesusedfor

instructionarenotrelevanttothelessonorare

inappropriateforstudents.

Theteacherusesappropriateinstructionalmaterials

tosupportlearninggoals,butmaynotmeet

individualstudents’learningstyles/needsoractively

engagetheminlearning.

Instructionalmaterialsandresourcesarealignedto

theinstructional

purposesandareappropriatefor

students’learningstylesandneeds,actively

engagingstudents.

Instructionalmaterialsandresourcesarealignedto

instructionalpurposes,arevariedandappropriate

toabilitylevelsofstudents,andactivelyengage

theminownershipoftheirlearning.

Evidence:



Page|8



INSTRUCTIONANDASSESSMENT

ClassroomEnvironment

(Standard1:Students;Standard 5:LearningEnvironment;Standard6:CollaborationandCommunication) SourcesofEvidence:Pre‐Conference,FormalObservation,ClassroomWalkthroughs/InformalObservations

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Thereislittleornoevidenceofapositiverapport

betweentheteacherandstudents.Forexample,

theteachermayresponddisrespectfullytostudents

orignoretheirquestionsorcomments.

Theteacherisfairinthetreatmentofstudentsand

establishesabasicrapportwiththem.Forexample,

theteacheraddresses

students’questionsor

commentsbutdoesnotinquireabouttheiroverall

well‐being.

Theteacherhaspositiverapportwithstudentsand

demonstratesrespectforandinterestinall

students.Forexample,theteachermakeseye

contactandconnectswithindividualstudents.

Theteacherhaspositiverapportwithstudentsand

demonstrates

respectforandinterestinindividual

students’experiences,thoughtsandopinions.For

example,theteacherrespondsquietly,individually,

andsensitivelytostudentconfusionordistress.

Therearenoevidentroutinesorprocedures;

studentsseemunclearaboutwhattheyshouldbe

doingorareidle.

Routinesandproceduresareinplace,butthe

teachermayinappropriatelypromptordirect

studentswhentheyareunclearoridle.

Routinesandproceduresrunsmoothlythroughout

thelesson,andstudentsassume

age‐appropriate

levelsofresponsibilityfortheefficientoperationof

theclassroom.

Routinesarewell‐establishedandorderlyand

studentsinitiateresponsibilityfortheefficient

operationoftheclassroom.

Transitionsareinefficientwithconsiderable

instructionaltimelost.Lessonsprogresstooslowly

orquicklysostudentsarefrequentlydisengaged.

Theteachertransitionsbetweenlearningactivities,

butoccasionallylosessomeinstructionaltimeinthe

process.

Transitionsareefficientandoccursmoothly. There

isevidenceofvariedlearningsituations(whole

class,cooperativelearning,

smallgroupand

independentwork).

Transitionsareseamlessastheteachereffectively

maximizesinstructionaltimeandcombines

independent,collaborative,andwhole‐class

learningsituations.

Theteachercreatesalearningenvironmentthat

allowsforlittleornocommunicationor

engagementwithfamilies.

Theteacherwelcomescommunicationfromfamilies

andrepliesinatimelymanner.

Theteacherengagesintwo‐waycommunication

andoffersavarietyofvolunteeropportunitiesand

activitiesforfamiliestosupportstudentlearning.



Theteacherengagesintwo‐way,ongoing

communicationwithfamiliesthatresultsinactive

volunteer,community,andfamilypartnerships

whichcontributetostudentlearningand

development.

Expectationsforbehaviorarenotestablishedorare

inappropriateand/ornomonitoringofbehaviors

occurs.Theteacherrespondstomisbehavior

inappropriately.

Appropriateexpectationsforbehaviorare

established,butsomeexpectationsareunclearor

donotaddresstheneedsofindividualstudents.

Theteacherinconsistentlymonitorsbehavior.

Aclassroommanagementsystemhasbeen

implementedthatisappropriateandresponsiveto

classroomandindividualneedsofstudents.Clear

expectationsforstudentbehaviorareevident.

Monitoringofstudentbehaviorisconsistent,

appropriate,andeffective.

Aclassroommanagementsystemhasbeen

designed,implemented,andadjustedwithstudent

inputandisappropriatefortheclassroomand

individualstudentneeds.Studentsareactively

encouragedtotakeresponsibilityfortheirbehavior.

Theteacherusesresearch‐basedstrategiesto

lessendisruptivebehaviorsandreinforcepositive

behaviors.

Evidence:



Page|9



INSTRUCTIONANDASSESSMENT

AssessmentofStudentLearning

(Standard3:Assessment)SourcesofEvidence:Pre‐Conference,FormalObservation,ClassroomWalkthroughs/InformalObservations,Post‐Conference

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacherdoesnotroutinelyuseassessmentsto

measurestudentmastery.

Teacherusesassessmentstomeasurestudent

mastery,butmaynotdifferentiateinstruction

basedonthisinformation.

Theteacherusesassessmentdatatoidentify

students’strengthsandneeds,andmodifiesand

differentiatesinstructionaccordingly,althoughthe

teachermaynotbeable

toanticipatelearning

obstacles.

Theteacherusesassessmentdatatoidentify

students’strengthsandneeds,andmodifiesand

differentiatesinstructionaccordingly,aswellas

examinesclassroomassessmentresultstoreveal

trendsandpatternsinindividualandgroupprogress

andtoanticipatelearningobstacles.

Theteacherrarelyorneverchecksthestudents’

understandingofcontent.Theteacherfailstomake

adjustmentsinresponsetostudentconfusion.

Theteacherchecksforstudentunderstandingand

makesattemptstoadjustinstructionaccordingly,

buttheseadjustmentsmaycausesomeadditional

confusion.

Theteacherchecksforunderstandingatkey

moments

andmakesadjustmentstoinstruction

(whole‐classorindividualstudents).Theteacher

respondstostudentmisunderstandingsby

providingadditionalclarification.

Theteachercontinuallychecksforunderstanding

andmakesadjustmentsaccordingly(whole‐classor

individualstudents).Whenanexplanationisnot

effectivelyleadingstudentstounderstandthe

content,theteacheradjusts

quicklyandseamlessly

withinthelessonandusesanalternativewayto

explaintheconcept.

Theteacherpersistsinusingaparticularstrategy

forrespondingtomisunderstandings,evenwhen

datasuggesttheapproachisnotsucceeding.

Theteachergathersandusesstudentdatafroma

fewsourcestochooseappropriateinstructional

strategiesforgroupsofstudents.

Theteachergathersandusesstudentdatafroma

variety

ofsourcestochooseandimplement

appropriateinstructionalstrategiesforgroupsof

students.

Byusingstudentdatafromavarietyofsources,the

teacherappropriatelyadaptsinstructionalmethods

andmaterialsandpaceslearningactivitiestomeet

theneedsofindividualstudentsaswellasthe

wholeclass.

Teacherdoesnotprovidestudentswithfeedback

abouttheirlearning.

Studentsreceive occasionalorlimitedfeedback

abouttheirperformancefromtheteacher.

Theteacherprovidessubstantive,specific,and

timelyfeedbackofstudentprogresstostudents,

families,andotherschoolpersonnelwhile

maintainingconfidentiality.

Theteacherprovidessubstantive,specific,and

timelyfeedback

tostudents,families,andother

schoolpersonnelwhilemaintainingconfidentiality.

Theteacherprovidestheopportunityforstudents

toengageinself‐assessmentandshowawareness

oftheirownstrengthsandweaknesses.Theteacher

usesstudentassessmentresultstoreflectonhisor

herownteachingandtomonitorteaching

strategiesand

behaviorsinrelationtostudent

success.

Evidence:



Page|10



PROFESSIONALISM

ProfessionalResponsibilities

(Standard6:CollaborationandCommunication;Standard7:ProfessionalResponsibilityandGrowth)

SourcesofEvidence:ProfessionalDevelopmentPlanorImprovementPlan;Pre‐Conference,Post‐Conference,DailyInteractionwithOthers

☐Ineffective ☐Developing ☐Skilled ☐Accomplished

Theteacherfailstocommunicateclearlywith

studentsandfamiliesorcollaborateeffectivelywith

professionalcolleagues.

Theteacherusesavarietyofstrategiesto

communicatewithstudentsandfamiliesand

collaboratewithcolleagues,buttheseapproaches

maynotalwaysbeappropriateforaparticular

situationorachievetheintendedoutcome.



Theteacheruseseffectivecommunication

strategieswithstudentsandfamiliesandworks

effectivelywithcolleaguestoexamineproblemsof

practice,analyzestudentwork,andidentify

targetedstrategies.

Theteachercommunicateseffectivelywith

students,families,andcolleagues.Theteacher

collaborateswithcolleaguestoimprovepersonal

andteampracticebyfacilitatingprofessional

dialogue,peerobservationandfeedback,peer

coachingandothercollegiallearningactivities.

Theteacherfailstounderstandandfollow

regulations,policies,andagreements.

Theteacherunderstandsandfollowsdistrict

policiesandstateandfederalregulationsata

minimallevel.

Theteachermeetsethicalandprofessional

responsibilitieswithintegrityandhonesty.The

teachermodelsandupholdsdistrictpoliciesand

stateandfederalregulations.

Theteachermeetsethicalprofessional

responsibilitiesandhelpscolleaguesaccessand

interpretlawsandpoliciesandunderstandtheir

implicationsintheclassroom.

Theteacherfailstodemonstrateevidenceofan

abilitytoaccuratelyself‐assessperformanceandto

appropriatelyidentifyareasofprofessional

development.

Theteacheridentifiesstrengthsandareasfor

growthtodevelopandimplementtargetedgoals

forprofessionalgrowth.

Theteachersetsdata‐basedshort‐ andlong‐term

professionalgoalsand

takesactiontomeetthese

goals.

Theteachersetsandregularlymodifiesshort‐and

long‐termprofessionalgoalsbasedonself‐

assessmentandanalysisofstudentlearning

evidence.

Evidence:





Page|11



TeacherSignature:    Date:

SignaturemeansthatIhaveseenthisreportbutnotthatInecessarilyagreewithit.



EvaluatorSignature:Date:



StatementofReinforcement:

StatementofRefinement:



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Ineffective Developing Skilled Accomplished (Fairfield County)

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