Revofpractice 2016

Teacher Review of Practice Evaluation
User Information
Name: Joseph Amodio (34592) Title: Teacher
Building: Totoket Valley Elementary School Departments: K-5 Language Arts Department,K-5 Mathematics Department,K-5 Science Department,K-5 Social Studies Department
Grade: 3 Evaluation Type: Tenured Teacher (Proficient or Exemplary)
Assigned Administrator: Lindsay, Kris Evaluation Cycle: 09/01/2016 - 06/30/2017
Submitted By: Lindsay, Kris Date Submitted: 12/01/2016 3:16 pm EST
Acknowledged By: Amodio, Joseph Date Acknowledged: 12/01/2016 3:55 pm EST
Finalized By: Lindsay, Kris Date Finalized : 12/09/2016 10:37 am EST
Artifacts
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Domain 1: Planning and Preparation
FfT 2013 - Component 1a

Component Below Standard Developing Proficient Exemplary
1a Demonstrating In planning and practice, the teacher The teacher is familiar with the The teacher displays solid knowledge The teacher displays extensive
Knowledge of Content and makes content errors or does not important concepts in the discipline but of the important concepts in the knowledge of the important concepts
Pedagogy correct errors made by students. The displays a lack of awareness of how discipline and how these relate to one in the discipline and how these relate
teacher displays little understanding of these concepts relate to one another. another. The teacher demonstrates both to one another and to other
Indicators: prerequisite knowledge important to The teacher indicates some awareness accurate understanding of prerequisite disciplines. The teacher demonstrates
1. Lesson and unit plans that student learning of the content. The of prerequisite learning, although such relationships among topics. The understanding of prerequisite
reflect important concepts teacher displays little or no knowledge may be inaccurate or teacher's plans and practice reflect relationships among topics and
in the discipline understanding of the range of incomplete. The teacher's plans and familiarity with a wide range of concepts and understands the link to
2. Lesson and unit plans that pedagogical approaches suitable to practice reflect a limited range of effective pedagogical approaches in necessary cognitive structures that
accommodate prerequisite student learning of the content. pedagogical approaches to the the subject. ensure student understanding. The
relationships among discipline or to the students. teacher's plans and practice reflect
concepts and skills Critical Attributes: Critical Attributes: familiarity with a wide range of
3. Clear and accurate 1. The teacher makes content errors. Critical Attributes: 1. The teacher can identify important effective pedagogical approaches in
classroom explanations 2. The teacher does not consider 1. The teacher's understanding of the concepts of the discipline and their the discipline and the ability to
4. Accurate answers to prerequisite relationships when discipline is rudimentary. relationships to one another. anticipate student misconceptions.
students' questions planning. 2. The teacher's knowledge of 2. The teacher provides clear
5. Feedback to students that 3. The teacher's plans use prerequisite relationships is inaccurate explanations of the content. Critical Attributes:
furthers learning inappropriate strategies for the or incomplete. 3. The teacher answers students' 1. The teacher cites intra- and
6. Interdisciplinary discipline. 3. Lesson and unit plans use limited questions accurately and provides interdisciplinary content relationships.
connections in plans and instructional strategies, and some are feedback that furthers their learning. 2. The teacher's plans demonstrate
practice not suitable to the content. 4. Instructional strategies in unit and awareness of possible student
lesson plans are entirely suitable to the misconceptions and how they can be
content. addressed.
3. The teacher's plans reflect recent
developments in content-related
pedagogy.
Rubric Score: 3/4
FfT 2013 - 1a Critical Attributes

Proficient - The teacher can identify important concepts of the discipline and their relationships to one another.
Proficient - The teacher provides clear explanations of the content.
FfT 2013 - Component 1b
1b Demonstrating The teacher displays minimal The teacher displays generally The teacher understands the active The teacher understands the active
Knowledge of Students understanding of how students learn - accurate knowledge of how students nature of student learning and attains nature of student learning and
and little knowledge of their varied learn and of their varied approaches to information about levels of acquires information about levels of
Indicators: approaches to learning, knowledge learning, knowledge and skills, special development for groups of students. development for individual students.
1. Formal and informal and skills, special needs, and interests needs, and interests and cultural The teacher also purposefully acquires The teacher also systematically
information about students and cultural heritages - and does not heritages, yet may apply this knowledge from several sources about acquires knowledge from several
gathered by the teacher for indicate that such knowledge is knowledge not to individual students groups of students' varied approaches sources about individual students'
use in planning instruction valuable. but to the class as a whole. to learning, knowledge and skills, varied approaches to learning,
2. Student interests and special needs, and interests and knowledge and skills, special needs,
needs learned by the Critical Attributes: Critical Attributes: cultural heritages. and interests and cultural heritages.
teacher for use in planning 1. The teacher does not understand 1. The teacher cites developmental
3. Teacher participation in child development characteristics and theory but does not seek to integrate Critical Attributes: Critical Attributes:
community cultural events has unrealistic expectations for it into lesson planning. 1. The teacher knows, for groups of 1. The teacher uses ongoing methods
4. Teacher-designed students. 2. The teacher is aware of the students, their levels of cognitive to assess students' skill levels and
opportunities for families to 2. The teacher does not try to different ability levels in the class but development. designs instruction accordingly.
share their heritages ascertain varied ability levels among tends to teach to the "whole group." 2. The teacher is aware of the 2. The teacher seeks out information
5. Database of students with students in the class. 3. The teacher recognizes that different cultural groups in the class. from all students about their cultural
special needs 3. The teacher is not aware of students have different interests and 3. The teacher has a good idea of the heritages.
students' interests or cultural cultural backgrounds but rarely draws range of interests of students in the 3. The teacher maintains a system of
heritages. on their contributions or differentiates class. updated student records and
4. The teacher takes no responsibility materials to accommodate those 4. The teacher has identified "high," incorporates medical and/or learning
to learn about students' medical or differences. "medium," and "low" groups of needs into lesson plans.
learning disabilities. 4. The teacher is aware of medical students within the class.
issues and learning disabilities with 5. The teacher is well informed about
some students but does not seek to students' cultural heritages and
understand the implications of that incorporates this knowledge in lesson
knowledge. planning.
6. The teacher is aware of the special
needs represented by students in the
class.
Rubric Score: 3/4
FfT 2013 - 1b Critical Attributes

Proficient - The teacher has identified "high," "medium," and "low" groups of students within the class.
FfT 2013 - Component 1c

1c Setting Instructional The outcomes represent low Outcomes represent moderately high Most outcomes represent rigorous and All outcomes represent high-level
Outcomes expectations for students and lack of expectations and rigor. Some reflect important learning in the discipline and learning in the discipline. They are
rigor, and not all of these outcomes important learning in the discipline and are clear, are written in the form of clear, are written in the form of
Indicators: reflect important learning in the consist of a combination of outcomes student learning, and suggest viable student learning, and permit viable
1. Outcomes of a challenging discipline. They are stated as student and activities. Outcomes reflect methods of assessment. Outcomes methods of assessment. Outcomes
cognitive level activities, rather than as outcomes for several types of learning, but the reflect several different types of reflect several different types of
2. Statements of student learning. Outcomes reflect only one teacher has made no effort at learning and opportunities for learning and, where appropriate,
learning, not student type of learning and only one discipline coordination or integration. Outcomes, coordination, and they are represent both coordination and
activity or strand and are suitable for only based on global assessments of differentiated, in whatever way is integration. Outcomes are
3. Outcomes central to the some students. student learning, are suitable for most needed, for different groups of differentiated, in whatever way is
discipline and related to of the students in the class. students. needed, for individual students.
those in other disciplines Critical Attributes:
4. Outcomes permitting 1. Outcomes lack rigor. Critical Attributes: Critical Attributes: Critical Attributes:
assessment of student 2. Outcomes do not represent 1. Outcomes represent a mixture of 1. Outcomes represent high 1. The teacher's plans reference
attainment important learning in the discipline. low expectations and rigor. expectations and rigor. curricular frameworks or blueprints to
5. Outcomes differentiated 3. Outcomes are not clear or are 2. Some outcomes reflect important 2. Outcomes are related to "big ideas" ensure accurate sequencing.
for students of varied ability stated as activities. learning in the discipline. of the discipline. 2. The teacher connects outcomes to
4. Outcomes are not suitable for many 3. Outcomes are suitable for most of 3. Outcomes are written in terms of previous and future learning.
students in the class. the class. what students will learn rather than 3. Outcomes are differentiated to
do. encourage individual students to take
4. Outcomes represent a range of educational risks.
types: factual knowledge, conceptual
understanding, reasoning, social
interaction, management, and
communication.
5. Outcomes, differentiated where
necessary, are suitable to groups of
students in the class.
Rubric Score: 3/4
FfT 2013 - 1c Critical Atrtibutes

Proficient - Outcomes are related to "big ideas" of the discipline.
FfT 2013 - Component 1d
1d Demonstrating The teacher is unaware of resources The teacher displays some awareness The teacher displays awareness of The teacher's knowledge of resources
Knowledge Resources to assist student learning beyond of resources beyond those provided resources beyond those provided by for classroom use and for extending
materials provided by the school or by the school or district for classroom the school or district, including those one's professional skill is extensive,
Indicators: district, nor is the teacher aware of use and for extending one's on the Internet, for classroom use and including those available through the
1. Materials provided by the resources for expanding one's own professional skill but does not seek to for extending one's professional skill, school or district, in the community,
district professional skill. expand this knowledge. and seeks out such resources. through professional organizations and
2. Materials provided by universities, and on the Internet.
professional organizations Critical Attributes: Critical Attributes: Critical Attributes:
3. A range of texts 1. The teacher uses only district- 1. The teacher uses materials in the 1. Texts are at varied levels. Critical Attributes:
4. Internet resources provided materials, even when more school library but does not search 2. Texts are supplemented by guest 1. Texts are matched to student skill
5. Community resources variety would assist some students. beyond the school for resources. speakers and field experiences. level.
6. Ongoing participation by 2. The teacher does not seek out 2. The teacher participates in content- 3. The teacher facilitates the use of 2. The teacher has ongoing
the teacher in professional resources available to expand her own area workshops offered by the school Internet resources. relationships with colleges and
education courses or skill. but does not pursue other professional 4. Resources are multidisciplinary. universities that support student
professional groups 3. Although the teacher is aware of development. 5. The teacher expands her knowledge learning.
7. Guest speakers some student needs, he does not 3. The teacher locates materials and through professional learning groups 3. The teacher maintains a log of
inquire about possible resources. resources for students that are and organizations. resources for student reference.
available through the school but does 6. The teacher pursues options 4. The teacher pursues
not pursue any other avenues. offered by universities. apprenticeships to increase discipline
7. The teacher provides lists of knowledge.
resources outside the classroom for 5. The teacher facilitates student
students to draw on. contact with resources outside the
classroom.
Rubric Score: 3/4
FfT 2013 - 1d Critical Attributes

Proficient - The teacher facilitates the use of internet resources.
Proficient - The teacher provides lists of resources outside the classroom for students to draw on.
FfT 2013 - Component 1e

1e Designing Coherent Learning activities are poorly aligned Some of the learning activities and Most of the learning activities are The sequence of learning activities
Instruction with the instructional outcomes, do not materials are aligned with the aligned with the instructional outcomes follows a coherent sequence, is aligned
follow an organized progression, are instructional outcomes and represent and follow an organized progression to instructional goals, and is designed
Indicators: not designed to engage students in moderate cognitive challenge, but with suitable to groups of students. The to engage students in highlevel
1. Lessons that support active intellectual activity, and have no differentiation for different learning activities have reasonable cognitive activity. These are
instructional outcomes and unrealistic time allocations. students. Instructional groups partially time allocations; they represent appropriately differentiated for
reflect important concepts Instructional groups are not suitable to support the activities, with some significant cognitive challenge, with individual learners. Instructional
2. Instructional maps that the activities and offer no variety. variety. The lesson or unit has a some differentiation for different groups are varied appropriately, with
indicate relationships to recognizable structure; but the groups of students and varied use of some opportunity for student choice.
prior learning Critical Attributes: progression of activities is uneven, instructional groups.
3. Activities that represent 1. Learning activities are boring and/or with only some reasonable time Critical Attributes:
high-level thinking not well aligned to the instructional allocations. Critical Attributes: 1. Activities permit student choice.
4. Opportunities for student goals. 1. Learning activities are matched to 2. Learning experiences connect to
choice 2. Materials are not engaging or do not Critical Attributes: instructional outcomes. other disciplines.
5. Use of varied resources meet instructional outcomes. 1. Learning activities are moderately 2. Activities provide opportunity for 3. The teacher provides a variety of
6. Thoughtfully planned 3. Instructional groups do not support challenging. higher-level thinking. appropriately challenging resources
learning groups learning. 2. Learning resources are suitable, but 3. The teacher provides a variety of that are differentiated for students in
7. Structured lesson plans 4. Lesson plans are not structured or there is limited variety. appropriately challenging materials and the class.
sequenced and are unrealistic in their 3. Instructional groups are random, or resources. 4. Lesson plans differentiate for
expectations. they only partially support objectives. 4. Instructional student groups are individual student needs.
4. Lesson structure is uneven or may organized thoughtfully to maximize
be unrealistic about time learning and build on students'
expectations. strengths.
5. The plan for the lesson or unit is well
structured, with reasonable time
allocations.
Rubric Score: 3/4
FfT 2013 - 1e Critical Attributes

Proficient - Activities provide opportunity for higher level thinking.
Proficient - The plan for the lesson or unit is well structured, with reasonable time allocations.
Exemplary - Learning experiences connect to other disciplines.
FfT 2013 - Component 1f

1f Designing Student Assessment procedures are not Assessment procedures are partially All the instructional outcomes may be All the instructional outcomes may be
Assessments congruent with instructional outcomes congruent with instructional outcomes. assessed by the proposed assessment assessed by the proposed assessment
and lack criteria by which student Assessment criteria and standards plan; assessment methodologies may plan, with clear criteria for assessing
Indicators: performance will be assessed. The have been developed, but they are have been adapted for groups of student work. The plan contains
1. Lesson plans indicating teacher has no plan to incorporate not clear. The teacher's approach to students. Assessment criteria and evidence of student contribution to its
correspondence between formative assessment in the lesson or using formative assessment is standards are clear. The teacher has a development. Assessment
assessments and unit. rudimentary, including only some of welldeveloped strategy for using methodologies have been adapted for
instructional outcomes the instructional outcomes. formative assessment and has individual students as the need has
2. Assessment types Critical Attributes: designed particular approaches to be arisen. The approach to using
suitable to the style of 1. Assessments do not match Critical Attributes: used. formative assessment is well designed
outcome instructional outcomes. 1. Only some of the instructional and includes student as well as teacher
3. Variety of performance 2. Assessments lack criteria. outcomes are addressed in the Critical Attributes: use of the assessment information.
opportunities for students 3. No formative assessments have planned assessments. 1. All the learning outcomes have a
4. Modified assessments been designed. 2. Assessment criteria are vague. method for assessment. Critical Attributes:
available for individual 4. Assessment results do not affect 3. Plans refer to the use of formative 2. Assessment types match learning 1. Assessments provide opportunities
students as needed future plans. assessments, but they are not fully expectations. for student choice.
5. Expectations clearly developed. 3. Plans indicate modified assessments 2. Students participate in designing
written with descriptors for 4. Assessment results are used to when they are necessary for some assessments for their own work.
each level of performance design lesson plans for the whole students. 3. Teacher-designed assessments are
6. Formative assessments class, not individual students. 4. Assessment criteria are clearly authentic, with real-world application
designed to inform minute- written. as appropriate.
to-minute decision making 5. Plans include formative assessments 4. Students develop rubrics according
by the teacher during to use during instruction. to teacher-specified learning
instruction 6. Lesson plans indicate possible objectives.
adjustments based on formative 5. Students are actively involved in
assessment data. collecting information from formative
assessments and provide input.
Rubric Score: 0/0
FfT 2013 - 1f Critical Attributes
Domain 2: The Classroom Environment

2a Creating an Environment Patterns of classroom interactions, Patterns of classroom interactions, Teacher-student interactions are Classroom interactions between the
of Respect and Rapport both between teacher and students both between teacher and students friendly and demonstrate general teacher and students and among
and among students, are mostly and among students, are generally caring and respect. Such interactions students are highly respectful,
Indicators: negative, inappropriate, or insensitive appropriate but may reflect occasional are appropriate to the ages, cultures, reflecting genuine warmth, caring, and
1. Respectful talk, active to students' ages, cultural inconsistencies, favoritism, and and developmental levels of the sensitivity to students as individuals.
listening, and turn-taking backgrounds, and developmental disregard for students' ages, cultures, students. Interactions among students Students exhibit respect for the
2. Acknowledgment of levels. Student interactions are and developmental levels. Students are generally polite and respectful, teacher and contribute to high levels
students' backgrounds and characterized by sarcasm, put-downs, rarely demonstrate disrespect for one and students exhibit respect for the of civility among all members of the
lives outside the classroom or conflict. The teacher does not deal another. The teacher attempts to teacher. The teacher responds class. The net result is an environment
3. Body language indicative with disrespectful behavior. respond to disrespectful behavior, with successfully to disrespectful behavior where all students feel valued and are
of warmth and caring shown uneven results. The net result of the among students. The net result of the comfortable taking intellectual risks.
by teacher and students Critical Attributes: interactions is neutral, conveying interactions is polite, respectful, and
4. Physical proximity 1. The teacher is disrespectful toward neither warmth nor conflict. business-like, though students may be Critical Attributes:
5. Politeness and students or insensitive to students' somewhat cautious about taking 1. The teacher demonstrates
encouragement ages, cultural backgrounds, and Critical Attributes: intellectual risks. knowledge and caring about individual
6. Fairness developmental levels. 1. The quality of interactions between students' lives beyond the class and
2. Students' body language indicates teacher and students, or among Critical Attributes: school.
feelings of hurt, discomfort, or students, is uneven, with occasional 1. Talk between the teacher and 2. There is no disrespectful behavior
insecurity. disrespect or insensitivity. students and among students is among students.
3. The teacher displays no familiarity 2. The teacher attempts to respond to uniformly respectful. 3. When necessary, students
with, or caring about, individual disrespectful behavior among 2. The teacher successfully responds respectfully correct one another.
students. students, with uneven results. to disrespectful behavior among 4. Students participate without fear of
4. The teacher disregards disrespectful 3. The teacher attempts to make students. put-downs or ridicule from either the
interactions among students. connections with individual students, 3. Students participate willingly, but teacher or other students.
but student reactions indicate that may be somewhat hesitant to offer 5. The teacher respects and
these attempts are not entirely their ideas in front of classmates. encourages students' efforts.
successful. 4. The teacher makes general
connections with individual students.
5. Students exhibit respect for the
teacher.
Rubric Score: 4/4

Exemplary - There is no disrespectful behavior among students.
Exemplary - The teacher respects and encourages students` efforts.

2b Establishing a Culture for The classroom culture is characterized The classroom culture is characterized The classroom culture is a place where The classroom culture is a cognitively
Learning by a lack of teacher or student by little commitment to learning by the learning is valued by all; high busy place, characterized by a shared
commitment to learning, and/or little or teacher or students. The teacher expectations for both learning and belief in the importance of learning.
Indicators: no investment of student energy in the appears to be only "going through the hard work are the norm for most The teacher conveys high
1. Belief in the value of what task at hand. Hard work and the motions," and students indicate that students. Students understand their expectations for learning for all
is being learned precise use of language are not they are interested in the completion role as learners and consistently students and insists on hard work;
2. High expectations, expected or valued. Medium to low of a task rather than the quality of the expend effort to learn. Classroom students assume responsibility for high
supported through both expectations for student achievement work. The teacher conveys that interactions support learning, hard quality by initiating improvements,
verbal and nonverbal are the norm, with high expectations student success is the result of natural work, and the precise use of language. making revisions, adding detail, and/or
behaviors, for both learning for learning reserved for only one or ability rather than hard work, and assisting peers in their precise use of
and participation two students. refers only in passing to the precise Critical Attributes: language.
3. Expectation of high- use of language. High expectations for 1. The teacher communicates the
quality work on the part of Critical Attributes: learning are reserved for those importance of the content and the Critical Attributes:
students 1. The teacher conveys that there is students thought to have a natural conviction that with hard work all 1. The teacher communicates passion
4. Expectation and little or no purpose for the work, or aptitude for the subject. students can master the material. for the subject.
recognition of effort and that the reasons for doing it are due to 2. The teacher demonstrates a high 2. The teacher conveys the
persistence on the part of external factors. Critical Attributes: regard for students' abilities. satisfaction that accompanies a deep
students 2. The teacher conveys to at least 1. The teacher's energy for the work is 3. The teacher conveys an understanding of complex content.
5. High expectations for some students that the work is too neutral, neither indicating a high level expectation of high levels of student 3. Students indicate through their
expression and work challenging for them. of commitment nor ascribing the need effort. questions and comments a desire to
products 3. Students exhibit little or no pride in to do the work to external forces. 4. Students expend good effort to understand the content.
their work. 2. The teacher conveys high complete work of high quality. 4. Students assist their classmates in
4. Students use language incorrectly; expectations for only some students. 5. The teacher insists on precise use of understanding the content.
the teacher does not correct them. 3. Students exhibit a limited language by students. 5. Students take initiative in improving
commitment to complete the work on the quality of their work.
their own; many students indicate that 6. Students correct one another in
they are looking for an "easy path." their use of language.
4. The teacher's primary concern
appears to be to complete the task at
hand.
5. The teacher urges, but does not
insist, that students use precise
language.
Rubric Score: 3/4

Proficient - The teacher demonstrates a high regard for students` abilities.
Exemplary - The teacher communicates passion for the subject.
Exemplary - Students indicate through their questions and comments a desire to understand the content.

2c Managing Classroom Much instructional time is lost Some instructional time is lost There is little loss of instructional Instructional time is maximized
Procedures due to inefficient classroom due to partially effective time due to effective classroom due to efficient and seamless
routines and procedures. There classroom routines and routines and procedures. The classroom routines and
Indicators: is little or no evidence of the procedures. The teacher's teacher's management of procedures. Students take
1. Smooth functioning of all teacher's management of management of instructional instructional groups and initiative in the management of
routines instructional groups and groups and transitions, or transitions, or handling of instructional groups and
2. Little or no loss of transitions and/or handling of handling of materials and materials and supplies, or both, transitions, and/or the handling
instructional time materials and supplies supplies, or both, are are consistently successful. With of materials and supplies.
3. Students playing an effectively. There is little inconsistent, leading to some minimal guidance and Routines are well understood
important role in carrying evidence that students know or disruption of learning. With prompting, students follow and may be initiated by
out the routines follow established routines, or regular guidance and prompting, established classroom routines, students. Volunteers and
4. Students knowing what to that volunteers and students follow established and volunteers and paraprofessionals make an
do, where to move paraprofessionals have clearly routines, and volunteers and paraprofessionals contribute to independent contribution to the
defined tasks. paraprofessionals perform their the class. class.
duties.
Critical Attributes: Critical Attributes: Critical Attributes:
1. Students not working with the Critical Attributes: 1. Students are productively engaged 1. With minimal prompting by the
teacher are not productively engaged. 1. Students not working directly with during small-group or independent teacher, students ensure that their
2. Transitions are disorganized, with the teacher are only partially engaged. work. time is used productively.
much loss of instructional time. 2. Procedures for transitions seem to 2. Transitions between large- and 2. Students take initiative in distributing
3. There do not appear to be any have been established, but their small- group activities are smooth. and collecting materials efficiently.
established procedures for distributing operation is not smooth. 3. Routines for distribution and 3. Students themselves ensure that
and collecting materials. 3. There appear to be established collection of materials and supplies transitions and other routines are
4. A considerable amount of time is routines for distribution and collection work efficiently. accomplished smoothly.
spent off task because of unclear of materials, but students are 4. Classroom routines function 4. Volunteers and paraprofessionals
procedures. confused about how to carry them smoothly. take initiative in their work in the class.
5. Volunteers and paraprofessionals out. 5. Volunteers and paraprofessionals
have no defined role and/or are idle 4. Classroom routines function work with minimal supervision.
much of the time. unevenly.
5. Volunteers and paraprofessionals
require frequent supervision.
Rubric Score: 3/4
FfT 2013 - 2c Critical Attributes

Proficient - Students are productively engaged during small-group or independent work.
Proficient - Routines for distribution and collection of materials and supplies work efficiently.
Exemplary - With minimal prompting by the teacher, students ensure that their time is used productively.

2d Managing Student There appear to be no Standards of conduct appear to Student behavior is generally Student behavior is entirely
Behavior established standards of have been established, but their appropriate. The teacher appropriate. Students take an
conduct, or students challenge implementation is inconsistent. monitors student behavior active role in monitoring their
Indicators: them. There is little or no The teacher tries, with uneven against established standards of own behavior and/or that of
1. Clear standards of teacher monitoring of student results, to monitor student conduct. Teacher response to other students against standards
conduct, possibly posted, behavior, and response to behavior and respond to student student misbehavior is of conduct. Teacher monitoring
and possibly referred to students' misbehavior is misbehavior. consistent, proportionate, and of student behavior is subtle and
during a lesson repressive or disrespectful of respectful to students and is preventive. The teacher's
2. Absence of acrimony student dignity. Critical Attributes: effective. response to student misbehavior
between teacher and 1. The teacher attempts to maintain is sensitive to individual student
students concerning Critical Attributes: order in the classroom, referring to Critical Attributes: needs and respects students'
behavior 1. The classroom environment is classroom rules, but with uneven 1. Standards of conduct appear to dignity.
3. Teacher awareness of chaotic, with no standards of conduct success. have been established and
student conduct evident. 2. The teacher attempts to keep track implemented successfully. Critical Attributes:
4. Preventive action when 2. The teacher does not monitor of student behavior, but with no 2. Overall, student behavior is 1. Student behavior is entirely
needed by the teacher student behavior. generally appropriate. appropriate; any student misbehavior
apparent system.
5. Absence of misbehavior 3. Some students disrupt the 3. The teacher frequently monitors is very minor and swiftly handled.
3. The teacher's response to student
6. Reinforcement of positive 2. The teacher silently and subtly
classroom, without apparent teacher misbehavior is inconsistent: sometimes student behavior.
behavior monitors student behavior.
awareness or with an ineffective harsh, other times lenient. 4. The teacher's response to student
response. misbehavior is effective. 3. Students respectfully intervene
with classmates at appropriate
moments to ensure compliance with
standards of conduct.
Rubric Score: 4/4

Exemplary - Student behavior is entirely appropriate; any student misbehavior is very minor and swiftly handled.

2e Organizing Physical The classroom environment is The classroom is safe, and The classroom is safe, and The classroom environment is
Space unsafe, or learning is not essential learning is accessible students have equal access to safe, and learning is accessible
accessible to many. There is to most students. The teacher learning activities; the teacher to all students, including those
Indicators: poor alignment between the makes modest use of physical ensures that the furniture with special needs. The teacher
1. Pleasant, inviting arrangement of furniture and resources, including computer arrangement is appropriate to makes effective use of physical
atmosphere resources, including computer technology. The teacher the learning activities and uses resources, including computer
2. Safe environment technology, and the lesson attempts to adjust the classroom physical resources, including technology. The teacher ensures
3. Accessibility for all activities. furniture for a lesson or, if computer technology, that the physical arrangement is
students necessary, to adjust the lesson effectively. appropriate to the learning
4. Furniture arrangement Critical Attributes: to the furniture, but with limited activities. Students contribute to
suitable for the learning 1. There are physical hazards in the effectiveness. Critical Attributes: the use or adaptation of the
activities classroom, endangering student 1. The classroom is safe, and all physical environment to
5. Effective use of physical safety. Critical Attributes: students are able to see and hear the advance learning.
resources, including 2. Many students can't see or hear the 1. The physical environment is safe, teacher or see the board.
computer technology, by teacher or see the board. and most students can see and hear 2. The classroom is arranged to Critical Attributes:
both teacher and students 3. Available technology is not being the teacher or see the board. support the instructional goals and 1. Modifications are made to the
used even if it is available and its use 2. The physical environment is not an learning activities. physical environment to accommodate
would enhance the lesson. impediment to learning but does not 3. The teacher makes appropriate use students with special needs.
enhance it. of available technology. 2. There is total alignment between the
3. The teacher makes limited use of learning activities and the physical
available technology and other environment.
resources. 3. Students take the initiative to adjust
the physical environment.
4. The teacher and students make
extensive and imaginative use of
available technology.
Rubric Score: 3/4

Proficient - The teacher makes appropriate use of available technology.
Domain 3: Instruction
3a Communicating with The instructional purpose of the The teacher's attempt to explain The instructional purpose of the The teacher links the
Students lesson is unclear to students, the instructional purpose has lesson is clearly communicated instructional purpose of the
and the directions and only limited success, and/or to students, including where it is lesson to the larger curriculum;
Indicators: procedures are confusing. The directions and procedures must situated within broader learning; the directions and procedures
1. Clarity of lesson purpose teacher's explanation of the be clarified after initial student directions and procedures are are clear and anticipate possible
2. Clear directions and content contains major errors confusion. The teacher's explained clearly and may be student misunderstanding. The
procedures specific to the and does not include any explanation of the content may modeled. The teacher's teacher's explanation of content
lesson activities explanation of strategies contain minor errors; some explanation of content is is thorough and clear,
3. Absence of content errors students might use. The portions are clear, others scaffolded, clear, and accurate developing conceptual
and clear explanations of teacher's spoken or written difficult to follow. The teacher's and connects with students' understanding through clear
concepts and strategies language contains errors of explanation does not invite knowledge and experience. scaffolding and connecting with
4. Correct and imaginative grammar or syntax. The students to engage intellectually During the explanation of students' interests. Students
use of language teacher's academic vocabulary or to understand strategies they content, the teacher focuses, as contribute to extending the
is inappropriate, vague, or used might use when working appropriate, on strategies content by explaining concepts
incorrectly, leaving students independently. The teacher's students can use when working to their classmates and
confused. spoken language is correct but independently and invites suggesting strategies that might
uses vocabulary that is either student intellectual engagement. be used. The teacher's spoken
Critical Attributes: limited or not fully appropriate The teacher's spoken and and written language is
1. At no time during the lesson does to the students' ages or written language is clear and expressive, and the teacher
the teacher convey to students what backgrounds. The teacher rarely correct and is suitable to finds opportunities to extend
they will be learning. takes opportunities to explain students' ages and interests. students' vocabularies, both
2. Students indicate through body academic vocabulary. The teacher's use of academic within the discipline and for
language or questions that they don't vocabulary is precise and serves more general use. Students
understand the content being Critical Attributes: to extend student contribute to the correct use of
1. The teacher provides little understanding. academic vocabulary.
presented.
elaboration or explanation about what
3. The teacher makes a serious
the students will be learning. Critical Attributes: Critical Attributes:
content error that will affect students' 1. The teacher states clearly, at some 1. If asked, students are able to
2. The teacher's explanation of the
understanding of the lesson. point during the lesson, what the explain what they are learning and
content consists of a monologue, with
4. Students indicate through their students will be learning. where it fits into the larger curriculum
minimal participation or intellectual
questions that they are confused 2. The teacher's explanation of context.
engagement by students.
about the learning task. content is clear and invites student 2. The teacher explains content
3. The teacher makes no serious
5. The teacher's communications participation and thinking. clearly and imaginatively, using
content errors but may make minor
include errors of vocabulary or usage 3. The teacher makes no content metaphors and analogies to bring
ones.
or imprecise use of academic errors. content to life.
4. The teacher's explanations of
language. 4. The teacher describes specific 3. The teacher points out possible
content are purely procedural, with no
6. The teacher's vocabulary is strategies students might use, inviting areas for misunderstanding.
indication of how students can think
inappropriate to the age or culture of students to interpret them in the 4. The teacher invites students to
strategically.
the students. context of what they're learning. explain the content to their classmates.
5. The teacher must clarify the
learning task so students can complete 5. Students engage with the learning 5. Students suggest other strategies
it. task, indicating that they understand they might use in approaching a
6. The teacher's vocabulary and what they are to do. challenge or analysis.
usage are correct but unimaginative. 6. If appropriate, the teacher models 6. The teacher uses rich language,
7. When the teacher attempts to the process to be followed in the task. offering brief vocabulary lessons
explain academic vocabulary, it is only 7. The teacher's vocabulary and where appropriate, both for general
partially successful. usage are correct and entirely suited vocabulary and for the discipline.
8. The teacher's vocabulary is too to the lesson, including, where 7. Students use academic language
advanced, or too juvenile, for appropriate, explanations of academic correctly.
students. vocabulary.
8. The teacher's vocabulary is
appropriate to students' ages and
levels of development.
Rubric Score: 3/4

Proficient - The teacher states clearly, at some point during the lesson, what the students will be learning.
Proficient - The teacher`s explanation of content is clear and invites student participation and thinking.
Proficient - The teacher describes specific strategies students might use, inviting students to interpret them in the context of what they`re learning.
Proficient - Students engage with the learning task, indicating that they understand what they are to do.
Proficient - If appropriate, the teacher models the process to be followed in the task.
Exemplary - The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life.
Exemplary - The teacher points out possible areas for misunderstanding.
3b Using Questioning and The teacher's questions are of The teacher's questions lead While the teacher may use some The teacher uses a variety or
Discussion Techniques low cognitive challenge, with students through a single path of low-level questions, he poses series of questions or prompts
single correct responses, and inquiry, with answers seemingly questions designed to promote to challenge students
Indicators: are asked in rapid succession. determined in advance. student thinking and cognitively, advance high-level
1. Questions of high Interaction between the teacher Alternatively, the teacher understanding. The teacher thinking and discourse, and
cognitive challenge, and students is predominantly attempts to ask some questions creates a genuine discussion promote metacognition.
formulated by both students recitation style, with the teacher designed to engage students in among students, providing Students formulate many
and teacher mediating all questions and thinking, but only a few students adequate time for students to questions, initiate topics,
2. Questions with multiple answers; the teacher accepts all are involved. The teacher respond and stepping aside challenge one another's
correct answers or multiple contributions without asking attempts to engage all students when doing so is appropriate. thinking, and make unsolicited
approaches, even when students to explain their in the discussion, to encourage The teacher challenges students contributions. Students
there is a single correct reasoning. Only a few students them to respond to one another, to justify their thinking and themselves ensure that all
response participate in the discussion. and to explain their thinking, successfully engages most voices are heard in the
3. Effective use of student with uneven results. students in the discussion, discussion.
responses and ideas Critical Attributes: employing a range of strategies
4. Discussion, with the 1. Questions are rapid-fire and Critical Attributes: to ensure that most students are Critical Attributes:
teacher stepping out of the convergent, with a single correct 1. The teacher frames some questions heard. 1. Students initiate higher- order
central, mediating role answer. designed to promote student thinking, questions.
5. Focus on the reasoning 2. Questions do not invite student but many have a single correct Critical Attributes: 2. The teacher builds on and uses
exhibited by students in thinking. answer, and the teacher calls on 1. The teacher uses open-ended student responses to questions in
discussion, both in give-and 3. All discussion is between the students quickly. questions, inviting students to think order to deepen student
-take with the teacher and 2. The teacher invites students to and/or offer multiple possible understanding.
teacher and students; students are not
with their classmates answers.
invited to speak directly to one respond directly to one another's 3. Students extend the discussion,
6. High levels of student 2. The teacher makes effective use of
another. ideas, but few students respond. enriching it.
participation in discussion wait time.
4. The teacher does not ask students 3. The teacher calls on many 4. Students invite comments from their
to explain their thinking. students, but only a small number 3. Discussions enable students to talk classmates during a discussion and
5. Only a few students dominate the actually participate in the discussion. to one another without ongoing challenge one another's thinking.
discussion. 4. The teacher asks students to mediation by teacher. 5. Virtually all students are engaged in
explain their reasoning, but only some 4. The teacher calls on most students, the discussion.
students attempt to do so. even those who don't initially
volunteer.
5. Many students actively engage in
the discussion.
6. The teacher asks students to justify
their reasoning, and most attempt to do
so.
Rubric Score: 3/4

Proficient - The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers.
Proficient - Discussions enable students to talk to one another without ongoing mediation by teacher.
Proficient - The teacher asks students to justify their reasoning, and most attempt to do so.
Exemplary - The teacher builds on and uses student responses to questions in order to deepen student understanding.
Exemplary - Students extend the discussion, enriching it.
Exemplary - Virtually all students are engaged in the discussion.

3c Engaging Students in The learning tasks/activities, The learning tasks and activities The learning tasks and activities Virtually all students are
Learning materials, and resources are are partially aligned with the are fully aligned with the intellectually engaged in
poorly aligned with the instructional outcomes but instructional outcomes and are challenging content through well
Indicators: instructional outcomes, or require only minimal thinking by designed to challenge student -designed learning tasks and
1. Student enthusiasm, require only rote responses, students and little opportunity thinking, inviting students to activities that require complex
interest, thinking, problem with only one approach possible. for them to explain their make their thinking visible. This thinking by students. The
solving, etc. The groupings of students are thinking, allowing most students technique results in active teacher provides suitable
2. Learning tasks that unsuitable to the activities. The to be passive or merely intellectual engagement by most scaffolding and challenges
require high-level student lesson has no clearly defined compliant. The groupings of students with important and students to explain their
thinking and invite students structure, or the pace of the students are moderately suitable challenging content, and with thinking. There is evidence of
to explain their thinking lesson is too slow or rushed. to the activities. The lesson has teacher scaffolding to support some student initiation of inquiry
3. Students highly motivated a recognizable structure; that engagement. The groupings and student contributions to the
to work on all tasks and Critical Attributes: however, the pacing of the of students are suitable to the exploration of important
persistent even when the 1. Few students are intellectually lesson may not provide students activities. The lesson has a content; students may serve as
tasks are challenging engaged in the lesson. the time needed to be clearly defined structure, and resources for one another. The
4. Students actively 2. Learning tasks/activities and intellectually engaged or may be the pacing of the lesson is lesson has a clearly defined
"working," rather than materials require only recall or have a so slow that many students have appropriate, providing most structure, and the pacing of the
watching while their teacher single correct response or method. a considerable amount of students the time needed to be lesson provides students the
"works" 3. Instructional materials used are "downtime." intellectually engaged. time needed not only to
5. Suitable pacing of the intellectually engage with and
unsuitable to the lesson and/or the
lesson: neither dragged out Critical Attributes: Critical Attributes: reflect upon their learning but
students.
nor rushed, with time for 1. Some students are intellectually 1. Most students are intellectually also to consolidate their
closure and student 4. The lesson drags or is rushed. understanding.
engaged in the lesson. engaged in the lesson.
reflection 5. Only one type of instructional group
2. Learning tasks are a mix of those 2. Most learning tasks have multiple
is used (whole group, small groups) Critical Attributes:
requiring thinking and those requiring correct responses or approaches
when variety would promote more 1. Virtually all students are
recall. and/or encourage higher-order
student engagement. intellectually engaged in the lesson.
3. Student engagement with the thinking.
content is largely passive; the learning 3. Students are invited to explain their 2. Lesson activities require high-level
consists primarily of facts or thinking as part of completing tasks. student thinking and explanations of
procedures. 4. Materials and resources support their thinking.
4. The materials and resources are the learning goals and require 3. Students take initiative to adapt the
partially aligned to the lesson intellectual engagement, as lesson by (1) modifying a learning task
objectives. appropriate. to make it more meaningful or relevant
5. Few of the materials and resources 5. The pacing of the lesson provides to their needs, (2) suggesting
require student thinking or ask students the time needed to be modifications to the grouping patterns
students to explain their thinking. intellectually engaged. used, and/or (3) suggesting
6. The pacing of the lesson is uneven 6. The teacher uses groupings that modifications or additions to the
- suitable in parts but rushed or are suitable to the lesson activities. materials being used.
dragging in others. 4. Students have an opportunity for
7. The instructional groupings used reflection and closure on the lesson to
are partially appropriate to the consolidate their understanding.
activities
Rubric Score: 3/4

Proficient - Students are invited to explain their thinking as part of completing tasks.
Proficient - Materials and resources support the learning goals and require intellectual engagement, as appropriate.
Proficient - The teacher uses groupings that are suitable to the lessong activities.
Exemplary - Virtually all students are intellectually engaged in the lesson.
Exemplary - Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.

3d Using Assessment in Students do not appear to be aware of Students appear to be only partially Students appear to be aware of the Assessment is fully integrated into
Instruction the assessment criteria, and there is aware of the assessment criteria, and assessment criteria, and the teacher instruction, through extensive use of
little or no monitoring of student the teacher monitors student learning monitors student learning for groups of formative assessment. Students
Indicators: learning; feedback is absent or of poor for the class as a whole. Questions students. Questions and assessments appear to be aware of, and there is
1. The teacher paying close quality. Students do not engage in self and assessments are rarely used to are regularly used to diagnose some evidence that they have
attention to evidence of - or peer assessment. diagnose evidence of learning. evidence of learning. Teacher contributed to, the assessment
student understanding Feedback to students is general, and feedback to groups of students is criteria. Questions and assessments
2. The teacher posing Critical Attributes: few students assess their own work. accurate and specific; some students are used regularly to diagnose
specifically created 1. The teacher gives no indication of engage in self assessment. evidence of learning by individual
questions to elicit evidence what high-quality work looks like. Critical Attributes: students. A variety of forms of
of student understanding 2. The teacher makes no effort to 1. There is little evidence that the Critical Attributes: feedback, from both teacher and
3. The teacher circulating to determine whether students students understand how their work 1. The teacher makes the standards of peers, is accurate and specific and
monitor student learning understand the lesson. will be evaluated. high-quality work clear to students. advances learning. Students self-
and to offer feedback 3. Students receive no feedback, or 2. The teacher monitors understanding 2. The teacher elicits evidence of assess and monitor their own
4. Students assessing their feedback is global or directed to only through a single method, or without student understanding. progress. The teacher successfully
own work against one student. eliciting evidence of understanding 3. Students are invited to assess their differentiates instruction to address
established criteria 4. The teacher does not ask students from students. own work and make improvements; individual students' misunderstandings.
to evaluate their own or classmates' 3. Feedback to students is vague and most of them do so.
work. not oriented toward future 4. Feedback includes specific and Critical Attributes:
improvement of work. timely guidance, at least for groups of 1. Students indicate that they clearly
4. The teacher makes only minor students. understand the characteristics of high-
attempts to engage students in self- or quality work, and there is evidence
peer assessment. that students have helped establish
the evaluation criteria.
2. The teacher is constantly "taking
the pulse" of the class; monitoring of
student understanding is sophisticated
and continuous and makes use of
strategies to elicit information about
individual student understanding.
3. Students monitor their own
understanding, either on their own
initiative or as a result of tasks set by
the teacher.
4. High-quality feedback comes from
many sources, including students; it is
specific and focused on improvement.
Rubric Score: 3/4

Proficient - The teacher elicits evidence of student understanding.
Exemplary - High-quality feedback comes from many sources, including students; it is specific and focused on improvement.

3e Demonstrating Flexibility The teacher ignores students' The teacher accepts The teacher successfully The teacher seizes an
and Responsive questions; when students have responsibility for the success of accommodates students' opportunity to enhance learning,
difficulty learning, the teacher all students but has only a questions and interests. Drawing building on a spontaneous event
Indicators: blames them or their home limited repertoire of strategies on a broad repertoire of or students' interests, or
1. Incorporation of students' environment for their lack of to use. Adjustment of the lesson strategies, the teacher persists successfully adjusts and
interests and daily events success. The teacher makes no in response to assessment is in seeking approaches for differentiates instruction to
into a lesson attempt to adjust the lesson minimal or ineffective. students who have difficulty address individual student
2. The teacher adjusting even when students don't learning. If impromptu misunderstandings. Using an
instruction in response to understand the content. Critical Attributes: measures are needed, the extensive repertoire of
evidence of student 1. The teacher makes perfunctory teacher makes a minor instructional strategies and
understanding (or lack of Critical Attributes: attempts to incorporate students' adjustment to the lesson and soliciting additional resources
it) 1. The teacher ignores indications of questions and interests into the does so smoothly. from the school or community,
3. The teacher seizing on a student boredom or lack of lesson. the teacher persists in seeking
teachable moment understanding. 2. The teacher conveys to students a Critical Attributes: effective approaches for
2. The teacher brushes aside level of responsibility for their learning 1. The teacher incorporates students' students who need help.
students' questions. but also his uncertainty about how to interests and questions into the heart
3. The teacher conveys to students of the lesson. Critical Attributes:
assist them.
2. The teacher conveys to students 1. The teacher seizes on a teachable
that when they have difficulty learning, 3. In reflecting on practice, the teacher
that she has other approaches to try moment to enhance a lesson.
it is their fault. indicates the desire to reach all
when the students experience 2. The teacher conveys to students
4. In reflecting on practice, the teacher students but does not suggest
difficulty. that she won't consider a lesson
does not indicate that it is important to strategies for doing so.
3. In reflecting on practice, the teacher "finished" until every student
reach all students. 4. The teacher's attempts to adjust the
cites multiple approaches undertaken understands and that she has a broad
5. The teacher makes no attempt to lesson are partially successful.
to reach students having difficulty. range of approaches to use.
adjust the lesson in response to
4. When improvising becomes 3. In reflecting on practice, the teacher
student confusion.
necessary, the teacher makes can cite others in the school and
adjustments to the lesson. beyond whom he has contacted for
assistance in reaching some students.
4. The teacher's adjustments to the
lesson, when they are needed, are
designed to assist individual students.
Rubric Score: 3/4

Proficient - The teacher incorporates students` interests and questions into the heart of the lesson.
Proficient - The teacher conveys to students that she has other approaches to try when the students experience difficulty.
Proficient - In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty.
Exemplary - The teacher seizes on a teachable moment to enhance a lesson.
Exemplary - In reflecting on practice, the teacher can cite others in the school and beyond whom he has contacted for assistance in reaching some students.
Domain 4: Professional Responsibilities
4a Reflecting on Teaching The teacher does not know The teacher has a generally The teacher makes an accurate The teacher makes a thoughtful
whether a lesson was effective accurate impression of a assessment of a lesson's and accurate assessment of a
Indicators: or achieved its instructional lesson's effectiveness and the effectiveness and the extent to lesson's effectiveness and the
1. Accurate reflections on a outcomes, or the teacher extent to which instructional which it achieved its instructional extent to which it achieved its
lesson profoundly misjudges the outcomes were met. The outcomes and can cite general instructional outcomes, citing
2. Citation of adjustments to success of a lesson. The teacher teacher makes general references to support the many specific examples from
practice that draw on a has no suggestions for how a suggestions about how a lesson judgment. The teacher makes a the lesson and weighing the
repertoire of strategies lesson could be improved. could be improved. few specific suggestions of what relative strengths of each.
could be tried another time the Drawing on an extensive
Critical Attributes: Critical Attributes: lesson is taught. repertoire of skills, the teacher
1. The teacher considers the lesson 1. The teacher has a general sense of offers specific alternative
but draws incorrect conclusions about whether or not instructional practices Critical Attributes: actions, complete with the
its effectiveness. were effective. 1. The teacher accurately assesses probable success of different
2. The teacher makes no suggestions 2. The teacher offers general the effectiveness of instructional courses of action.
for improvement. modifications for future instruction. activities used.
2. The teacher identifies specific Critical Attributes:
ways in which a lesson might be 1. The teacher's assessment of the
improved lesson is thoughtful and includes
specific indicators of effectiveness.
2. The teacher's suggestions for
improvement draw on an extensive
repertoire.
Rubric Score: 3/4

Proficient - The teacher accurately assesses the effectiveness of instructional activities used.
Proficient - The teacher identifies specific ways in which a lesson might be improved.

4b Maintaining Accurate The teacher's system for The teacher's system for The teacher's system for The teacher's system for
Records maintaining information on maintaining information on maintaining information on maintaining information on
student completion of student completion of student completion of student completion of
Indicators: assignments and student assignments and student assignments, student progress assignments, student progress
1. Routines and systems that progress in learning is progress in learning is in learning, and noninstructional in learning, and noninstructional
track student completion of nonexistent or in disarray. The rudimentary and only partially records is fully effective. records is fully effective.
assignments teacher's records for effective. The teacher's records Students contribute information
2. Systems of information noninstructional activities are in for noninstructional activities are Critical Attributes: and participate in maintaining
regarding student progress disarray, the result being errors adequate but inefficient and, 1. The teacher's process for the records.
against instructional and confusion. unless given frequent oversight recording completion of student work
outcomes by the teacher, prone to errors. is efficient and effective; students Critical Attributes:
3. Processes of maintaining Critical Attributes: have access to information about 1. Students contribute to and maintain
accurate noninstructional 1. There is no system for either Critical Attributes: completed and/or missing records indicating completed and
records instructional or noninstructional 1. The teacher has a process for assignments. outstanding work assignments.
records. recording student work completion. 2. The teacher has an efficient and 2. Students contribute to and maintain
2. Record-keeping systems are in However, it may be out of date or may effective process for recording data files indicating their own progress
disarray and provide incorrect or not permit students to access the student attainment of learning goals; in learning.
confusing information. information. students are able to see how they're 3. Students contribute to maintaining
2. The teacher's process for tracking progressing. noninstructional records for the class.
student progress is cumbersome to 3. The teacher's process for
use. recording noninstructional information
3. The teacher has a process for is both efficient and effective.
tracking some, but not all,
noninstructional information, and it may
contain some errors.
Rubric Score: 0/0

4c Communicating with The teacher provides little The teacher makes sporadic The teacher provides frequent The teacher communicates
Families information about the attempts to communicate with and appropriate information to frequently with families in a
instructional program to families about the instructional families about the instructional culturally sensitive manner, with
Indicators: families; the teacher's program and about the progress program and conveys students contributing to the
1. Frequent and culturally communication about students' of individual students but does information about individual communication. The teacher
appropriate information progress is minimal. The teacher not attempt to engage families student progress in a culturally responds to family concerns with
sent home regarding the does not respond, or responds in the instructional program. sensitive manner. The teacher professional and cultural
instructional program and insensitively, to parental Moreover, the communication makes some attempts to engage sensitivity. The teacher's efforts
student progress concerns. that does take place may not be families in the instructional to engage families in the
2. Two-way communication culturally sensitive to those program. instructional program are
between the teacher and Critical Attributes: families. frequent and successful.
families 1. Little or no information regarding the Critical Attributes:
3. Frequent opportunities instructional program is available to Critical Attributes: 1. The teacher regularly makes Critical Attributes:
for families to engage in the parents. 1. School- or district-created materials information about the instructional 1. Students regularly develop
learning process 2. Families are unaware of their about the instructional program are program available. materials to inform their families about
children's progress. sent home. 2. The teacher regularly sends home the instructional program.
3. Family engagement activities are 2. The teacher sends home infrequent information about student progress. 2. Students maintain accurate records
lacking. or incomplete information about the 3. The teacher develops activities about their individual learning progress
4. There is some culturally instructional program. designed to engage families and frequently share this information
inappropriate communication. 3. The teacher maintains a school- successfully and appropriately in their with families.
required gradebook but does little else children's learning. 3. Students contribute to regular and
to inform families about student 4. Most of the teacher's ongoing projects designed to engage
progress. communications are appropriate to families in the learning process.
4. Some of the teacher's families' cultural norms. 4. All of the teacher's communications
communications are inappropriate to are highly sensitive to families' cultural
families' cultural norms. norms.
Rubric Score: 0/0

4d Participating in the The teacher's relationships with The teacher maintains cordial The teacher's relationships with The teacher's relationships with
Professional Community colleagues are negative or relationships with colleagues to colleagues are characterized by colleagues are characterized by
selfserving. The teacher avoids fulfill duties that the school or mutual support and cooperation; mutual support and cooperation,
Indicators: participation in a professional district requires. The teacher the teacher actively participates with the teacher taking initiative
1. Regular teacher culture of inquiry, resisting participates in the school's in a culture of professional in assuming leadership among
participation with colleagues opportunities to become culture of professional inquiry inquiry. The teacher volunteers the faculty. The teacher takes a
to share and plan for involved. The teacher avoids when invited to do so. The to participate in school events leadership role in promoting a
student success becoming involved in school teacher participates in school and in school and district culture of professional inquiry.
2. Regular teacher events or school and district events and school and district projects, making a substantial The teacher volunteers to
participation in professional projects. projects when specifically asked. contribution. participate in school events and
courses or communities that district projects, making a
emphasize improving Critical Attributes: Critical Attributes: Critical Attributes: substantial contribution and
practice 1. The teacher's relationships with 1. The teacher has cordial 1. The teacher has supportive and assuming a leadership role in at
3. Regular teacher colleagues are characterized by relationships with colleagues. collaborative relationships with least one aspect of school or
participation in school negativity or combativeness. 2. When invited, the teacher colleagues. district life.
initiatives 2. The teacher purposefully avoids participates in activities related to 2. The teacher regularly participates in
4. Regular teacher contributing to activities promoting professional inquiry. activities related to professional Critical Attributes:
participation in and support professional inquiry. 3. When asked, the teacher inquiry. 1. The teacher takes a leadership role
of community initiatives in promoting activities related to
3. The teacher avoids involvement in participates in school activities, as well 3. The teacher frequently volunteers
school activities and district and as district and community projects. to participate in school events and professional inquiry.
community projects. school district and community 2. The teacher regularly contributes to
projects. and leads events that positively impact
school life.
3. The teacher regularly contributes to
and leads significant district and
community projects.
Rubric Score: 4/4

Exemplary - The teacher takes a leadership role in promoting activities related to professional inquiry.
Exemplary - The teacher regularly contributes to and leads events that positively impact school life.
Exemplary - The teacher regularly contributes to and leads significant district and community projects.

4e Growing and Developing The teacher engages in no The teacher participates to a The teacher seeks out The teacher seeks out
Professionally professional development limited extent in professional opportunities for professional opportunities for professional
activities to enhance knowledge activities when they are development to enhance content development and makes a
Indicators: or skill. The teacher resists convenient. The teacher knowledge and pedagogical skill. systematic effort to conduct
1. Frequent teacher feedback on teaching engages in a limited way with The teacher actively engages action research. The teacher
attendance in courses and performance from either colleagues and supervisors in with colleagues and supervisors solicits feedback on practice
workshops; regular supervisors or more professional conversation about in professional conversation from both supervisors and
academic reading experienced colleagues. The practice, including some about practice, including colleagues. The teacher initiates
2. Participation in learning teacher makes no effort to feedback on teaching feedback about practice. The important activities to contribute
networks with colleagues; share knowledge with others or performance. The teacher finds teacher participates actively in to the profession.
freely shared insights to assume professional limited ways to assist other assisting other educators and
3. Participation in responsibilities. teachers and contribute to the looks for ways to contribute to Critical Attributes:
professional organizations profession. the profession. 1. The teacher seeks regular
supporting academic inquiry Critical Attributes: opportunities for continued
1. The teacher is not involved in any Critical Attributes: Critical Attributes: professional development, including
activity that might enhance knowledge 1. The teacher participates in 1. The teacher seeks regular initiating action research.
or skill. professional activities when they are opportunities for continued 2. The teacher actively seeks
2. The teacher purposefully resists required or provided by the district. professional development. feedback from supervisors and
discussing performance with 2. The teacher reluctantly accepts 2. The teacher welcomes colleagues colleagues.
supervisors or colleagues. feedback from supervisors and and supervisors into the classroom for 3. The teacher takes an active
3. The teacher ignores invitations to colleagues. the purposes of gaining insight from leadership role in professional
join professional organizations or 3. The teacher contributes in a limited their feedback. organizations in order to contribute to
attend conferences. fashion to professional organizations. 3. The teacher actively participates in the profession.
organizations designed to contribute to
the profession.
Rubric Score: 4/4

Exemplary - The teacher seeks regular opportunities for continued professional development, including initiating action research.
Exemplary - The teacher actively seeks feedback from supervisors and colleagues.
Exemplary - The teacher takes an active leadership role in professional organizations in order to contribute to the profession.
FfT 2013 - Component 4f
4f Showing Professionalism The teacher displays dishonesty The teacher is honest in The teacher displays high The teacher can be counted on
in interactions with colleagues, interactions with colleagues, standards of honesty, integrity, to hold the highest standards of
Indicators: students, and the public. The students, and the public. The and confidentiality in interactions honesty, integrity, and
1. The teacher having a teacher is not alert to students' teacher's attempts to serve with colleagues, students, and confidentiality and takes a
reputation as being needs and contributes to school students are inconsistent, and the public. The teacher is active leadership role with colleagues.
trustworthy and often practices that result in some unknowingly contribute to some in serving students, working to The teacher is highly proactive
sought as a sounding board students being ill served by the students being ill served by the ensure that all students receive in serving students, seeking out
2. The teacher frequently school. The teacher makes school. The teacher's decisions a fair opportunity to succeed. resources when needed. The
reminding participants decisions and recommendations and recommendations are based The teacher maintains an open teacher makes a concerted
during committee or that are based on self-serving on limited though genuinely mind in team or departmental effort to challenge negative
planning work that students interests. The teacher does not professional considerations. The decision making. The teacher attitudes or practices to ensure
are the highest priority comply with school and district teacher must be reminded by complies fully with school and that all students, particularly
3. The teacher supporting regulations. supervisors about complying district regulations. those traditionally underserved,
students, even in the face of with school and district are honored in the school. The
difficult situations or Critical Attributes: regulations. Critical Attributes: teacher takes a leadership role
conflicting policies 1. The teacher is dishonest. 1. The teacher is honest and known in team or departmental
4. The teacher challenging 2. The teacher does not notice the Critical Attributes: for having high standards of integrity. decision making and helps
existing practice in order to needs of students. 1. The teacher is honest. 2. The teacher actively addresses ensure that such decisions are
put students first 3. The teacher engages in practices 2. The teacher notices the needs of student needs. based on the highest
5. The teacher consistently that are selfserving. students but is inconsistent in 3. The teacher actively works to professional standards. The
fulfilling district mandates 4. The teacher willfully rejects district addressing them. provide opportunities for student teacher complies fully with
regarding policies and 3. The teacher does not notice that school and district regulations,
regulations. success.
procedures some school practices result in poor taking a leadership role with
4. The teacher willingly participates in
colleagues.
conditions for students. team and departmental decision
4. The teacher makes decisions making. Critical Attributes:
professionally but on a limited basis. 5. The teacher complies completely 1. The teacher is considered a leader
5. The teacher complies with district with district regulations. in terms of honesty, integrity, and
regulations. confidentiality.
2. The teacher is highly proactive in
serving students.
3. The teacher makes a concerted
effort to ensure opportunities are
available for all students to be
successful.
4. The teacher takes a leadership role
in team and departmental decision
making.
5. The teacher takes a leadership role
regarding district regulations.
Rubric Score: 4/4
FfT 2013 - 4f Critical Attributes

Exemplary - The teacher is highly proactive in serving students.
Exemplary - The teacher makes a concerted effort to ensure opportunities are available for all students to be successful.
Exemplary - The teacher takes a leadership role in team and departmental decision making.
Areas of Strength:
Mr. Amodio eagerly accepted the challenge of developing a workshop for his colleagues focused on classroom management during August professional
development. He collaborated with this evaluator and two colleagues to create a comprehensive presentation that cited multiple sources. His slides
were informative, conducive to eliciting deep thinking, discussion, and reflection, and helped staff members identify ways to begin their school year with
success. Feedback from attendees was very positive.
Areas for Growth:
Recommendations:
Mr. Amodio is a natural presenter and is highly skilled in using technology. He is encouraged to consider ways to impart his understanding of google to
his colleagues during a future workshop(s). This will help the school prepare for the transition from First Class to Google.
Additional Comments:
It should be noted that Mr. Amodio readily accepts any task that is delegated to him, and he completes each one according to his high standards of
excellence. He is continuing to serve in the role of Lead Teacher this year. His many efforts to keep the school running effectively is appreciated.

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Teacher Review of Practice Evaluation

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Domain 1: Planning and Preparation

FfT 2013 - Component 1a

Rubric Score: 3/4

FfT 2013 - 1a Critical Attributes

FfT 2013 - Component 1b

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 1b Critical Attributes

FfT 2013 - Component 1c

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 1c Critical Atrtibutes

FfT 2013 - Component 1d

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 1d Critical Attributes

FfT 2013 - Component 1e

Rubric Score: 3/4

FfT 2013 - 1e Critical Attributes

FfT 2013 - Component 1f

Rubric Score: 0/0

FfT 2013 - 1f Critical Attributes

Domain 2: The Classroom Environment

FfT 2013 - Component 2a

Rubric Score: 4/4

FfT 2013 - 2a Critical Attributes

FfT 2013 - Component 2b

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 2b Critical Attributes

FfT 2013 - Component 2c

Rubric Score: 3/4

FfT 2013 - 2c Critical Attributes

FfT 2013 - Component 2d

Rubric Score: 4/4

FfT 2013 - 2d Critical Attributes

FfT 2013 - Component 2e

Rubric Score: 3/4

FfT 2013 - 2e Critical Attributes

FfT 2013 - Component 3a

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 3a Critical Attributes

FfT 2013 - Component 3b

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 3b Critical Attributes

Component Below Standard Developing Proficient Exemplary

Rubric Score: 3/4

FfT 2013 - 3c Critical Attributes

FfT 2013 - Component 3d

FfT 2013 - 3d Critical Attributes

FfT 2013 - Component 3e

Rubric Score: 3/4

FfT 2013 - 3e Critical Attributes

Domain 4: Professional Responsibilities

FfT 2013 - Component 4a