PAGE UNIFIED SCHOOL DISTRICT
TEACHER PERFORMANCE EVALUATION SYSTEM
Revised July 2014
TEACHER PERFORMANCE STANDARDS AND CRITERIA
Definitions of Level of Performance
DOMAIN 1: PLANNING AND PREPARATION
Component 1a: Demonstrating Knowledge of Content and Pedagogy
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Enhancing Student Literacy / The teacher does not recognize the need to provide literacy enhancing activities in their content area. / The teacher asks students to do reading and writing tasks that are at an inappropriate content level or without strategies or feedback that would improve literacy. / The teacher enhances student literacy by providing a range of relevant reading and writing experiences related to their content area. / The teacher enhances student literacy by teaching effective strategies which enable students to comprehend texts and express their understanding in writing.
Knowledge of Content / Teacher makes content errors or does not correct content errors students make. / Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines. / Teacher displays solid content knowledge and makes connections that enhance relevance for students. / Teacher displays extensive content knowledge and makes connections that enhance relevance for students, with evidence of continuing pursuit of such knowledge.
Knowledge of Task Analysis: Prerequisite Relationships / Teacher displays little understanding of task analysis: prerequisite knowledge important for student learning of the content. / Teacher indicates some awareness of task analysis: prerequisite learning, although such knowledge may be incomplete or inaccurate. / Teacher’s plans and practices reflect understanding of task analysis: prerequisite relationships among topics and concepts. / Teacher actively builds on knowledge of task analysis: prerequisite relationships when describing instruction or seeking causes for student misunderstanding.
PUSD Standard 3: The teacher enhances student literacy by providing a range of reading and vocabulary experiences related to the Arizona Standards.
PUSD Standard 4: The teacher enhances student writing skills by providing relevant assignments and assessments related to the Arizona Standards for of the grade level or discipline taught.

Evidence/examples/sources of information: Unit plans, lesson plans, classroom observations, interview log, samples of assessments

DOMAIN 1: PLANNING AND PREPARATION
Component 1b: Demonstrating Knowledge of Students
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Knowledge of Characteristics of Age Group / Teacher displays minimal knowledge of developmental characteristics of age group. / Teacher displays generally accurate knowledge of developmental characteristics of age group. / Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. / Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns.
Knowledge of Students’ Varied Approaches to Learning
PUSD Standard 5
/ Teacher is unfamiliar with the different approaches to learning that students’ exhibit, such as learning styles, modalities, and different “intelligences.” / Teacher displays general understanding of the different approaches to learning that students exhibit, and includes a limited variety in lesson planning. / Teacher displays solid understanding of the different approaches to learning that different students exhibit and differentiates for groups of students. / Teacher consistently uses knowledge of students’ varied approaches to learning to differentiate instruction.
PUSD Standard 5: The teacher demonstrates a knowledge of and sensitivity to the various learning styles and (Gardner’s) “intelligences” of his /her students.
DOMAIN 1: PLANNING AND PREPARATION
Component 1c: Selecting Instructional Objectives
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Arizona Standards / The teacher has made little or no effort to learn the skills needed to effectively address the standards or has shown no desire to incorporate them into student learning / The teacher demonstrates some knowledge of the standards, but is inaccurate, inconsistent or ineffective in the use of standards for lesson design. / The teacher consistently designs lessons that incorporate the Arizona Standards and effectively communicates the Standards in the plans. / The teacher exhibits proficient level and plans differentiated instructional opportunities for students of different levels of mastery.
Clarity / Objectives are either not clear or are stated as student activities. Objectives are not measurable. / Objectives are only moderately clear or include a combination of objectives and activities. Some are not measurable. / Objectives are clear, measurable and written in terms of student learning. / The majority of objectives are measurable, clear, written in the form of student learning.
Sequence of Objectives/
Standards / The teacher sequences objectives without regard for the district curriculum map. / The teacher sequences the objectives/standards based on the curriculum, but does not keep pace with the timeline. / The teacher selects standards and objectives in keeping with the district curriculum sequence for the grade level and content area. / The teacher adheres to the curriculum sequence and considers student data in the selection of objectives.
PUSD Standard 1: The teacher demonstrates knowledge of and the ability to incorporate objectives related to the Arizona Standards into lesson design

Evidence/examples/sources of information:

Component 1b: Unit plans, lesson plans, planning reviews, student surveys, pre-tests, interest inventories, classroom observations, professional

development log, alternative lesson plans that meet individual needs, teaching artifacts

Component 1c: Unit plans, lesson plans, plans for alternative approaches, classroom observation, teaching artifacts

DOMAIN 1: PLANNING AND PREPARATION
Component 1d: Designing Coherent Instruction
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Learning Activities / Learning activities, questions/responses, and information are not aligned to the objective or not suitable for students. Activities do not reflect recent professional research. / Some of the learning activities, questions/responses and information are aligned to the objective and/or suitable to students. Only some activities reflect recent professional research. / Most of the learning activities, questions/responses and information are aligned to instructional objectives. Activities address one objective at a time and most reflect recent professional research. / Learning activities, questions/responses and information are highly relevant to students and instructional objectives. They reflect recent professional research.
Instructional Materials and Resources / Materials and resources do not support the instructional objectives. / Some of the materials and resources support the instructional objectives. / Materials and resources support the instructional objectives. / An extensive variety of materials and resources support the instructional objectives.
Resources and Technology for Teaching / Teacher is unaware of resources available through the school or district or does not use available resources. / Instructional resources (such as calculators, projectors, computers, lab equipment, etc)
are used appropriately, but infrequently. / Teacher appropriately integrates instructional resources and technology (such as calculators, projectors, computers, lab equipment) into lessons on a regular basis. / Teacher consistently encourages and facilitates student use of instructional resources and a variety of technology tools to meet lesson objectives.
Instructional Settings
PUSD Standard 5 / Instructional settings do not support the instructional objectives and offer no variety to address learners’ needs. / Instructional settings are inconsistent in suitability to the instructional objectives and offer minimal variety to address learners’ needs. / Instructional settings are varied as appropriate to the learners’ needs and learning objective: whole group, small group, partners, and individual settings. / Instructional settings are varied, as appropriate to the different learners and instructional objectives. Students may have choices in selecting different patterns of instructional groups.
Lesson and Unit Structure / The written lesson or unit has no clearly defined structure, or the structure is chaotic. Time allocations are unrealistic. / The written lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Some time allocations are unreasonable. / The written lesson or unit has a clearly defined structure that activities are organized around. Most time allocations are reasonable. / The written lesson’s or unit’s structure is clear and allows for differentiated options according to student needs.

PUSD Standard 5: The teacher demonstrates a knowledge of and sensitivity to the various learning styles and (Gardner’s) “intelligences” of his /her students.

PUSD Standard 6: The teacher demonstrates effective use of available technology for student instruction, as well as professional and personal productivity.

DOMAIN 1: PLANNING AND PREPARATION
Component 1e: Assessing Student Learning
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Congruence with Instructional Objectives / Content and method of assessment does not match the instructional objectives. / Assessment methods inconsistently match the objectives. Little or no variety in the assessments exists. / The assessment matches the instructional objective. Some variety in assessments is evident. / Assessments match the objectives and consistently reflect a wide range of approaches (such as performance-based, authentic, visual/verbal, traditional, portfolio, observation)
Criteria and Standards
PUSD Standard 2 / Assessment criteria and standards are not evident. / Assessment criteria and standards have been developed, but they are not clear. / Assessment criteria and standards are clear. / Assessment criteria and standards are clear and have been clearly communicated to the students. There is evidence that the students contributed to the development of the criteria.
Use for Planning
PUSD Standard 2 / The assessment results are not considered in the planning of instruction. / Teacher uses assessment results to plan for the class as a whole. / Teacher uses assessment results to make sound instructional decisions for individuals and groups of students. / Students are aware of how they are meeting the established standards and participate in setting goals for self-improvement.
PUSD Standard 2: The teacher incorporates a wide range of relevant and effective assessments as a means to measure student growth and motivate students to WANT TO LEARN.

Evidence/examples/sources of information:

Sample lesson plans, assessments, grades and feedback, evaluation rubrics, student portfolio, interview

DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2a: Establishing a Culture for Learning
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Teacher Interaction with Students / Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students frequently engage in negative interactions with one another. / Teacher-student interactions are generally appropriate but may reflect inconsistencies, favoritism, or disregard for students’ cultures.
Students occasionally use put-downs or interact negatively. / Teacher-student interactions are friendly and demonstrate warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Teacher promotes student interactions that are polite and respectful. / Teacher demonstrates caring and respect for individual students. Students exhibit respect for the teacher and peers.
Student Motivation / Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others. / Teacher communicates importance of the work but with little conviction and only minimal interest by the students is demonstrated. / Teacher conveys enthusiasm for the subject and students demonstrate interest through active participation and curiosity. / Teacher generates interest and enthusiasm for the content by building on student interests and keeping students actively involved in learning.
Expectations for Learning and Achievement / Instructional objectives, activities, and interactions convey only modest expectations for student achievement. / Instructional objectives, activities and interactions convey inconsistent expectations for student achievement. / Instructional objectives, activities and interactions are rigorous and convey high expectations for student achievement. / Both students and teacher maintain an atmosphere of high expectations in the classroom.
Evidence/examples/sources of information:
Classroom observations, lesson plans, samples of student work, student surveys, parent and student feedback
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2b: Managing Classroom Procedures
LEVEL OF PERFORMANCE
ELEMENT / INEFFECTIVE / DEVELOPING / EFFECTIVE / HIGHLY EFFECTIVE
Management of Instructional Groups / Most of the students are off task most of the time. There is not a clear sense of students’ engagement in learning activities in the classroom. / Some of the students are on task most of the class time. The classroom environment is generally conducive to learning. Teacher occasionally uses some strategies (proximity, eye contact, interaction with student, documentation of behavior, conference) for maintaining students’ positive behavior. / Most of the students are on task most of the time. The classroom environment is consistently conducive to learning. Teacher regularly uses some strategies (proximity, eye contact, interaction with student, documentation of behavior, conference) for maintaining students’ productive behavior. / Students monitor and take responsibility for their own behavior. The classroom environment is exceptionally focused on learning and orderly with students acting responsibly.
Management of Transitions,
Materials and Supplies / Much time is lost during transitions and handling of materials. / Transitions and routines for handling materials are sporadically efficient, resulting in some loss of instructional time. / Transitions and routines for handling materials and supplies occur smoothly, with little loss of instructional time. / Transitions and routines for handling materials and supplies are seamless, with students assuming some responsibility for efficient operation.
Performance of Non-instructional Duties / Considerable instructional time is lost in performing non-instructional duties. / Systems for performing non-instructional duties are inconsistently efficient, resulting in little loss of instructional time. / Efficient systems for performing non-instructional duties (attendance, lunch count, grading, homework, etc) are in place, resulting in minimal loss of instructional time. / Systems for performing non-instructional duties are well established, with students assuming some responsibility for efficient operation.
Supervision of Volunteers and Paraprofessionals* / Volunteers and para- professionals have no clearly defined duties or do nothing most of the time. / Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision. / Volunteers and paraprofessionals are productively and independently engaged during the entire class. / Volunteers and paraprofessionals make a substantive contribution to the classroom environment.
*This element does not apply to teachers who do not have volunteers and/or paraprofessionals.

Evidence/examples/sources of information: