Capitol Collegiate Academy

6. 
   Assessing Student Learning
   

	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
6.1 Creating standards-aligned assessments (diagnostic, formative, and summative) that determine student performance in relation to the Big Goal	Teacher Actions: Does not attempt to create or obtain a diagnostic and does not give one Does not attempt to create assessments that measure objectives and does not give formative assessments Items on assessments do not reveal mastery level Assessment are not aligned to objectives and do not demonstrate rigor Does not administer assessments as a way to track student progress towards mastery Student Actions: Students feel that assessments are either far too easy or impossible to complete and do not reflect the extent of their learning in any way In Reflection: Does not explain the criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals and student progress Does not explains the importance of utilizing assessments to inform instruction	Teacher Actions: Attempts to create or obtain diagnostics that assess students’ readiness, those diagnostic may fail to Attempts to create formative and summative assessments that measure each objective, though assessments may be missing and not all objectives may be tested Some items on assessment do not reveal mastery level of students Assessments do not demonstrate rigor towards mastery of standards Attempts to administer diagnostic and summative assessments to grade accurately and occasionally monitor student performance Student Actions: Students feel that assessments are often too difficult or too easy In Reflection: Explains the criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals and student progress in a limited way May not acknowledge or know the importance of utilizing assessments to inform instruction	Teacher Actions: Creates or obtains diagnostics that assess students’ readiness Creates formative and summative assessments that measure each learning goal or objective taught Assessments ensure each item reveals mastery of the objective Assessments demonstrate limited rigor towards mastery of standards-based objectives Administers diagnostic and summative assessments to determine student performance Student Actions: Students feel that assessments are usually rigorous and/or sometimes reflect their learning In Reflection: Explains the criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals and student progress Explains the importance of utilizing assessments to inform instruction	Teacher Actions: Creates or obtains diagnostics that assess students’ readiness or prior knowledge Creates formative and summative assessments that scaffold questions to gauge the extent of mastery for crucial learning goals and objectives Assessments use multiple items aligned to the same objective to increase reliability and fairness of summative assessments Assessments demonstrate rigor towards mastery of the standards-based objective Consistently administers diagnostic, formative, and summative assessments to determine student progress towards mastery Student Actions: Students feel that assessments are rigorous or that assessments accurately reflect the extent of their learning In Reflection: Accurately explains the criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals Explains the importance of utilizing assessments to inform instruction	Teacher Actions: Creates or obtains diagnostics that assess students’ readiness for material content and skills Creates formative and summative assessments that scaffold questions to gauge the extent of mastery of each learning goal and objective taught Assessments use multiple items and a variety of techniques aligned to the same objective to ensure reliability and fairness of summative assessments Assessments demonstrate rigor towards mastery of the standards-based objective Uses authentic assessments when possible and appropriate to gauge true mastery Administers assessments as often as is necessary for student mastery Student Actions: Students feel that assessments are rigorous and accurately reflect the extent of their learning In Reflection: Accurately explains the criteria to consider when creating or obtaining diagnostics and how to use them to determine realistic goals Explains the importance of utilizing assessments to inform instruction
6.2 Monitoring student progress towards meeting the standards and maintaining instructional records that clearly show the basis for grading	Teacher Actions: Unclear or absent grading system Maintains an inaccurate or incomplete instructional record that does not support the real achievement of students Student Actions: Students are unaware of their grades In Reflection: Does not or is not able to explain how assessments are used as the basis for the assignment of grades Reflects that non-objective measures should be used as the basis of grades	Teacher Actions: Grading system provides a somewhat accurate picture of student performance against the goal Provides evidence for the basis of most grades Grades are clear to the teacher Usually submits grades in a timely manner Student Actions: Some students know their grade and a few can explain why they earned it In Reflection: Explains how some assessments are used as the basis for the assignment of grades, but may also heavily factor in subjective or participation-based activities as a significant portion of grade	Teacher Actions: Grading system provides an accurate picture of student performance against the goal Provides evidence for the basis of grades Grading is clear to the teacher and administration, but may not be accessible to students Submits grades in a timely manner Student Actions: Many students know their grade and some can explain why they earned it In Reflection: Explains how recorded assessments are used as the basis for the assignment of grades	Teacher Actions: Grading system efficiently provides detailed, reliable picture of student performance against the goal Provides evidence for the basis of grades using objective measures for most grades Grades in a way that helps students understand their performance Grading is clear to the teacher, administration, and most students Submits grades in a timely manner Student Actions: Students know their grade and most can explain why they earned it In Reflection: Explains how a variety of recorded assessments are used as the basis for the assignment of grades	Teacher Actions: Grading system efficiently provides comprehensive, reliable, and accessible picture of student performance against the goal to guide future planning Provides evidence for the basis of grades using objective measures Grades in ways that help individual students lean their strengths and weaknesses and improve their performance Grading is clear to the teacher, student, parent, and school Submits grades in a timely manner Student Actions: Students know their grade and can explain why they earned it In Reflection: Explains how a variety of recorded assessments are used as the basis for the assignment of grades
6.3 Evaluate and keep track of students’ performance on assessments to promote awareness of student progress by all stakeholders and maintain behavioral and academic investment	Teacher Actions: No tracking system present Information about student learning is inappropriately or not used by the teacher to plan, guide, or adjust instruction Student Actions: Students do not reflect on their achievement In Reflection: Does not know or think that tracking is necessary Does not know or understand how to use tracking to inform instruction	Teacher Actions: Attempts to create or obtain a tracking system, though may lack knowledge or skill to do so Provides evidence for the tracking of student progress, though this tracking may be incomplete or sporadic Tracking is clear to many students Attempts to track student performance on assessments, though tracking may be sporadic and significantly after the assessment Information from a limited range of assessments is used to plan activities, and is not used to adjust instruction Student Actions: Students reflect in teacher-guided activities Students need teacher to explain their achievement In Reflection: Explains process needed to effectively track, but may not fully understand requirements to do so effectively Explains the importance of tracking, but may not know how to use a tracking system effectively	Teacher Actions: Creates or obtains tracking system that records student performance on assessments Provides evidence for the tracking of student progress Tracking is clear to students Tracks student performance on assessments, though tracking may be one or more weeks after the assessment Information from a variety of assessments is used to plan and modify learning activities and to meet class and individual needs Assessments are occasionally used to adjust instruction Student Actions: Students reflect and self-assess for many learning activities Students use teacher model to understand their achievement In Reflection: Explains process needed to track Explains the importance of tracking Links tracking to class performance	Teacher Actions: Creates or obtains a tracking system that calculates and reports individual and class progress towards the Big Goal Provides evidence for the systematic tracking of student progress on summative assessments Tracking is clear to the students and enables students to monitor their progress towards the goal. Tracks student performance shortly after assessment Tracking informs teacher planning, specifically in unit review Information from a variety of assessments is used to plan and modify learning activities, support individual and class needs, and often modify instruction Student Actions: Students reflect and self-assess their progress towards goal Students use their awareness of progress towards goal to re-invest themselves in their own achievement In Reflection: Explains process needed to effectively track Explains the importance of tracking and using that data to inform instruction Links tracking to sub-groups of student performance	Teacher Actions: Develops or uses a tracking system that reports individual and class progress towards the Big Goals and easily highlights areas where individual students need the most improvement Provides evidence for the systematic and ongoing tracking of student progress on a variety of assessments towards meeting the standards Tracking is clear to students and enables students to monitor their own progress towards the goal and reflect on their achievement Tracks students immediately and invests students in their short- and long-term achievement Information from a variety of ongoing assessments is used to plan and modify learning activities, support class and individual student needs and achievement, and modify instruction Student Actions: Students reflect and self-assess their progress Students use their awareness of progress towards goal to demonstrate new strategies and discuss their progress with peers In Reflection: Explains process needed to effectively track Explains the importance of tracking and using that data to inform instruction Links tracking to individual student performance
6.4 Communicating with students and parents about student progress	Teacher Actions: Does not communicate assessment criteria or student progress Student Actions In Reflection:	Teacher Actions: Communicates unclear or incomplete assessment criteria and progress to students and does not align the discussion with standards Student Actions In Reflection:	Teacher Actions: Communicates assessment criteria and student progress, but may not align this to the standards Student Actions In Reflection:	Teacher Actions: Clearly communicates assessment criteria and student progress in a way that reflects alignment to standards Student Actions: Regularly exchange information about learning with the teacher and their families in ways that improve understanding and encourage academic progress Exchanges occur in planned intervals throughout the year In Reflection: Explains the importance of thoroughly communicating student progress towards standards and goals	Teacher Actions: Clearly communicates assessment criteria and student progress in a way that reflects alignment to standards Teacher includes task-specific criteria for various performance levels when explaining student progress Student Actions: Participates with the teacher to exchange information about their learning with families and other school stakeholders in ways that improves student understanding and encourages academic progress Exchanges occur frequently In Reflection: Explains the importance of thoroughly communicating student progress towards standards and goals

7. 
   Developing as a Professional Educator
   

	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
7.1 Establish professional goals and pursue opportunities to grow	Teacher Actions: Professional goals are not established or are based on predetermined goals not aligned to teacher needs Teacher rarely pursues opportunities to develop new knowledge or skills, even when recommended by an administrator Does not participate in the professional learning community In Reflection: Does not consider goals Does not know or understand how opportunities could help their practice or may not think that they require any development	Teacher Actions: Professional goals are established with assistance Teacher pursues some opportunities to acquire new knowledge and skills Infrequently participates in a professional learning community In Reflection: Considers goals that are interesting, but will probably not impact practice and are not aligned to student achievement May not understand or know how opportunities could help their practice	Teacher Actions: Professional goals are developed based on the teacher’s perception of what they should improve Pursues opportunities to acquire knowledge or skills, usually at the recommendation of an administrator Participates in a professional learning community In Reflection: Considers goals that may impact practice, but are not informed by data Explains how opportunities could help their practice in the future	Teacher Actions: Professional goals are developed based on previous year’s performance Pursues opportunities to acquire new knowledge and skills Sometimes contributes to a professional learning community In Reflection: Considers goals that will impact practice Explains how opportunities will help their practice in the future	Teacher Actions: Professional goals are extended based on reflection of career performance Purposefully pursues opportunities to expand knowledge and skills Contributes to a professional learning community In Reflection: Considers goals that will truly impact practice in a way that promotes student achievement Explains how opportunities will both help their practice as well as the contribute to the general body of knowledge at the school
7.2 Content Pedagogy	Teacher Actions: Does not attend required professional development activities and does not show growth in pedagogical knowledge or skills Does not come prepared to meetings with content lead and does not contribute to the conversation Does not access other staff in content area In Reflection: Does not identify areas of strength or weakness in content and pedagogy Does not reflect on practice or may not think development in this area is needed	Teacher Actions: Attends required professional development activities and demonstrates limited growth in pedagogical knowledge and skills Comes prepared to meetings with the content lead, but does not contribute to the conversation Only accesses content lead when resources are limited In Reflection: Attempts to identify areas in content or pedagogy where work is needed Reflects on practice when required	Teacher Actions: Participates in required professional development activities and demonstrates some growth in pedagogical knowledge and skills Comes prepared to meetings with the content lead and contributes to the conversation when asked Occasionally accesses other staff in content area, but usually limits interactions to content lead or when resources are limited In Reflection: Identifies areas in content and pedagogy on which the teacher would like to work Reflects on practice when prompted	Teacher Actions: Participates in professional development activities and demonstrates growth in pedagogical knowledge and skills Comes prepared to meetings with content lead and contributes to the conversation Sometimes accesses other staff in content area to gather resources In Reflection: Identifies areas of pedagogical strength and weakness Reflects on ways to improve practice	Teacher Actions: Participates in multiple and varied professional development activities linked to content and demonstrates a consistent pattern of professional growth in pedagogical knowledge and skills Comes prepared to meetings with content lead and drives the conversation about areas of strength and growth Accesses other staff in content area to improve practice and gain new ideas In Reflection: Accurately identifies areas of pedagogical and content strength and weakness linked to what will most help boost student achievement Takes initiative to reflect on ways to improve practice
7.3 Discourse about Professional Issues	Teacher Actions: Does no implement decisions made by the team, committee, or school Does not engage in discourse about professional issues or usually does so in a negative way In Reflection: Does not understands or believe that implementing school decisions can impact student achievement	Teacher Actions: Implements most decisions by the team, committee, or school, but often does not do so completely Engages other teachers in discourse about professional issues, although discourse is often negative or unproductive In Reflection: Understands that implementing school decisions may have an impact on student achievement	Teacher Actions: Implements decisions developed by the team, committee, or school, but may not do so completely Usually engages other teachers in discourse about professional issues, although some discourse may be negative In Reflection: Understands that effectively implementing school decisions can impact student achievement	Teacher Actions: Implements decisions developed by the team, committee, or school Positively engages other teachers in discourse about professional issues In Reflection: Understands the positive impact on student achievement by effectively implementing school decisions	Teacher Actions: Provides leadership in developing and implementing decisions made at the team, committee, or school level Initiates, leads, and positively engages other teachers in discourse about professional issues In Reflection: Understands and values the positive impact on student achievement by effectively implementing school decisions
7.4 Reflection of teacher on practice	Teacher Actions: Does not attempt to note progress or gaps for students and/or does not use data to inform instruction Does not attempt to identify key student or teacher actions that create gaps in student performance and does not consider feasibility or urgency Does not attempt to align teacher actions with root causes or may think that all problems are the result of student actions Does not follow recommendations to pursue professional development, even when a resource is provided In Reflection: Describes the process for personal reflection and growth in a way that is unlikely to target major gaps in student performance or does not believe that reflection is necessary	Teacher Actions: Attempts to note general student progress and gaps across the entire class, but may not have the knowledge or skill to do so efficiently or effectively Attempts to identify student habits that might logically contribute to achievement gaps, but may identify habits that are not urgent or do not affect a large cross-section of the class Attempts to identify key teacher actions that explain student outcomes, though this may lack data and/or feasibility and urgency over which will most directly impact student achievement Attempts to align teacher action and the root causes they identify, but links may not be aligned or may have a gap in logic Attempts to follow recommendations to pursue development, but may need guidance or direct intervention in selecting a resource Some development in completed in that area In Reflection: Describes the process for personal reflection and growth in a way that is unlikely to target major gaps in student performance, but may address some gaps	Teacher Actions: Notes general student progress and gaps across the entire class using data and student performance Accurately identifies student habits or actions that might logically contribute to achievement Considers several key teacher actions that explain student outcomes and identifies one that might logically contribute to a feasible improvement in student performance Considers the causes that could explain teacher actions to identify potential root causes that are logically aligned, but may lack data or reflection Follows recommendations to pursue a resource or learning experience, possibly prescribed, and successfully completes some development in that areas In Reflection: Describes the process for personal reflection and growth in a way that may target major gaps in student performance	Teacher Actions: Notes progress and gaps for pre-established subgroups of students using data and student performance outcomes Prioritizes those gaps using urgency or feasibility and identifies specific student actions that have contributed to achievement Considers data from multiple sources and considers a few key teacher actions that explain the trends in student outcomes, using the rubric, and prioritizing which teacher actions are the most feasible to address Considers a range of causes that could explain teacher actions to address and determines the root cause by using data and reflection Pursues and selects from a core set of resources and learning experiences that align with the area to be addresses and successfully engages in a productive learning experience In Reflection: Describes the process for personal reflection and growth in a way that is likely to target major gaps in student performance	Teacher Actions: Notes progress and notable gaps in established subgroups and independent students using data and student performance Prioritizes those gaps using urgency and feasibility and identifies specific student actions that result in student achievement outcomes, behavior, and development Considers data from multiple sources and determines key teacher actions that explain trends in student outcomes and performance, using rubric, and prioritizing which teacher actions are most urgent to address Considers range of causes that could explain teacher areas to address and determines the root cause using data, underlying factors, observations, and reflection Pursues and creates multiple learning opportunities and experiences that address areas to develop in teaching practice and successfully engages in efficient, targeted, and customized professional development In Reflection: Describes the process for personal reflection and growth in a way that is certain to target major gaps in student performance
7.5 Implementation of strategies to improve practice	Teacher Actions: Does not attempt to choose strategies to develop practice or address classroom problems Does not attempt to perform prescribed professional development Does not have a feasible plan to implement professional development or there may be a lack of planning Does not implement the strategies in a reasonable time frame In Reflection: May not think that there are any issues to develop in classroom practice	Teacher Actions: Attempts to choose strategies that align with the problems observed in the classroom Attempts to perform the desired professional development when asked to do so, but may not know how Creates a list of things to do, but may not have an action plan to make the professional development feasible Implements the strategies more than a week after the plan has been outlined In Reflection: Generally describes a process for choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions, but may have inaccurate links between the two steps	Teacher Actions: Chooses strategies that align with problems and their causes in the classroom Performs the desired professional development plan when asked to do so Creates an action plan that is feasible to implement May implement the strategies a week after the plan has been outlined In Reflection: Describes a process for choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions, though some illogical connections may be made in alignment	Teacher Actions: Chooses strategies that would solve some of the key student performance problems Chooses strategies that will build upon areas of strength or progress areas needing development Follows through with actions on regular occasions beyond formal professional development at school Creates a personal implementation plan that is personally feasible Implements strategies shortly after created and is committed to the outlined plan In Reflection: Describes a process for choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions	Teacher Actions: Chooses multiple strategies from professional development that would transform student performance Chooses strategies that will both build upon areas of strength and progress areas needing development Follows through with strategies continuously Accurately gauges what is personally ambitious and feasible to implement independently and what areas may need to be supported Implements strategies immediately with commitment and follow-through in order to find alternative solutions or adjust course In Reflection: Describes a process for choosing strategies that align to the causes and problems in the classroom and explains the importance of implementing solutions
7.6 Using communities, families, and colleagues to grow as a professional	Teacher Actions: Has limited or no knowledge of students’ communities or how to access them to promote collaboration with the school Limited communication with families and is not sure or does not see the importance of providing opportunities to provide interactions between families and the school May not have respect for students’ families Rarely converses with colleagues and/or rarely seeks out other staff to meet students’ needs In Reflection: Does not think collaboration is necessary in order to grow as a professional	Teacher Actions: Understands the importance of students’ communities but is not sure how to promote collaboration Respects some students’ families and initiates some communication, but does not provide opportunities for a connection between families and the school to promote professional growth Engages in limited dialogue with colleagues and sometimes seeks out staff to meet students’ needs In Reflection: Understands the benefits of collaboration, but may not link them to professional development or student achievement	Teacher Actions: Understands the importance of students’ communities and occasionally attempts to promote collaboration Respects some students’ families and initiates some communication Engages in dialogue with some colleagues and seeks out staff to help meet students’ needs In Reflection: Understands that collaboration can lead to development as a professional and growth in student achievement	Teacher Actions: Values students’ communities and develops knowledge of them to benefit students and families to promote collaboration Respects students’ families and develops positive communication and understanding of their diverse backgrounds to develop their professional repertoire Engages in dialogue with colleagues, collaborates with staff to meet students’ diverse needs in order to grow as a professional In Reflection: Understands that collaboration between teacher, student, family and community can lead to development as a professional and growth in student achievement	Teacher Actions: Values students’ communities and uses knowledge of them to promote collaboration between school and community Respects all students’ families and understands their diverse backgrounds, maintains positive interactions and uses them to provide meaningful interactions between school and community Engages in dialogue and reflection with colleagues and collaborates with staff to meet the needs of students and grow as a professional In Reflection: Understands and values collaboration between teacher, student, family, and community as a way to develop and grow as a professional, boosting student achievement

8. 
   Logistics and Advisory
   

	Not Observed	Developing Proficiency	Proficient	Excellent	Exemplary
8.1 Advisory Logistics	Teacher Actions: Attendance is often inaccurate Does not submit the Daily Update Does not print or distribute quick look-ups on a weekly basis Does not submit end of term summaries.	Teacher Actions: Teacher takes accurate attendance, though there may be a numerous mistakes each year Submits Daily Update 1-2 days per week Is inconsistent in printing and distributing weekly quick look-ups Submits one of two end of term summary.	Teacher Actions: Teacher takes accurate attendance, though there are a few mistakes each year Submits Daily Update 3 days per week Almost regularly prints and distributes quick look-ups Submits one of two, end of term summaries.	Teacher Actions: Teacher takes accurate attendance with one or two mistakes each year Submits Daily Update 4 days per week Prints and distributes quick look-ups regularly, having missed only one or two weeks. Submits end of term summaries	Teacher Actions: Teacher takes accurate attendance Submits Daily Update 5 days per week Prints and distributes quick look ups weekly Submits end of term summaries.
8.2 Advisory Communication	Teacher Actions: Does not respond to advisory communications in an appropriate period of time and usually has to be reminded Does not communicate with parents Does not provide feedback, even when asked	Teacher Actions: Responds to some advisory communications, but often has to be reminded to participate Communicates with parents at least two times per year Occasionally provides feedback when asked, but feedback is often incomplete	Teacher Actions: Responds to most advisory communications Communicates with parents at least four times per year Provides feedback on the curriculum when asked	Teacher Actions: Responds to all advisory communications in an appropriate period of time, with few late or missing occurrences Communicates with parents on a regular schedule (five or more times per year) Provides feedback on the curriculum in a meaningful way, when asked	Teacher Actions: Responds to all advisory communication with sense of urgency and in appropriate period of time (same day) Communicates with parents on a regular schedule and invites parents to become greater participants in the school Provides feedback on curriculum, etc. of grade level in a meaningful way and on a regular basis
8.3 Advisory Student Relationships	Teacher Actions: Teacher has few relationships with advisory students Teacher does not communicate with students’ other teachers Teacher is not an advocate for students Student Actions: Few students feel a relationship with their advisor Few students feel that their advisor has a clear picture of their academic achievement	Teacher Actions: Teacher develops relationships with some advisory students Teacher rarely communicates with students’ other teachers Teacher is an advocate for some students Student Actions: Some students feel relationship with advisor as advocate, many do not A few students feel advisor has clear picture of their academic achievement	Teacher Actions: Teacher develops relationships with advisory students Teacher occasionally communicates with students’ other teachers or monitors their success Teacher is an advocate for the students Student Actions: Many students feel relationship with advisor as advocate Some students feel advisor has clear picture of tacademic achievement	Teacher Actions: Teacher develops strong relationships with advisory students Teacher sometimes communicates with students’ other teachers and monitors their success Teacher is an advocate for the students Student Actions: Students feel relationship with advisor as advocate for their success Most students feel advisor has a clear picture of their academic achievement	Teacher Actions: Teacher develops clear, strong relationships with advisory students Teacher often communicates with students’ other teachers and monitors their success Teacher is a clear advocate for the students Student Actions: Students feel strong relationship with advisor as advocate Students feel advisor has clear picture of their academic achievement
8.4 Professional Development and School Culture	Teacher Actions: Teacher sometimes attends the weekly professional development, but typically arrives late or leaves early Teacher does not create a college going culture	Teacher Actions: Teacher attends weekly professional development, though does not always participate and sometimes arrives late or leaves early Teacher attempts to create a college going culture	Teacher Actions: Teacher attends weekly professional development Teacher works to create a college going culture	Teacher Actions: Teacher attends weekly professional development and actively participates Teacher creates and focuses on promoting a college going culture	Teacher Actions: Teacher attends weekly professional development and adds to the collective knowledge through presentation, ideas, or information Teacher creates and focuses on promoting a college going culture
8.5 Advisory Big Goals	Teacher Actions: Teacher does not track GPA, Attendance, Community Service Hours and School Pride Teacher does not complete ILP’s for students	Teacher Actions: Teacher does not actively track GPA, Attendance, Community Service Hours and School Pride Teacher completes ILP’s only once per year	Teacher Actions: Teacher tracks GPA, Attendance, Community Service Hours and School Pride but trackers are completely updated Teacher completes ILP’s for most students twice yearly	Teacher Actions: Teacher tracks GPA, Attendance, Community Service Hours and School Pride but missing some tracking information. Teachers updates ILP’s for students twice per year	Teacher Actions: Teacher accurately tracks GPA, Attendance, Community Service Hours, and School Pride Events Teacher updates ILP’s for all students twice yearly to ensure all students are on track to meet A-G Requirements
8.6 Sense of Urgency	Teacher Actions: Teacher does not participate in required school activities Extends self far too much or far too little to be productive in reaching goals Places blame for failures on others and does not take responsibility for challenges faced	Teacher Actions: Teacher attends required school activities and events Demonstrates an attempt to not overreach Attempts to avoid making excuses about challenges, but may place blame away from self Does not target challenges that will most likely move students closer to goal or may inaccurately identify where effort should be placed	Teacher Actions: Teacher participates and engages in school events and activities when asked Asks for help when needed Productively implements a few strategies when low energy or motivation is observed in self Generally avoids making excuses about the challenges that are faced, but may maintain same effort to meet those challenges	Teacher Actions: Teacher participates and engages in school events and activities Teacher participates in one or more school-wide initiatives and sometimes contributes ideas for how to make the school better Anticipates when more balance is needed to maintain energy enough to reach goals and makes logical decisions Proactively takes steps to sustain energy and motivation for self Increases effort when faced with challenges Consistently targets challenges that will move students closer to goals if overcome

Multiple Data Points
Data Required For Professional Development

1. 
   Goals
   

• 
  Teacher has a clear set of goals established for his or her classes/students.
  
• 
  Teacher has updated progress-to-goal information. In order to ensure that the goal is meaningful, teachers should have a clear idea of how close or far students are from achieving their goals.
  

2. 
   Unit plans and Long Term Plans (Scope and Sequence)
   

• 
  Unit plans should be available for all units throughout the year. These unit plans should include standards covered, objectives, outline of content, and link to learning goals.
  

3. 
   Lesson plans
   

• 
  Lesson plans that include standards, objectives, clear outline of the day, and rigorous content should be available for each day the teacher has class.
  

4. 
   Student Achievement Data (grades and performance on standards)
   

• 
  Nationally standardized student achievement examinations often are used to evaluate teachers and school systems by ranking the student, class, and school according to national norms. Teacher should have a clear and updated picture of student performance in the course and on individual standards.
  

5. 
   Peer Assessments and Conversations
   

• 
  Teaching colleagues observe each other's classroom and examine lesson plans, tests, and graded assignments. Peer review examines a wider scope of teaching activities than other methods. Disadvantages include time consumption and possible peer conflict. Formative application features may justify the time demands and minimize sources of tension.
  

6. 
   Student and Parent Evaluations
   

• 
  Using student ratings in teacher evaluation has been restricted to higher education, although student input has been collected informally in middle and secondary schools. This method has a high degree of reliability, but questions of validity and bias remain.
  

7. 
   Self-Assessment
   
   • 
     This method usually supplements more formal evaluation methods and is used with other data to identify weak areas of instruction and classroom management skills. It serves as an important source of information for staff development, but is unsuitable for accountability decisions.
     

Planning Guide for Start of School Year

TEACHER GOAL FORM

August

Prioritize students’ needs and identify the area(s) of need on which you will focus with your students this school year.

Identify the measurable indicator(s) and methods of measurement you will use to show student progress in the area(s) identified above.

Teacher Initials

Evaluator Initials

Date of Conference

(over)
Summarize your students’ progress in the area(s) of need as shown by the indicators identified on the front side of this form.

If you met your goal(s), what conditions were most helpful?

If you did not meet your goal(s), what were your obstacles or barriers?

Teacher Initials

Date Submitted

PROFESSIONAL RESPONSIBILITIES FORM

FOR TEACHERS

In what ways do you ensure that families and appropriate staff are informed of student progress or needs?

Briefly describe your student record keeping system.

List any professional growth, including activities and courses that you have participated in for this school year. Which of these activities support reflective practice?  How will they contribute toward your skills and knowledge of student content standards? What do you plan to do this year?

List any curricular or extra curricular activities that you feel have contributed to the growth of your professional practice.

List any other information that you would like to share with your evaluator.