Hannibaltkeys03282016 1

Teacher Keys Effectiveness System 2015-2016 for HANNIBAL, DERIKA F
Date Printed: 03/29/2016

Evaluation Steps
Walkthroughs & Formative Assessments
To view a walkthrough or formative assessment, click View Feedback from the menu page.
Link to Walkthrough/Formative Assessment Quick Reference
Evaluator: HERMIA C SIMMONS-DEVEAUX 03/18/2016 11:32:20 AM
1. Professional Knowledge - The teacher
demonstrates an understanding of the

curriculum, subject content, pedagogical
knowledge, and the needs of students by
providing relevant learning experiences.
Sample Performance Indicators

Examples may include, but are not limited
to:
Level
III
* Addresses appropriate curriculum standards and integrates key content

elements.
* Facilitates students' use of higher-level thinking skills in instruction.
* Demonstrates ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and applications.
* Demonstrates accurate, deep, and current knowledge of subject matter.
* Exhibits pedagogical skills relevant to the subject area(s) taught and best
practices based on current research.
* Bases instruction on goals that reflect high expectations for all students and a
clear understanding of the curriculum.
* Displays an understanding of the intellectual, social, emotional, and physical
development of the age group.
2. Instructional Planning - The teacher plans
using state and local school district curricula Level

and standards, effective strategies,
III
resources, and data to address the
differentiated needs of all students.

to:
* Analyzes and uses student learning data to inform planning.

* Develops plans that are clear, logical, sequential, and integrated across the
curriculum (e.g., long-term goals, lesson plans, and syllabi).
* Plans instruction effectively for content mastery, pacing, and transitions.
* Plans for instruction to meet the needs of all students.
* Aligns and connects lesson objectives to state and local school district curricula
and standards, and student learning needs.
* Develops appropriate course, unit and daily plans, and is able to adapt plans
when needed.
3. Instructional Strategies - The teacher
promotes student learning by using

Your lesson began by reviewing key terminology related to finding the
Level main ideas. Students worked as grouped and had 3 minutes to define the
research-based instructional strategies
relevant to the content to engage students in IV terms. Great activator to review key terms and get students ready for learning.
active learning & to facilitate the students'
acquisition of key knowledge & skills.

to:
4. Differentiated Instruction - The teacher
challenges and supports each student's

learning by providing appropriate content
and developing skills which address
* Engages students in active learning and maintains interest.

* Builds upon students' existing knowledge and skills.
* Reinforces learning goals consistently throughout the lesson.
* Uses a variety of research-based instructional strategies and resources.
* Effectively uses appropriate instructional technology to enhance student learning.
* Communicates and presents material clearly, and checks for understanding.
* Develops higher-order thinking through questioning and problem-solving
activities.
* Engages students in authentic learning by providing real-life examples and
interdisciplinary connections.
Instruction was differentiated based upon the reading levels of the students.
You worked with the students with disabilities, your co teacher worked with
Level struggling learners, and you had an activity for independent learners. The
IV
independent learners had different passages to review to create their table
toppers.
individual learning differences.

to:
* Differentiates the instructional content, process, product, and learning

environment to meet individual developmental needs.
* Provides remediation, enrichment, and acceleration to further student
understanding of material.
* Uses flexible grouping strategies to encourage appropriate peer interaction and
to accommodate learning needs/goals.
* Uses diagnostic, formative, and summative assessment data to inform
instructional modifications for individual students.
* Develops critical and creative thinking by providing activities at the appropriate
level of challenge for students.
* Demonstrates high learning expectations for all students commensurate with their
developmental levels.
5. Assessment Strategies - The teacher
systematically chooses a variety of

Level
diagnostic, formative, and summative
assessment strategies and instruments that III
are valid and appropriate for the content and
student population.

to:
* Aligns student assessment with the established curriculum and benchmarks.

* Involves students in setting learning goals and monitoring their own progress.
* Varies and modifies assessments to determine individual student needs and
progress.
* Uses formal and informal assessments for diagnostic, formative, and summative
purposes.
* Uses grading practices that report final mastery in relationship to content goals
and objectives.
* Uses assessment techniques that are appropriate for the developmental level of
students.
* Collaborates with others to develop common assessments, when appropriate.
6. Assessment Uses - The teacher
systematically gathers, analyzes, and uses

relevant data to measure student progress, Level
to inform instructional content and delivery III
methods, and to provide timely and
constructive feedback to both students &
parents.
* Uses diagnostic assessment data to develop learning goals for students, to
differentiate instruction, and to document learning.
* Plans a variety of formal and informal assessments aligned with instructional
results to measure student mastery of learning objectives.
* Uses assessment tools for both formative and summative purposes to inform,
guide, and adjust instruction.
* Systematically analyzes and uses data to measure student progress, to design
Examples may include, but are not limited appropriate interventions, and to inform long- and short-term instructional
decisions.
to:
* Shares accurate results of student progress with students, parents, and key
school personnel.
* Provides constructive and frequent feedback to students on their progress toward
their learning goals.
* Teaches students how to self-assess and to use metacognitive strategies in
support of lifelong learning.
You shared a Brain Pop video and had students to complete a group
assessment to determine their mastery of the content shared in the video.
7. Positive Learning Environment - The
What a novel and interesting way to get students acclimated to the idea of
teacher provides a well-managed, safe, and Level identifying main idea. Although you facilitated a small group with the students
IV
orderly environment that is conducive to
with disabilities, you occasionally floated over to the independent group to
learning and encourages respect for all.
ensure that they were on task, answer questions, and provide assistance as
needed.
* Responds to disruptions in a timely, appropriate manner.
* Establishes clear expectations for classroom rules, routines, and procedures and

to:
enforces them consistently and appropriately.

* Models caring, fairness, respect, and enthusiasm for learning.
* Promotes a climate of trust and teamwork within the classroom.
* Promotes respect for and understanding of students' diversity, including - but not
limited to - race, color, religion, sex, national origin, or disability.
* Actively listens and pays attention to students' needs and responses.
* Creates a warm, attractive, inviting, and supportive classroom environment.
* Arranges the classroom materials and resources to facilitate group and individual
activities.
8. Academically Challenging Environment -
The teacher creates a student-centered,

academic environment in which teaching
and learning occur at high levels and
students are self-directed learners.

to:
Level
III
* Maximizes instructional time.

* Conveys the message that mistakes should be embraced as a valuable part of
learning.
* Encourages productivity by providing students with appropriately challenging and
relevant material and assignments.
* Provides transitions that minimize loss of instructional time.
* Communicates high, but reasonable, expectations for student learning.
* Provides academic rigor, encourages critical and creative thinking, and pushes
students to achieve goals.
* Encourages students to explore new ideas and take academic risks.
9. Professionalism - The teacher exhibits a
commitment to professional ethics and the Level

school's mission, participates in professional III
growth opportunities to support student
learning, and contributes to the profession.

to:
* Carries out duties in accordance with federal and state laws, Code of Ethics, and
established state and local school board policies, regulations, and practices.
* Maintains professional demeanor and behavior (e.g., appearance, punctuality
and attendance).
* Respects and maintains confidentiality.
* Evaluates and identifies areas of personal strengths and weaknesses related to
professional skills and their impact on student learning and sets goals for
improvement.
* Participates in ongoing professional growth activities based on identified areas
for improvement (e.g., mentoring, peer coaching, course work, conferences) and
incorporates
* Demonstrates flexibility in adapting to school change.
* Engages in activities outside the classroom intended for school and student
enhancement.
10. Communication - The teacher
communicates effectively with students,

parents or guardians, district and school
personnel, and other stakeholders in ways
that enhance student learning.

to:
Level
III
* Uses verbal and non-verbal communication techniques to foster positive

interactions and promote learning in the classroom and school environment.
* Engages in ongoing communication and shares instructional goals, expectations,
and student progress with families in a timely and constructive manner.
* Collaborates and networks with colleagues and community to reach educational
decisions that enhance and promote student learning.
* Uses precise language, correct vocabulary and grammar, and appropriate forms
of oral and written communication.
* Explains directions, concepts, and lesson content to students in a logical,
sequential, and age-appropriate manner.
* Adheres to school and district policies regarding communication of student
information.
* Creates a climate of accessibility for parents and students by demonstrating a
collaborative and approachable style.
* Listens and responds with cultural awareness, empathy, and understanding to the
voice and opinions of stakeholders (parents, community, students, and

colleagues).
* Uses modes of communication that are appropriate for a given situation.
1. Professional Knowledge - The teacher demonstrates an
understanding of the curriculum, subject content, pedagogical

knowledge, and the needs of students by providing relevant
learning experiences.

Examples may include, but are not limited to:
Unrated
* Addresses appropriate curriculum standards and integrates

key content elements.
* Facilitates students' use of higher-level thinking skills in
instruction.
* Demonstrates ability to link present content with past and
future learning experiences, other subject areas, and real
world experiences and applications.
* Demonstrates accurate, deep, and current knowledge of
subject matter.
* Exhibits pedagogical skills relevant to the subject area(s)
taught and best practices based on current research.
* Bases instruction on goals that reflect high expectations for
all students and a clear understanding of the curriculum.
* Displays an understanding of the intellectual, social,
emotional, and physical development of the age group.
2. Instructional Planning - The teacher plans using state and local
school district curricula and standards, effective strategies,

resources, and data to address the differentiated needs of all
students.

3. Instructional Strategies - The teacher promotes student learning
by using research-based instructional strategies relevant to the

content to engage students in active learning & to facilitate the
students' acquisition of key knowledge & skills.
Unrated

* Develops plans that are clear, logical, sequential, and
integrated across the curriculum (e.g., long-term goals, lesson
plans, and syllabi).
* Plans instruction effectively for content mastery, pacing, and
transitions.
* Aligns and connects lesson objectives to state and local
school district curricula and standards, and student learning
needs.
* Develops appropriate course, unit and daily plans, and is
able to adapt plans when needed.
Upon entering the class, you were conducting a guided
reading lesson on Amelia Earhart with a small group of
Level III four students. You asked excellent probing questions
to encourage students to infer as well as cite text from
the reading.

* Reinforces learning goals consistently throughout the
lesson.
* Uses a variety of research-based instructional strategies
and resources.
* Effectively uses appropriate instructional technology to
enhance student learning.
* Communicates and presents material clearly, and checks
for understanding.
* Develops higher-order thinking through questioning and
problem-solving activities.
* Engages students in authentic learning by providing real-life
examples and interdisciplinary connections.
Instruction was differentiated as you provided direct
4. Differentiated Instruction - The teacher challenges and supports
each student's learning by providing appropriate content and

developing skills which address individual learning differences.

Level III guided reading instruction based upon student's
reading levels.
* Differentiates the instructional content, process, product,
and learning environment to meet individual developmental
needs.
* Provides remediation, enrichment, and acceleration to
further student understanding of material.
* Uses flexible grouping strategies to encourage appropriate
peer interaction and to accommodate learning needs/goals.
* Uses diagnostic, formative, and summative assessment
data to inform instructional modifications for individual
students.
* Develops critical and creative thinking by providing activities
at the appropriate level of challenge for students.
* Demonstrates high learning expectations for all students
commensurate with their developmental levels.
5. Assessment Strategies - The teacher systematically chooses a
variety of diagnostic, formative, and summative assessment

strategies and instruments that are valid and appropriate for the
content and student population.

Unrated
* Aligns student assessment with the established curriculum

and benchmarks.
* Involves students in setting learning goals and monitoring
their own progress.
* Varies and modifies assessments to determine individual
student needs and progress.
* Uses formal and informal assessments for diagnostic,
formative, and summative purposes.
* Uses grading practices that report final mastery in
relationship to content goals and objectives.
* Uses assessment techniques that are appropriate for the
developmental level of students.
* Collaborates with others to develop common assessments,
when appropriate.
6. Assessment Uses - The teacher systematically gathers,
analyzes, and uses relevant data to measure student progress, to Unrated

inform instructional content and delivery methods, and to provide
timely and constructive feedback to both students & parents.

7. Positive Learning Environment - The teacher provides a well-
managed, safe, and orderly environment that is conducive to

learning and encourages respect for all.
* Uses diagnostic assessment data to develop learning goals

for students, to differentiate instruction, and to document
learning.
* Plans a variety of formal and informal assessments aligned
with instructional results to measure student mastery of
learning objectives.
* Uses assessment tools for both formative and summative
purposes to inform, guide, and adjust instruction.
* Systematically analyzes and uses data to measure student
progress, to design appropriate interventions, and to inform
long- and short-term instructional decisions.
* Shares accurate results of student progress with students,
parents, and key school personnel.
* Provides constructive and frequent feedback to students on
their progress toward their learning goals.
* Teaches students how to self-assess and to use
metacognitive strategies in support of lifelong learning.
You allowed students to use highlighters to cite text in
their readings. What a novel way to help students
Level III identify the required information as well as work
toward mastery of the literacy standards.
* Establishes clear expectations for classroom rules, routines,

and procedures and enforces them consistently and

appropriately.
* Models caring, fairness, respect, and enthusiasm for
learning.
* Promotes a climate of trust and teamwork within the
classroom.
* Promotes respect for and understanding of students'
diversity, including - but not limited to - race, color, religion,
sex, national origin, or disability.
* Actively listens and pays attention to students' needs and
responses.
* Creates a warm, attractive, inviting, and supportive
classroom environment.
* Arranges the classroom materials and resources to facilitate
group and individual activities.
8. Academically Challenging Environment - The teacher creates a
student-centered, academic environment in which teaching and

learning occur at high levels and students are self-directed
learners.

Unrated

* Conveys the message that mistakes should be embraced
as a valuable part of learning.
* Encourages productivity by providing students with
appropriately challenging and relevant material and
assignments.
* Communicates high, but reasonable, expectations for
student learning.
* Provides academic rigor, encourages critical and creative
thinking, and pushes students to achieve goals.
* Encourages students to explore new ideas and take
academic risks.
9. Professionalism - The teacher exhibits a commitment to
professional ethics and the school's mission, participates in

Unrated
professional growth opportunities to support student learning, and
contributes to the profession.

* Carries out duties in accordance with federal and state laws,

Code of Ethics, and established state and local school board
policies, regulations, and practices.
* Maintains professional demeanor and behavior (e.g.,
appearance, punctuality and attendance).
* Evaluates and identifies areas of personal strengths and
weaknesses related to professional skills and their impact on
student learning and sets goals for improvement.
* Participates in ongoing professional growth activities based
on identified areas for improvement (e.g., mentoring, peer
coaching, course work, conferences) and incorporates
* Engages in activities outside the classroom intended for
school and student enhancement.
10. Communication - The teacher communicates effectively with
students, parents or guardians, district and school personnel, and Unrated

other stakeholders in ways that enhance student learning.
* Uses verbal and non-verbal communication techniques to
foster positive interactions and promote learning in the
classroom and school environment.
* Engages in ongoing communication and shares instructional
goals, expectations, and student progress with families in a
timely and constructive manner.
* Collaborates and networks with colleagues and community
to reach educational decisions that enhance and promote

student learning.
* Uses precise language, correct vocabulary and grammar,
and appropriate forms of oral and written communication.
* Explains directions, concepts, and lesson content to
students in a logical, sequential, and age-appropriate
manner.
* Adheres to school and district policies regarding
communication of student information.
* Creates a climate of accessibility for parents and students
by demonstrating a collaborative and approachable style.
* Listens and responds with cultural awareness, empathy, and
understanding to the voice and opinions of stakeholders
(parents, community, students, and colleagues).
* Uses modes of communication that are appropriate for a
given situation.

understanding of the curriculum, subject content,

pedagogical knowledge, and the needs of students by

Unrated
* Addresses appropriate curriculum standards and integrates key

content elements.
instruction.
* Demonstrates ability to link present content with past and future
learning experiences, other subject areas, and real world
experiences and applications.
* Demonstrates accurate, deep, and current knowledge of subject
matter.
* Exhibits pedagogical skills relevant to the subject area(s) taught
and best practices based on current research.
* Bases instruction on goals that reflect high expectations for all
students and a clear understanding of the curriculum.
* Displays an understanding of the intellectual, social, emotional,
and physical development of the age group.
2. Instructional Planning - The teacher plans using state and
local school district curricula and standards, effective

Unrated
strategies, resources, and data to address the differentiated
needs of all students.


* Develops plans that are clear, logical, sequential, and integrated
across the curriculum (e.g., long-term goals, lesson plans, and
syllabi).
transitions.
* Aligns and connects lesson objectives to state and local school
district curricula and standards, and student learning needs.
* Develops appropriate course, unit and daily plans, and is able to
adapt plans when needed.
3. Instructional Strategies - The teacher promotes student
learning by using research-based instructional strategies

relevant to the content to engage students in active learning Level III
& to facilitate the students' acquisition of key knowledge &
skills.
Upon entering the class, you were working with a student on

identification of numbers, while the other students were
working with your co-teacher and other small center groups.
Due to the level of this student, you had to do one-on-one to
support her academic deficiencies.

* Uses a variety of research-based instructional strategies and
resources.

4. Differentiated Instruction - The teacher challenges and
supports each student's learning by providing appropriate

content and developing skills which address individual
learning differences.

* Effectively uses appropriate instructional technology to enhance

student learning.
* Communicates and presents material clearly, and checks for
understanding.
* Develops higher-order thinking through questioning and problemsolving activities.
Instruction was differentiated as you worked with the student
on her level. Other students were practicing on their
Level III respective levels as they worked in independent centers
and worked on the computer.
* Differentiates the instructional content, process, product, and
learning environment to meet individual developmental needs.
* Provides remediation, enrichment, and acceleration to further
student understanding of material.
* Uses flexible grouping strategies to encourage appropriate peer
interaction and to accommodate learning needs/goals.
* Uses diagnostic, formative, and summative assessment data to
inform instructional modifications for individual students.
* Develops critical and creative thinking by providing activities at
the appropriate level of challenge for students.
5. Assessment Strategies - The teacher systematically
chooses a variety of diagnostic, formative, and summative

assessment strategies and instruments that are valid and
appropriate for the content and student population.

Unrated
* Aligns student assessment with the established curriculum and

benchmarks.
* Involves students in setting learning goals and monitoring their
own progress.
* Varies and modifies assessments to determine individual student
needs and progress.
* Uses formal and informal assessments for diagnostic, formative,
and summative purposes.
* Uses grading practices that report final mastery in relationship to
content goals and objectives.
* Collaborates with others to develop common assessments, when
appropriate.
analyzes, and uses relevant data to measure student

Unrated
progress, to inform instructional content and delivery
methods, and to provide timely and constructive feedback to
both students & parents.

* Uses diagnostic assessment data to develop learning goals for

students, to differentiate instruction, and to document learning.
* Plans a variety of formal and informal assessments aligned with
instructional results to measure student mastery of learning
objectives.
progress, to design appropriate interventions, and to inform longand short-term instructional decisions.
* Provides constructive and frequent feedback to students on their
progress toward their learning goals.
* Teaches students how to self-assess and to use metacognitive
7. Positive Learning Environment - The teacher provides a
well-managed, safe, and orderly environment that is

conducive to learning and encourages respect for all.

strategies in support of lifelong learning.

Students were on task and actively engaged as they
worked in their small groups. This indicates that you have
Level III established routines and procedures to ensures that
students are clear about your expectations of working
independently.
* Establishes clear expectations for classroom rules, routines, and
procedures and enforces them consistently and appropriately.
* Promotes respect for and understanding of students' diversity,
including - but not limited to - race, color, religion, sex, national
origin, or disability.
responses.
* Creates a warm, attractive, inviting, and supportive classroom
environment.
8. Academically Challenging Environment - The teacher
creates a student-centered, academic environment in which Unrated

teaching and learning occur at high levels and students are
self-directed learners.


* Conveys the message that mistakes should be embraced as a
valuable part of learning.
* Encourages productivity by providing students with appropriately
challenging and relevant material and assignments.
* Communicates high, but reasonable, expectations for student
learning.
* Encourages students to explore new ideas and take academic
risks.
professional ethics and the school's mission, participates in Unrated

professional growth opportunities to support student
learning, and contributes to the profession.


* Participates in ongoing professional growth activities based on
identified areas for improvement (e.g., mentoring, peer coaching,
course work, conferences) and incorporates
* Engages in activities outside the classroom intended for school
and student enhancement.
10. Communication - The teacher communicates effectively
with students, parents or guardians, district and school

personnel, and other stakeholders in ways that enhance
student learning.
Unrated
* Uses verbal and non-verbal communication techniques to foster

positive interactions and promote learning in the classroom and

school environment.
goals, expectations, and student progress with families in a timely
and constructive manner.
* Collaborates and networks with colleagues and community to
reach educational decisions that enhance and promote student
learning.
* Uses precise language, correct vocabulary and grammar, and
appropriate forms of oral and written communication.
* Explains directions, concepts, and lesson content to students in a
logical, sequential, and age-appropriate manner.
* Adheres to school and district policies regarding communication
of student information.
* Creates a climate of accessibility for parents and students by
demonstrating a collaborative and approachable style.
understanding to the voice and opinions of stakeholders (parents,
community, students, and colleagues).
* Uses modes of communication that are appropriate for a given
situation.

1. Professional Knowledge - The teacher
demonstrates an understanding of the

Level
curriculum, subject content, pedagogical III
knowledge, and the needs of students by

Examples may include, but are not
limited to:
* Addresses appropriate curriculum standards and integrates key content elements.

* Facilitates students' use of higher-level thinking skills in instruction.
* Demonstrates ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and applications.
* Demonstrates accurate, deep, and current knowledge of subject matter.
* Exhibits pedagogical skills relevant to the subject area(s) taught and best practices
based on current research.
* Bases instruction on goals that reflect high expectations for all students and a clear
understanding of the curriculum.
* Displays an understanding of the intellectual, social, emotional, and physical
development of the age group.
2. Instructional Planning - The teacher
plans using state and local school district Level

curricula and standards, effective
III
strategies, resources, and data to address
the differentiated needs of all students.

limited to:
3. Instructional Strategies - The teacher

* Develops plans that are clear, logical, sequential, and integrated across the
curriculum (e.g., long-term goals, lesson plans, and syllabi).
* Plans instruction effectively for content mastery, pacing, and transitions.
* Aligns and connects lesson objectives to state and local school district curricula and
standards, and student learning needs.
* Develops appropriate course, unit and daily plans, and is able to adapt plans when
needed.
You began the lesson by helping students recall the field trip they recently
experienced at The Center for Puppetry Arts. Excellent way of connecting a field
promotes student learning by using
research-based instructional strategies Level trip experience to standards. As you retold the story, each student had a visual
relevant to the content to engage students IV representing a part of the story. As you mentioned each students' part, they
walked to the board to put up their picture. The purpose of having students paste
in active learning & to facilitate the
their pictures on the board served as an anchor chart that students could refer to
students' acquisition of key knowledge &
when they retold the story on their own.
skills.

limited to:
* Uses a variety of research-based instructional strategies and resources.

* Effectively uses appropriate instructional technology to enhance student learning.
* Communicates and presents material clearly, and checks for understanding.
* Develops higher-order thinking through questioning and problem-solving activities.
* Engages students in authentic learning by providing real-life examples and
interdisciplinary connections.
As students created their pig puppets, you pulled the students with disabilities to
4. Differentiated Instruction - The teacher
challenges and supports each student's Level review the story. You then engaged them in an activity where they identified
learning by providing appropriate content III the sequence of events in the story. This was an effective strategy to ensure that
SWD had a clear understanding of the story prior to them changing the ending of
and developing skills which address
the story during their writing.
individual learning differences.

limited to:
* Differentiates the instructional content, process, product, and learning environment to

meet individual developmental needs.
* Provides remediation, enrichment, and acceleration to further student understanding
of material.
* Uses flexible grouping strategies to encourage appropriate peer interaction and to
accommodate learning needs/goals.
* Uses diagnostic, formative, and summative assessment data to inform instructional
modifications for individual students.
* Develops critical and creative thinking by providing activities at the appropriate level
of challenge for students.
* Demonstrates high learning expectations for all students commensurate with their
developmental levels.
5. Assessment Strategies - The teacher
systematically chooses a variety of

diagnostic, formative, and summative
assessment strategies and instruments
that are valid and appropriate for the
content and student population.

limited to:
Level
III
* Aligns student assessment with the established curriculum and benchmarks.

* Involves students in setting learning goals and monitoring their own progress.
* Varies and modifies assessments to determine individual student needs and
progress.
* Uses formal and informal assessments for diagnostic, formative, and summative
purposes.
* Uses grading practices that report final mastery in relationship to content goals and
objectives.
* Uses assessment techniques that are appropriate for the developmental level of
students.
* Collaborates with others to develop common assessments, when appropriate.
6. Assessment Uses - The teacher
systematically gathers, analyzes, and

uses relevant data to measure student Level
progress, to inform instructional content III
and delivery methods, and to provide
timely and constructive feedback to both
students & parents.

limited to:
* Uses diagnostic assessment data to develop learning goals for students, to

differentiate instruction, and to document learning.
* Plans a variety of formal and informal assessments aligned with instructional results
to measure student mastery of learning objectives.
* Uses assessment tools for both formative and summative purposes to inform, guide,
and adjust instruction.
* Systematically analyzes and uses data to measure student progress, to design
appropriate interventions, and to inform long- and short-term instructional decisions.
* Shares accurate results of student progress with students, parents, and key school
personnel.
* Provides constructive and frequent feedback to students on their progress toward
their learning goals.
* Teaches students how to self-assess and to use metacognitive strategies in support
of lifelong learning.
7. Positive Learning Environment - The
teacher provides a well-managed, safe,

and orderly environment that is
conducive to learning and encourages
respect for all.

limited to:
I loved your energy - by stating that you all were going to "get the party started"
excited students and gave them something to look forward to. They were eager to
participate in the interactive story of The Three Little Pigs. At one point during my
Level visit, two students were tattling, complaining about each other bothering them III
you quickly asked one student to move and reminded them of your behavior
expectations during whole group activities. You were able to redirect them with no
disruption to your lesson.
* Establishes clear expectations for classroom rules, routines, and procedures and
enforces them consistently and appropriately.
* Promotes respect for and understanding of students' diversity, including - but not
limited to - race, color, religion, sex, national origin, or disability.
* Actively listens and pays attention to students' needs and responses.
* Creates a warm, attractive, inviting, and supportive classroom environment.
* Arranges the classroom materials and resources to facilitate group and individual
activities.
8. Academically Challenging Environment -
The teacher creates a student-centered, Level

academic environment in which teaching III
and learning occur at high levels and
students are self-directed learners.

limited to:

* Conveys the message that mistakes should be embraced as a valuable part of
learning.
* Encourages productivity by providing students with appropriately challenging and
relevant material and assignments.
* Communicates high, but reasonable, expectations for student learning.
* Provides academic rigor, encourages critical and creative thinking, and pushes
students to achieve goals.
* Encourages students to explore new ideas and take academic risks.
9. Professionalism - The teacher exhibits
a commitment to professional ethics and

Level
the school's mission, participates in
III
professional growth opportunities to
support student learning, and contributes
to the profession.

limited to:
* Carries out duties in accordance with federal and state laws, Code of Ethics, and
established state and local school board policies, regulations, and practices.
* Maintains professional demeanor and behavior (e.g., appearance, punctuality and
attendance).
* Evaluates and identifies areas of personal strengths and weaknesses related to
professional skills and their impact on student learning and sets goals for
improvement.
* Participates in ongoing professional growth activities based on identified areas for
improvement (e.g., mentoring, peer coaching, course work, conferences) and
incorporates
* Engages in activities outside the classroom intended for school and student
enhancement.
10. Communication - The teacher
communicates effectively with students, Level

parents or guardians, district and school III
personnel, and other stakeholders in
ways that enhance student learning.
* Uses verbal and non-verbal communication techniques to foster positive interactions
and promote learning in the classroom and school environment.
* Engages in ongoing communication and shares instructional goals, expectations,

limited to:
and student progress with families in a timely and constructive manner.

* Collaborates and networks with colleagues and community to reach educational
decisions that enhance and promote student learning.
* Uses precise language, correct vocabulary and grammar, and appropriate forms of
oral and written communication.
* Explains directions, concepts, and lesson content to students in a logical, sequential,
and age-appropriate manner.
* Adheres to school and district policies regarding communication of student
information.
* Creates a climate of accessibility for parents and students by demonstrating a
collaborative and approachable style.
* Listens and responds with cultural awareness, empathy, and understanding to the
voice and opinions of stakeholders (parents, community, students, and colleagues).
* Uses modes of communication that are appropriate for a given situation.

1. Professional Knowledge - The teacher demonstrates an understanding
of the curriculum, subject content, pedagogical knowledge, and the needs Unrated
of students by providing relevant learning experiences.

* Addresses appropriate curriculum standards and

integrates key content elements.
* Facilitates students' use of higher-level thinking
skills in instruction.
* Demonstrates ability to link present content with
past and future learning experiences, other subject
areas, and real world experiences and applications.
* Demonstrates accurate, deep, and current
knowledge of subject matter.
* Exhibits pedagogical skills relevant to the subject
area(s) taught and best practices based on current
research.
* Bases instruction on goals that reflect high
expectations for all students and a clear
understanding of the curriculum.
* Displays an understanding of the intellectual,
social, emotional, and physical development of the
age group.
2. Instructional Planning - The teacher plans using state and local school
district curricula and standards, effective strategies, resources, and data to Unrated
address the differentiated needs of all students.

3. Instructional Strategies - The teacher promotes student learning by using
research-based instructional strategies relevant to the content to engage

students in active learning & to facilitate the students' acquisition of key
knowledge & skills.
* Analyzes and uses student learning data to inform

planning.
* Develops plans that are clear, logical, sequential,
and integrated across the curriculum (e.g., long-term
goals, lesson plans, and syllabi).
* Plans instruction effectively for content mastery,
pacing, and transitions.
* Plans for instruction to meet the needs of all
students.
* Aligns and connects lesson objectives to state and
local school district curricula and standards, and
student learning needs.
* Develops appropriate course, unit and daily plans,
and is able to adapt plans when needed.
Upon entering the class, you were modeling
Level III how to read a passage aloud and identifying
key details from the passage.
* Engages students in active learning and maintains

interest.
* Builds upon students' existing knowledge and

skills.
* Reinforces learning goals consistently throughout
the lesson.
* Uses a variety of research-based instructional
strategies and resources.
* Effectively uses appropriate instructional
technology to enhance student learning.
* Communicates and presents material clearly, and
checks for understanding.
* Develops higher-order thinking through
questioning and problem-solving activities.
* Engages students in authentic learning by
providing real-life examples and interdisciplinary
connections.
4. Differentiated Instruction - The teacher challenges and supports each
student's learning by providing appropriate content and developing skills

which address individual learning differences.

Unrated
* Differentiates the instructional content, process,

product, and learning environment to meet individual
developmental needs.
* Provides remediation, enrichment, and
acceleration to further student understanding of
material.
* Uses flexible grouping strategies to encourage
appropriate peer interaction and to accommodate
learning needs/goals.
* Uses diagnostic, formative, and summative
assessment data to inform instructional
modifications for individual students.
* Develops critical and creative thinking by providing
activities at the appropriate level of challenge for
students.
* Demonstrates high learning expectations for all
students commensurate with their developmental
levels.
5. Assessment Strategies - The teacher systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and

instruments that are valid and appropriate for the content and student
population.

Unrated
* Aligns student assessment with the established

curriculum and benchmarks.
* Involves students in setting learning goals and
monitoring their own progress.
* Varies and modifies assessments to determine
individual student needs and progress.
* Uses formal and informal assessments for
diagnostic, formative, and summative purposes.
* Uses grading practices that report final mastery in
relationship to content goals and objectives.
* Uses assessment techniques that are appropriate
for the developmental level of students.
* Collaborates with others to develop common
assessments, when appropriate.
6. Assessment Uses - The teacher systematically gathers, analyzes, and
uses relevant data to measure student progress, to inform instructional

content and delivery methods, and to provide timely and constructive
feedback to both students & parents.
Unrated
* Uses diagnostic assessment data to develop

learning goals for students, to differentiate
instruction, and to document learning.
* Plans a variety of formal and informal
assessments aligned with instructional results to
measure student mastery of learning objectives.

7. Positive Learning Environment - The teacher provides a well-managed,
safe, and orderly environment that is conducive to learning and

encourages respect for all.

8. Academically Challenging Environment - The teacher creates a student-
centered, academic environment in which teaching and learning occur at

high levels and students are self-directed learners.

* Uses assessment tools for both formative and

summative purposes to inform, guide, and adjust
instruction.
* Systematically analyzes and uses data to measure
student progress, to design appropriate
interventions, and to inform long- and short-term
instructional decisions.
* Shares accurate results of student progress with
students, parents, and key school personnel.
* Provides constructive and frequent feedback to
students on their progress toward their learning
goals.
* Teaches students how to self-assess and to use
metacognitive strategies in support of lifelong
learning.
As you asked comprehension questions,
students were eager to respond which
Level III suggests that you have established an
environment conducive to risk taking.
* Responds to disruptions in a timely, appropriate
manner.
* Establishes clear expectations for classroom
rules, routines, and procedures and enforces them
consistently and appropriately.
* Models caring, fairness, respect, and enthusiasm
for learning.
* Promotes a climate of trust and teamwork within
the classroom.
* Promotes respect for and understanding of
students' diversity, including - but not limited to race, color, religion, sex, national origin, or
disability.
* Actively listens and pays attention to students'
needs and responses.
* Creates a warm, attractive, inviting, and supportive
classroom environment.
* Arranges the classroom materials and resources
to facilitate group and individual activities.
The reading passage was of sufficient
challenge for the students as you worked with
Level III them to reflect back in the passage to
identify key details.
* Conveys the message that mistakes should be
embraced as a valuable part of learning.
* Encourages productivity by providing students with
appropriately challenging and relevant material and
assignments.
* Provides transitions that minimize loss of
instructional time.
* Communicates high, but reasonable, expectations
for student learning.
* Provides academic rigor, encourages critical and
creative thinking, and pushes students to achieve
goals.
* Encourages students to explore new ideas and
take academic risks.
9. Professionalism - The teacher exhibits a commitment to professional

Unrated
ethics and the school's mission, participates in professional growth
opportunities to support student learning, and contributes to the profession.
* Carries out duties in accordance with federal and

state laws, Code of Ethics, and established state
and local school board policies, regulations, and

practices.
* Maintains professional demeanor and behavior
(e.g., appearance, punctuality and attendance).
* Evaluates and identifies areas of personal
strengths and weaknesses related to professional
skills and their impact on student learning and sets
goals for improvement.
* Participates in ongoing professional growth
activities based on identified areas for improvement
(e.g., mentoring, peer coaching, course work,
conferences) and incorporates
* Demonstrates flexibility in adapting to school
change.
* Engages in activities outside the classroom
intended for school and student enhancement.

10. Communication - The teacher communicates effectively with students,
parents or guardians, district and school personnel, and other stakeholders Unrated
in ways that enhance student learning.
* Uses verbal and non-verbal communication
techniques to foster positive interactions and
promote learning in the classroom and school
environment.
* Engages in ongoing communication and shares
instructional goals, expectations, and student
progress with families in a timely and constructive
manner.
* Collaborates and networks with colleagues and
community to reach educational decisions that
enhance and promote student learning.
* Uses precise language, correct vocabulary and
grammar, and appropriate forms of oral and written
communication.
* Explains directions, concepts, and lesson content
to students in a logical, sequential, and ageappropriate manner.
* Adheres to school and district policies regarding
communication of student information.
* Creates a climate of accessibility for parents and
students by demonstrating a collaborative and
approachable style.
* Listens and responds with cultural awareness,
empathy, and understanding to the voice and
opinions of stakeholders (parents, community,
students, and colleagues).
* Uses modes of communication that are
appropriate for a given situation.


understanding of the curriculum, subject content,

pedagogical knowledge, and the needs of students by

Unrated
* Addresses appropriate curriculum standards and integrates key

content elements.
instruction.
* Demonstrates ability to link present content with past and future
learning experiences, other subject areas, and real world
experiences and applications.
* Demonstrates accurate, deep, and current knowledge of subject
matter.
2. Instructional Planning - The teacher plans using state and
* Exhibits pedagogical skills relevant to the subject area(s) taught

and best practices based on current research.
* Bases instruction on goals that reflect high expectations for all
students and a clear understanding of the curriculum.
* Displays an understanding of the intellectual, social, emotional,
and physical development of the age group.
local school district curricula and standards, effective

Unrated
strategies, resources, and data to address the differentiated
needs of all students.


* Develops plans that are clear, logical, sequential, and integrated
across the curriculum (e.g., long-term goals, lesson plans, and
syllabi).
transitions.
* Aligns and connects lesson objectives to state and local school
district curricula and standards, and student learning needs.
* Develops appropriate course, unit and daily plans, and is able to
adapt plans when needed.
As I entered the class, your co-teacher was facilitating a

small group while you met with students individually to
learning by using research-based instructional strategies
review the Help Box sheet. Each student with a disability
Level
III
relevant to the content to engage students in active learning
has a help box to assist them in understanding what is
& to facilitate the students' acquisition of key knowledge &
expected of them in various subject areas.
skills.
3. Instructional Strategies - The teacher promotes student


* Uses a variety of research-based instructional strategies and
resources.
* Effectively uses appropriate instructional technology to enhance
student learning.
* Communicates and presents material clearly, and checks for
understanding.
* Develops higher-order thinking through questioning and
problem-solving activities.
4. Differentiated Instruction - The teacher challenges and
supports each student's learning by providing appropriate

content and developing skills which address individual
learning differences.

Instruction was differentiated as you worked individually

Level III with your students to support their IEP goals and
objectives.
* Differentiates the instructional content, process, product, and

learning environment to meet individual developmental needs.
* Provides remediation, enrichment, and acceleration to further
student understanding of material.
* Uses flexible grouping strategies to encourage appropriate peer
interaction and to accommodate learning needs/goals.
* Uses diagnostic, formative, and summative assessment data to
inform instructional modifications for individual students.
* Develops critical and creative thinking by providing activities at
the appropriate level of challenge for students.
5. Assessment Strategies - The teacher systematically
chooses a variety of diagnostic, formative, and summative

assessment strategies and instruments that are valid and
appropriate for the content and student population.
Unrated
* Aligns student assessment with the established curriculum and

benchmarks.
* Involves students in setting learning goals and monitoring their

own progress.
* Varies and modifies assessments to determine individual
student needs and progress.
* Uses formal and informal assessments for diagnostic, formative,
and summative purposes.
* Uses grading practices that report final mastery in relationship to
content goals and objectives.
* Collaborates with others to develop common assessments,
when appropriate.
analyzes, and uses relevant data to measure student

Unrated
progress, to inform instructional content and delivery
methods, and to provide timely and constructive feedback to
both students & parents.

7. Positive Learning Environment - The teacher provides a
well-managed, safe, and orderly environment that is

conducive to learning and encourages respect for all.

* Uses diagnostic assessment data to develop learning goals for

students, to differentiate instruction, and to document learning.
* Plans a variety of formal and informal assessments aligned with
instructional results to measure student mastery of learning
objectives.
progress, to design appropriate interventions, and to inform longand short-term instructional decisions.
* Provides constructive and frequent feedback to students on their
progress toward their learning goals.
* Teaches students how to self-assess and to use metacognitive
strategies in support of lifelong learning.
The classroom environment is conducive to teaching and
learning as there is ample room for students to participate
Level III in whole group on the carpet in front of the SmartBoard, but
also room for them to work in small groups and
independently throughout the class.
* Establishes clear expectations for classroom rules, routines, and
procedures and enforces them consistently and appropriately.
* Promotes respect for and understanding of students' diversity,
including - but not limited to - race, color, religion, sex, national
origin, or disability.
responses.
* Creates a warm, attractive, inviting, and supportive classroom
environment.
8. Academically Challenging Environment - The teacher
creates a student-centered, academic environment in which Unrated

teaching and learning occur at high levels and students are
self-directed learners.


* Conveys the message that mistakes should be embraced as a
valuable part of learning.
* Encourages productivity by providing students with appropriately
challenging and relevant material and assignments.
* Communicates high, but reasonable, expectations for student
learning.
* Encourages students to explore new ideas and take academic
risks.
professional ethics and the school's mission, participates in Unrated

professional growth opportunities to support student learning,
and contributes to the profession.


* Participates in ongoing professional growth activities based on
identified areas for improvement (e.g., mentoring, peer coaching,
course work, conferences) and incorporates
* Engages in activities outside the classroom intended for school
and student enhancement.
10. Communication - The teacher communicates effectively
with students, parents or guardians, district and school

personnel, and other stakeholders in ways that enhance
student learning.

Unrated
* Uses verbal and non-verbal communication techniques to foster

positive interactions and promote learning in the classroom and
school environment.
goals, expectations, and student progress with families in a timely
and constructive manner.
* Collaborates and networks with colleagues and community to
reach educational decisions that enhance and promote student
learning.
* Uses precise language, correct vocabulary and grammar, and
appropriate forms of oral and written communication.
* Explains directions, concepts, and lesson content to students in
a logical, sequential, and age-appropriate manner.
* Adheres to school and district policies regarding communication
of student information.
* Creates a climate of accessibility for parents and students by
demonstrating a collaborative and approachable style.
understanding to the voice and opinions of stakeholders (parents,
community, students, and colleagues).
* Uses modes of communication that are appropriate for a given
situation.
Surveys of Instructional Practice 3-5

Evaluator and teacher review the survey data which becomes available after 15 completed surveys.
Teacher Student Learning Objective Implementation Plan
Teacher accesses the District SLO Statement and completes a corresponding Teacher SLO Implementation Plan for each course
taught for which an SLO is applicable.
Link to Teacher Student Learning Objective Implementation Quick Reference
2015-16 District SLO Statements
SLO statements are populated using state course numbers. Please disregard SLO statements that do not reflect your
instructional responsibilities. If you have questions regarding your SLO statement, please contact your LEA.
No Answer Sets
Teacher Student Learning Objective Implementation Plan
No Answer Sets
Mid-Year Conference (teacher)
To complete review the evaluator's comments, click New to add Teacher Comments and/or an attachment, and click Save and Exit
Signature to confirm conference.
Professional Learning Goals/Plan
Professional Learning Type
--Select One--
Educators who score Level III or higher on the summative TKES/LKES

rating and do not fit one of the following categories will develop only
professional learning goals. Educators who fall into one of the following
categories will complete professional learning plans:
Induction level teacher or administrator
Educator returning to the profession after an absence of one or
more years
Educator who is new to Georgia
Educator who is working in a field that requires a non-renewable
certificate
Educator who is working in a certification field in which the
educator has not worked before or has not worked in for a long
period of time even though the educator is certified in this field
Educator whose summative TKES/LKES rating is Level I or II
Goal Statement
Complete ALL fields below if your professional learning type

is Professional Learning Plan.
Reason
Identify Data Source(s) used in creating the goal
(Examples include but are not limited to: SelfAssessment results, System Priorities, School
Improvement Plan, student achievement data, survey
data, etc.)
Performance Standard(s) to which the goal relates:
(Check one or more, as applicable)
Attachment
Strategies
Documentation
Timeline and Target Date
I acknowledge the Professional Learning Plan
Date of Acknowledgement
--Select One--
- Not Set There are no attachments.
--Select One-- Not Set -
NOTE: ALL fields on this form MUST be complete if you are on a

Professional Learning Plan.
Evaluator Signature
Teacher
Location
Employee ID
Date of Mid-Year Conference
Student Growth Data Summary
Evaluator Comments
This teacher has made
adequate progress on
professional goal(s)
Progress on Professional
Goal(s)
Attachment
HANNIBAL, DERIKA F
Elementary School 633: Harmony-Leland Elementary School
693558
01/04/2016
N/A
--Select One--
Mid-Year Conference Powerpoint.pptm

1/4/2016 3:11 PM by SIMMONS-DEVEAUX, HERMIA C
By clicking the Accept button below, I acknowledge student growth and/or other TKES
processes were discussed. Once I click Accept, the step will be marked complete and
uneditable.
Teacher Signature
Complete only the required field if your professional goal type is Professional Learning Goal Only. Complete required field and
the Reflections on Professional Goal(s) on this form if your professional goal type is Professional Learning Plan.
Date of Mid-Year
Conference
Reflections on
Professional
Goal(s)
Teacher
Comments
Attachment
01/04/2016
There are no attachments.
By clicking the Accept button below, I acknowledge student growth and/or other TKES processes were
discussed. Once I click Accept, the step will be marked complete and uneditable.
Sign Off Status

Sign Off Status
Name
Accepted
DERIKA F HANNIBAL
Sign Off Date
January 4, 2016 at 08:15 PM
Roster Verification - November

Roster Verification - November
By clicking the Accept button below, I acknowledge my roster in the Student Information System was accurate and complete as
of the October FTE Date. Once I click Accept, the step will be marked complete and uneditable.
Rosters are
If Rosters are incorrect, please provide comments
Attachment(s)
Correct
There are no attachments.
Sign Off Status

Sign Off Status
Name
Accepted
DERIKA F HANNIBAL
Sign Off Date
November 30, 2015 at 08:15 AM
Roster Verification #1
By clicking the Accept button below, I acknowledge my roster in the Student Information System was accurate and complete as
of the March FTE Date. Once I click Accept, the step will be marked complete and uneditable.
No Answer Sets
Sign Off Status

Summative Assessment
To view the Summative Assessment, click View Feedback from the menu page.
Link to Summative Assessment Quick Reference
Summative Conference (teacher)
To complete review the evaluator's comments, click New to add Date of Conference, Teacher Comments and/or an attachment,
and click Save and Exit Signature to confirm conference.
Link to Summative Assessment (teacher) Quick Reference
--Select One--

more years
certificate
Goal Statement

Reason
data, etc.)
Attachment
Strategies
Documentation
--Select One--

Evaluator Comments
No Answer Sets
Teacher Comments
Both professional goal types must complete ALL required field.
No Answer Sets
Sign Off Status

Remediation Plan Acceptance (if applicable) (teacher)
Link to Professional Learning Plan (teacher) Quick Reference
more years
certificate

Goal Statement
--Select One--

Reason
data, etc.)
Attachment
Strategies
Documentation
--Select One--

Remediation Plan
Teachers who have one or more annual summative performance ratings of Level I or II, must complete a remediation plan as
described in GaPSC Certification Rule 505-2-.43, titled Annual Performance Evaluation and GaPSC Rule 505-2-.36, titled
Renewal Requirements
No Answer Sets
Professional Development Plan Conference Teacher Comments
No Answer Sets
By clicking the Accept button below, I acknowledge the Remediation Plan. Once I click Accept, the step will be marked complete
and uneditable.
No Answer Sets
Sign Off Status

Remediation Plan Status (if applicable) (teacher)
Link to Professional Learning Plan (teacher) Quick Reference
more years
certificate

Goal Statement
--Select One--

Reason
data, etc.)
Attachment
Strategies
Documentation
--Select One--

Remediation Plan
Teachers who have one or more annual summative performance ratings of Level I or II, must complete a remediation plan as
described in GaPSC Certification Rule 505-2-.43, titled Annual Performance Evaluation and GaPSC Rule 505-2-.36, titled
Renewal Requirements
No Answer Sets
Professional Development Plan Conference Teacher Comments

No Answer Sets
By clicking the Accept button below, I acknowledge the Remediation Plan status. Once I click Accept, the step will be marked
complete and uneditable.
No Answer Sets
Sign Off Status

Additional Conferences (teacher)
Evaluator and teacher contribute to conference content including a review of documentation and performance for ten standards,
survey data, student growth data, or other TKES processes.
Additional Conference Evaluator Comments
No Answer Sets
Additional Conference Teacher Comments
No Answer Sets
By clicking the Accept button below, I acknowledge the Additional Conference was held. Once I click Accept, the step will be
marked complete and uneditable.
No Answer Sets
Sign Off Status

2015-2016 TAPS Rating Adjustment
TAPS Summative Grievance
By accepting the signature to the right, I acknowledge the resolution resulted in a TAPS Summative Rating(s) adjustment.
No Answer Sets
Sign Off Status

Evaluation Discussion
No discussion topics.
Evaluation Comments
There are no comments.

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Teacher Keys Effectiveness System 2015-2016 for HANNIBAL, DERIKA F

Date Printed: 03/29/2016

demonstrates an understanding of the

Sample Performance Indicators

* Addresses appropriate curriculum standards and integrates key content

2. Instructional Planning - The teacher plans

using state and local school district curricula Level

Sample Performance Indicators

* Analyzes and uses student learning data to inform planning.

3. Instructional Strategies - The teacher

promotes student learning by using

Sample Performance Indicators

4. Differentiated Instruction - The teacher

challenges and supports each student's

* Engages students in active learning and maintains interest.

individual learning differences.

Sample Performance Indicators

* Differentiates the instructional content, process, product, and learning

5. Assessment Strategies - The teacher

systematically chooses a variety of

Sample Performance Indicators

* Aligns student assessment with the established curriculum and benchmarks.

6. Assessment Uses - The teacher

systematically gathers, analyzes, and uses

Sample Performance Indicators

enforces them consistently and appropriately.

8. Academically Challenging Environment -

The teacher creates a student-centered,

Sample Performance Indicators

* Maximizes instructional time.

9. Professionalism - The teacher exhibits a

commitment to professional ethics and the Level

Sample Performance Indicators

10. Communication - The teacher

communicates effectively with students,

Sample Performance Indicators

* Uses verbal and non-verbal communication techniques to foster positive

voice and opinions of stakeholders (parents, community, students, and

understanding of the curriculum, subject content, pedagogical

Sample Performance Indicators

* Addresses appropriate curriculum standards and integrates

2. Instructional Planning - The teacher plans using state and local

school district curricula and standards, effective strategies,

Sample Performance Indicators

3. Instructional Strategies - The teacher promotes student learning

by using research-based instructional strategies relevant to the

* Analyzes and uses student learning data to inform planning.

* Engages students in active learning and maintains interest.

each student's learning by providing appropriate content and

Sample Performance Indicators

Level III guided reading instruction based upon student's

5. Assessment Strategies - The teacher systematically chooses a

variety of diagnostic, formative, and summative assessment

Sample Performance Indicators

* Aligns student assessment with the established curriculum

6. Assessment Uses - The teacher systematically gathers,

analyzes, and uses relevant data to measure student progress, to Unrated

Sample Performance Indicators

7. Positive Learning Environment - The teacher provides a well-

managed, safe, and orderly environment that is conducive to

* Uses diagnostic assessment data to develop learning goals

Sample Performance Indicators