Triad Community Unit School District No. 2

Teacher Evaluation Rubric

Standard / Unsatisfactory / Satisfactory / Excellent
1 / 2 / 3 / 4 / 5
1.
Possesses content knowledge / · Makes content errors.
· Does not correct errors of students or self.
· Lacks initiative to research content. / · Displays minimal content knowledge.
· Cannot Does not articulate connections with other disciplines.
· Beginning Makes effort to research content. / · Displays basic content knowledge.
· Attempts to aArticulates connections with other disciplines.
· Researches unknown content. / · Displays strong content knowledge.
· Seeks to research and add to own understanding.
· Integrates other disciplines. / · Displays content knowledge across the disciplines,
· Takes initiative to locate and teach information beyond basic curriculum.
· Seeks to keep abreast of new ideas and understanding in the field.
· Involves students in the research of content.
2.
Engages students in meaningful learning of content / · Does not engage students in learning of content. / · Attempts to engage students in varied content learning experiences. / · Plans activities and assignments using methods of inquiry and other varied learning experiences that engage students in content learning. / · Plans and executes activities and assignments using methods of inquiry and other varied learning experiences that engage many of the students in content learning. / · Plans and executes activities and assignments using methods of inquiry and other varied learning experiences that engages most of the students.
· Students are engaging in appropriate content learning experiences.
· Inquiry is encouraged.
3.
Recognizes varied learning styles / · Displays little or no understanding of varied learning styles. / · Displays an understanding of varied learning styles and
· Attempts to implement varied activities to teach to these learning styles / · Plans and implements activities and assignments that address varied learning styles. / · Routinely plans and implements activities and assignments that address varied learning styles. / · Consistently plans and implements activities and assignments that address varied learning styles

Notes/Comments:

Standard / Unsatisfactory / Satisfactory / Excellent
1 / 2 / 3 / 4 / 5
4.
Teaches to individual learning abilities / · Displays no awareness of individual learning abilities as all students receive same delivery of instruction and assignments regardless of differences. / · Displays minimal understanding of learning abilities, but no accommodations are made in delivery of instruction or assignments. / · Makes adaptations in assignments (i.e. time allowed, response mode, etc.)
· Tries to accommodate these needs for different learners. / · Makes adaptations in assignments (i.e. time allowed, response mode, etc.)
· Appropriate adaptations are a routine part of planning and delivery. / · Lesson plans take into account the needs of various learners.
· Instruction allows for students to succeed and be challenged.
· Students are involved in their own assessment when appropriate.
5.
Selects resources to meet a range of individual needs: special education to gifted / · Uses or seeks no additional resources or supplemental materials for students with individual needs. / · Has limited knowledge of additional resources, but does not attempt to meet the individual needs of students (i.e. Low achieving or gifted). / · Uses additional resources to attempt to meet the individual needs of students (i.e., low achieving or gifted). / · Utilizes supplemental materials and outside resources with students at both ends of the learning curve. / · Seeks out additional resources and routinely utilizes these sources and materials for the benefit of varied students.
· Students are included in the selection of materials when appropriate.
6.
Plans short/long term lesson plans / · Displays little or no planning. / · Shows some effort in planning. / · Designs lessons with a clear purpose and organization.
· Prepares sub folder. / · Develops lesson plans with connections to past/future teachings.
· Plans are linked to students needs and performances. / · Incorporates lesson plans with goals that follow state and district requirements.
· Students are included in selection of material when appropriate.
7.
Prepares learning activities based on essential skills, state standards & district curriculum / · Creates activities that are not compatible with essential skills. / · Prepares minimal activities for essential skills. / · Uses learning activities that stress essential skills that relate to state standards. / · Designs activities that match instructional goals and are relevant to students’ needs.
· Unit plans keyed to state standards. / · Researches and prepares learning activities that follow a well-organized progression and incorporate the essential skills and state standards.
· Involves students in the selection and research of activities when appropriate.

Notes/Comments:

Standard / Unsatisfactory / Satisfactory / Excellent
1 / 2 / 3 / 4 / 5
8.
Modifies instruction / · Does not modify instruction. / · Attempts to modify a lesson, but is unsuccessful.. / · Checks for student understanding and modifies to improve lesson. / · Routinely checks for understanding within the lesson.
· Makes minor adjustments to lessons or units when needed. / · Unit plans keyed to state standards.
· Uses a variety of methods to check for understanding.
9.
Establishes intrinsic motivation & positive climate. / · Shows no regard for motivation or classroom climate. (i.e. uses threats and / or sarcasm) / · Ignores social relationships.
· Reprimands more than complements.
· Over uses extrinsic rewards. / · Compliments students for appropriate behavior and study habits.
· Encourages students to appreciate others and their work / · Actively engages students and displays a caring attitude toward students. / · Creates a positive classroom environment with openness, mutual respect, support, and inquiry.
10.
Establishes expectations for behavior / · Displays no standards of expected student conduct. / · Student behavior expectations are not clear nor enforced. / · Has established standards for student conduct and most students comprehend these standards.
· Minimal student participation in creation of classroom standards. / · Makes standards of conduct clear to students.
· Reviews and prompts .behaviors when appropriate.
· Creates classroom standards with full student participation. / · Establishes consistent and clear standards of student conduct.
· Makes these standards clear to all students.
· These have been developed with student participation.
11.
Monitors & responds to student behavior / · Seems unaware of students’ actions.
· Does not respond to misbehavior.
· Does not respect students.
· Always ends in power struggle. / · Performs non-instructional duties inefficiently.
· Ignores student behavior.
· Responds inconsistently to behavior.
· Does not respect students.
· Engages in power struggles. / · Aware of student behavior but may miss the activities of some students.
· Uses positive reinforcement.
· Responds to misbehavior but with uneven results.
· Seeks to avoid power struggles. / · Is aware of student behavior
· Uses positive reinforcement and behavior prompts.
· Responds appropriately and successfully to misbehavior while respecting the students’ dignity. / · Monitors student action in a subtle and proactive manner.
· Responds to misbehavior in a highly effective manner.
· Assists students in making appropriate behavior choices.
Standard / Unsatisfactory / Satisfactory / Excellent
1 / 2 / 3 / 4 / 5
12.
Executes directions & procedures / · Directions and procedures are confusing. / · Recites instructions and uses few procedures.
· Ignores student confusion and does not assist in understanding.
· Rarely uses an alternative description in clarifying instructions. / · Clarifies directions and procedures after initial student confusion. / · Gives appropriate level of instruction to make directions and procedures clear, checking frequently for understanding / · Makes directions and procedures clear to students anticipating possible misunderstanding through planning and monitoring
13.
Demonstrates multiple teaching strategies, active learning, modeling / · Relies mostly on direct instruction/lecture method and giving assignments.
· No modeling.
· Always instructs in a lecture or recitation style. / · Makes an effort to encourage student participation and response.
· Makes some attempts to vary style of instruction. / · Throughout the year prepares and delivers lessons using a variety of styles and strategies.
· Students are actively engaged in the lesson.
· Evidence of modeling. / · Leads class in discussion; stepping aside when appropriate.
· Makes plans in which a variety of instructional strategies are incorporated in lessons.
· Students are actively involved in problem solving and critical thinking with peers in small and large groups when appropriate. / · Allow students to initiate and discuss topics when appropriate.
· Most students are actively engaged in questioning concepts, developing learning strategies, critical thinking, and problem solving.
14.
Uses a variety of questioning techniques / · Poses questions of poor quality that inspire a low level of thinking and/or one word responses. / · Begins to improve questioning skills by including a few high quality questions that require thought, but does not allow wait time.
· Still depends on low quality questions. / · Uses a combination of low and high quality questions inviting some thoughtful responses.
· Displays wait time but is inconsistent. / · Uses a variety of questions and challenges students to justify responses.
· Assists students in articulating ideas.
· Consistently provides adequate wait time. / · Uses a variety of questions and challenges students to justify responses, asking follow-up and probing questions.
· Stimulates discussion.
· Promotes divergent thinking.

Notes/Comments:

Standard / Unsatisfactory / Satisfactory / Excellent
1 / 2 / 3 / 4 / 5
15.
Uses a Variety of Formal / Informal Assessment Strategies / · Methods of assessment are not consistent with instructional goals. / · Uses minimal number of assessments.
· Attempts to assess instructional goals with limited success. / · Assesses instructional goals and is aware of state standards.
· Gathers assessment data. / · Gathers data on student progress in multiple ways: observations, portfolios, performance tasks, and standardized tests. / · Involves learners in self-assessment to foster awareness of their strengths/needs and to set personal goals for learning.
16.
Evaluates Criteria and Provides Feedback / · Provides little or no feedback on student performance. / · Identifies criteria for evaluation but does not provide feedback in a timely fashion or feedback is of questionable quality. / · Provides feedback to students in a timely fashion.
· Learners may not be aware of performance criteria in advance. / · Provides learner with evaluation criteria in advance.
· Feedback may include comments. / · Provides learner with evaluation criteria in advance.
· Feedback includes qualitative comments to highlight strengths or needs.
17.
Records and Monitors Assessment Data / · Record keeping is in disarray or not up-to-date, resulting in errors and confusion. / · Scoring of paper work is incomplete or of poor quality. / · Scoring of papers and written records is adequate. / · Has an appropriate scoring and monitoring system of student work and progress. / · Demonstrates a highly effective assessment system.
18.
Uses appropriate oral & written language / · Uses language with errors in grammar, syntax, or spelling.
· Speaks and / or writes in an unclear way. / · Occasionally writes or speaks unclearly and incorrectly.
· Works with a vocabulary inappropriate for students’ age or backgrounds. / · Speaks and writes clearly and correctly.
· Makes an effort to enlarge student vocabulary. / · Speaks and writes clearly and correctly.
· Uses vocabulary appropriate to students’ ages and interests. / · Speaks and writes correctly with vocabulary that enriches lessons.
· Involves students in vocabulary studies.
19.
Demonstrates respectful and productive communication with families / · Provides no information to parents. / · Provides little information to parents. / · Adheres to the existing formats for communication with parents. / · Teams with others to communicate with parents about their child’s progress (both positive and negative) on a regular basis. / · Demonstrates initiative in creating avenues for connections and communications with families.

Notes/Comments:

Standard / Unsatisfactory / Satisfactory / Excellent
1 / 2 / 3 / 4 / 5
20.
Builds relationships with colleagues / · Does not maintain professional, cordial relationship with staff.
· Does not attend required meetings. / · Interacts with colleagues, but the relationships can be negative, self-serving or unprofessional.
· Attends a few required meetings. / · Maintains professional cordial relationship with school staff and attends required meetings. / · Works with colleagues professionally.
· Is willing to give and receive help. / · Routinely shares materials, resources, and ideas with colleagues.
· Has open door policy and treats colleagues with respect.
21.
Demonstrates integrity and professionalism / · Unable to respect others and unable to commit. / · Recognizes and is beginning to respect others. / · Respects self and others. / · Models respect for self and others. / · Models respect for self and others in a majority of school situations.
22.
Maintains appropriate attendance / · Frequently arrives late for assignment, departs early.
· Does not let administration know about an absence in a timely manner so that a substitute can be found. / · Arrives late for assignment, but leaves at contracted time.
· Arrives on time for assignment, but leaves early without permission
· Does not always follow guidelines for use of personal leave days / · Usually arrives at and departs from assignment as per district guidelines.
· Usually obtains permission to arrive late or leave early.
· Usually follows district guidelines for using leave days / · Arrives at and departs from assignment as per district guidelines.
· Obtains permission to arrive late or leave early.
· Follows district guidelines for using leave days. / · Arrives at and departs from assignment as per district guidelines.
· Obtains permission to arrive late or leave early.
· Follows district guidelines for using leave days.
· Puts extra productive time and effort into his/her work.
23
Sets and strives
to reach reasonable professional goals. / · Does not identify professional goals in writing. / · Identifies goals in writing but makes little or no effort to attain goals.
· Goals set are not designed to promote observable professional growth.. / · Some effort is made to achieve goals for professional growth.
· Certified employee can demonstrate efforts to achieve goals. / · At least half of the goals set were achieved and evidence demonstrates that reasonable effort was made to achieve remaining goals. / · Goals were met
· Goals demonstrated a link to student achievement that has been attained.
· More than the minimum number of professional goals were set and met.

Notes/Comments: