Teacher Effectiveness Measure Framework

version 3.0 revised January 24, 2013

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 1: ENGAGE STUDENTS IN OBJECTIVE-DRIVEN LESSONS BASED ON CONTENT STANDARDS

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5- All evidence supporting Level 3 is present, as well as two or more of the following: Teachers clear explanation and/or modeling of what mastering objectives and/or exemplary student work look like allow students to describe how their learning will be assessed and also model or explain this to other students. Teacher actively and effectively engages students in the process of connecting the lesson with their prior knowledge. Students can explain or demonstrate the lesson objectives within the context of the related standard(s). 3 Meeting Expectations The following best describes what is observed: 2 Below Expectations The following best describes what is observed: Teacher communicates lesson objectives to students using language that is not developmentally appropriate. Teacher models what mastery of the objectives and/or related performance tasks look like, but modeling is unclear and only few students can describe how their learning will be assessed. Students can retell the objectives or describe/ demonstrate the tasks they are completing but are unable to make connections to what they are learning. Teacher provides limited opportunities for engagement in lesson objectives, and/or opportunities for engagement have minimal connection with the lesson objectives. Students offer inaccurate reasons or demonstrations regarding why what they are learning is important. 1 Significantly Below Expectations The following best describes what is observed: Lesson objectives are not communicated to students, or objectives lack clarity and coherence. Teacher does not model what mastery of the objectives or related performance tasks look like. Students do not know how the objective(s) will be assessed. Students struggle to retell/ demonstrate the objectives or explain the tasks they are completing. Teacher does not provide opportunities for engagement in lesson objectives, or opportunities for engagement are completely disconnected from the lesson objectives. Students are unable to explain why what they are learning is important.

Teacher communicates lesson objectives to students in relationship to standards using developmentally appropriate language. Teacher explains or models what mastery of the objectives and/ or related performance tasks look like. Students can explain or demonstrate what they are learning beyond simply repeating the stated or posted objectives. Teacher provides multiple opportunities for engagement in lesson objectives, including connecting to prior knowledge. Students can explain or demonstrate why what they are learning is important.

Notes: Examples of how a teacher might explain or model mastery of objectives include sharing exemplars of high quality work when engaging students in the lesson, demonstrating effective strategies/thinking required to master the objectives, or asking students to state what they think mastery would look like and clarifying expectations through Q & A. To determine if students can explain the lesson objectives, observe times when the teacher engages students in the lesson objective and/or the teacher facilitates a conversation with students about the lesson objective. Students understanding how the objectives fit into the broader content or goals may be shown through an effective teachers explanation of how the lesson connects to essential questions or through students comments. The teacher can connect the lesson to prior knowledge by asking students to relate concepts to their own experiences or to what they have learned in other classes or courses. In cases where the observer is not present when the teacher introduces the lesson, the observer may assess the teachers use of the lesson objective through questioning students.

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 2: EXPLAIN CONTENT CLEARLY AND ACCURATELY

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5 All evidence supporting Level 3 is present, as well as two or more of the following: Teacher explains/demonstrates concept(s) in a way that actively involves students in the learning process and promotes student interest in the content. Students make independent connections through classroom interactions demonstrating that they understand the content levels ranging from basic to complex. Students, when possible, consider multiple perspectives and approaches to learning. 1

3 Meeting Expectations The following best describes what is observed: Teachers explanations / demonstrations of content are clear and accurate. The explanations build student understanding of content and consider multiple perspectives / approaches to solve problems or interpret text / content. Teacher makes relevant connections with other content areas, students experiences and interests, or current events. Teacher uses developmentally appropriate language and explanations. Teacher gives clear, precise definitions and uses specific academic language2 that is appropriate and content-relevant. When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and uses an alternative way to explain the concept effectively. Presentation of content includes modeling by the teacher to demonstrate his or her performance expectations. Presentation of content includes logical sequencing and all essential information. Students may ask clarifying questions providing information and feedback that the teacher uses to monitor and adjust instruction.

2 Below Expectations The following best describes what is observed: Teachers explanations are generally clear, coherent, and accurate with a few exceptions, but the explanations may not be entirely effective in building student understanding of content or offering multiple perspectives/ approaches to solve problems or interpret text/content. Teacher makes connections with other content areas, students experiences and interests, or current events, but the connections do not make the content relevant or build student understanding and interest. Teacher uses some language and explanations that may not be developmentally appropriate. Teacher sometimes gives definitions that are not completely clear or precise, or the teacher sometimes may not use academic language when it is appropriate to do so. When an explanation is not effectively leading students to understand the concept, the teacher may sometimes move on or re-explain content in the same way rather than provide an effective alternative explanation. Presentation of content by teacher includes modeling by teacher that does not accurately demonstrate his or her performance expectations. Students may ask some clarifying questions showing that they are confused by the teachers explanations.

1 Significantly Below Expectations The following best describes what is observed: Teachers explanations may be unclear, incoherent or inaccurate, and they are generally ineffective in building student understanding of content. Teacher does not make connections with other content areas, students experiences and interests, or current events. Much of the teachers language may not be developmentally appropriate. Teacher frequently gives unclear or imprecise definitions or frequently may not use academic language when it is appropriate to do so. Teacher rigidly adheres to the initial plan for explaining content even when it is clear that an explanation is not effectively leading students to understand the concept, or the teacher makes unrelated adjustments to the content that lead to more student confusion. Presentation of content provides no modeling by teacher and demonstrates performance expectations that are unclear and confusing to students. Students may frequently ask clarifying questions showing that they are confused by the explanations, or students may be consistently frustrated or disengaged because of the teachers unclear explanations.

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Examples include, but are not limited to, multiple ways to solve a problem and multiple interpretations of text/content. Academic language includes the usage of correct grammar and pronunciation in both written and verbal contexts.

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 3: ENGAGE STUDENTS AT ALL LEARNING LEVELS IN APPROPRIATELY CHALLENGING WORK

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5 All evidence supporting Level 3 is present, as well as two or more of the following: Teacher uses appropriately complex text, tasks, and activities to provide students the opportunity to move beyond their current mastery level. Teachers activities and materials sustain student attention at all learning levels / styles throughout the lesson.

3 Meeting Expectations The following best describes what is observed: Teacher makes the lesson reachable to students3. Teacher makes the lesson challenging4 to students. Teacher ensures the lesson meets students at all learning levels/styles. Teacher effectively uses appropriately complex text, tasks, and activities to support students mastery of objectives.5

2 Below Expectations The following best describes what is observed: Teacher makes lesson reachable to students; however, there is no evidence of challenge for students. Teachers delivery of the lesson attends to a limited learning level/style and does not meet the needs of all students. Teacher sporadically or occasionally uses appropriately complex text and tasks in terms of content and vocabulary to support students mastery of planned learning objectives.

1 Significantly Below Expectations The following best describes what is observed: Teacher does not make the lesson reachable to students and/or does not make the lesson challenging for students by shifting activities or materials when students demonstrate mastery of the lesson objective. Teachers delivery of the lesson is singularly focused or non-existent in meeting the needs and learning styles of students. Teacher uses text or tasks that are not appropriately complex in terms of content and vocabulary and/or does not support students mastery of planned lesson objectives.

Note: Examples of additional resources include manipulatives, teacher-created materials, and items from various real-world sources (e.g., banks, libraries, museums, etc.).

To make content reachable for all students, a teacher might differentiate content, process, or product (using strategies that might include flexible grouping, chunking grade appropriate texts, or tiered assignments) in order to ensure that students are able to access the lesson so that they eventually meet or exceed grade level standards. 4 In order for strategies to lead students to a deeper understanding of the content, a teacher must understand students current levels of performance and then purposefully design instructional strategies that will scaffold student learning to a deeper level so that they meet or exceed grade level expectations. Scaffolding is defined by breaking tasks down into smaller elements. Examples of scaffolding include activating prior knowledge, breaking tasks into smaller parts, and modeling or having students verbalize their thinking process. There are many effective techniques for scaffolding learning; however, scaffolding should be well executed and appropriate to the lesson objectives. Conversely, the techniques can also be used ineffectively. In order to be effective, the scaffolding technique must be well executed and appropriate to the objectives, and thus succeed in addressing the students misunderstanding. 5 Districts instructional maps guide text use/ selections. Task complexity refers to engaging students in ways that align to Blooms levels of rigor regarding the lessons standards-based objective(s). A task whose standards requires the rigor level of evaluation should not be limited to activities that only require remembering or applying.
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Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 4: PROVIDE STUDENTS MULTIPLE WAYS TO ENGAGE WITH CONTENT

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 All evidence supporting Level 3 is present, as well as three or more of the following: Students are provided with choices and taught how to self-select strategies that will help them master lesson objectives. Students can explain or demonstrate the strategies they use and explain how the strategies relate to what they are learning in terms of content standards. Teacher consistently engages students in activities/ experiences where inquiry, curiosity, and exploration are valued. The teacher and/or students model and implement strategies that teach, r e i n f o r c e , o r d e m o n s t r a t e three or more of the following problem-solving types: o Abstraction o Categorization o Drawing Conclusions/Justifying Solutions o Predicting Outcomes o Observing and Experimenting o Improving Solutions o Identifying Relevant/Irrelevant Information o Generating Ideas o Creating and Designing 3 Meeting Expectations The following best describes what is observed: Strategies are aligned to the lesson objectives and have a clear, intentional purpose. There is an appropriate balance between teacher-directed instruction and studentcentered learning based on the lesson. Strategies enable students to meet or exceed lesson objectives with appropriate scaffolding and differentiation.1 Strategies sufficiently allow students to practice, apply, and demonstrate content mastery based on appropriate grade-level expectations through discussion and/ or writing about complex text, tasks, or concepts. The teacher m o d e l s a n d implements strategies that teach o r r e i n f o r c e two of the following problem-solving types: o Abstraction o Categorization o Drawing Conclusions/Justifying Solutions o Predicting Outcomes o Observing and Experimenting o Improving Solutions o Identifying Relevant/Irrelevant Information o Generating Ideas o Creating and Designing 2 Below Expectations The following best describes what is observed: Strategies are somewhat aligned to the lesson objectives and have a purpose relative to accomplishing the objective, while others keep students busy without a purposeful use of time. Most of the instruction is teacherdirected with student-centered learning happening sporadically and with little connection to the lesson. Differentiation and scaffolding strategies are not appropriate for all students and only some students meet lesson objectives. Strategies insufficiently allow students to practice, apply, and demonstrate what they are learning through discussion and/ or writing about complex text, tasks, or concepts. Teacher attempts to implement problem-solving strategies without effectively modeling or engaging students in the process, and/or students struggle to implement strategies without direct instruction because of limited teacher support. 1 Significantly Below Expectations The following best describes what is observed: Strategies are not aligned to the lesson objectives. Strategies do not have a clear purpose and keep students busy without a purposeful use of time. Lesson is almost entirely teacherdirected. Differentiation and scaffolding strategies are inappropriate and disconnected from lesson objectives. Strategies do not allow students opportunities to practice, apply, and demonstrate what they are learning through discussion and/ or writing about complex text, tasks, or concepts. Teacher either does not teach problem-solving strategies, or the teacher implements strategies that are not clearly related to the learning objective, content, or activity.

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 5: USE STRATEGIES THAT DEVELOP HIGHER-LEVEL THINKING SKILLS

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following: Teacher uses strategies that challenge students to probe for higher-order understanding, synthesize complex materials, and arrive at new understanding.6 Students independently generate their own questions and strategies to demonstrate understanding and appropriate application of concepts. Teacher thoroughly teaches and engages students in tasks, activities, or strategies that include multiple types of thinking relevant to learning objectives and content; these include: o analytical thinking- where students analyze, compare and contrast, and evaluate and explain information; o practical thinking- where students use, apply, and implement what they learn in real-life scenarios; o creative thinking,- where students create, design, imagine, suppose, and generate a variety of ideas and alternatives; o research-based thinking- where students explore and review a variety of ideas, models, and solutions to problems. Teacher provides opportunities where students monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies they are using and why.
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3 Meeting Expectations The following best describes what is observed: Teacher engages students in activities, tasks, and/or discussions that build on a solid foundation of knowledge leading to higher order thinking skills7. Teacher models his or her own thought process for generating and asking questions so that students begin to generate their own questions. 8 Teacher provides helpful suggestions and/ or redirects with questions rather than simply providing the answers. Teachers questions push students beyond their initial thinking and require them to cite evidence. Teacher thoroughly teaches and engages students in tasks, activities, or strategies that address one type of thinking relevant to learning objectives and content; these include: o analytical thinking- where students analyze, compare and contrast, and evaluate and explain information; o practical thinking- where students use, apply, and implement what they learn in real-life scenarios; o creative thinking- where students create, design, imagine, suppose, and generate a variety of ideas and alternatives; o research-based thinking- where students explore and review a variety of ideas, models, and solutions to problems.

2 Below Expectations The following best describes what is observed: Teacher engages students in tasks and activities and/ or discussions that build on a solid foundation of knowledge, but rarely bring students to higher order thinking. Teacher shares his or her own thought process for generating and asking questions, but does not ask students to develop their own questions as a result. Teacher provides minimal suggestions and redirects students by either telling the answer or asking, and then answering his or her own questions. The teachers questions and tasks rarely bring students to higher-order thinking or require them to cite evidence. Teacher teaches one type of thinking that is not most relevant (or irrelevant) to the learning objectives/ content, or the type of thinking does not include appropriate tasks, activities, or strategies.

1 Significantly Below Expectations The following best describes what is observed: Teacher does not engage students in tasks and activities that extend their thinking. Teacher does not model his or her own thought process for generating and asking questions and does not ask students to develop their own questions for each other. Teacher does not provide suggestions when students are unable to answer questions. Teacher asks primarily low-level questions, or questions that are confusing to students and do not require students to cite evidence. Teacher defaults to teaching one type of thinking that is inappropriately taught, low-level, and/ or teacher-directed.

Synthesis of complex materials refers to students logically combining ideas from diverse text/or content to arrive at a new idea, understanding, defense, analysis, application, or creation. Thinking skills should be aligned with the standard-based objectives level of rigor. Per the standard to which a teacher is teaching, it may or may not be appropriate to see a lesson only move from remembering to understanding based on where the teacher is within a unit of study.
8Teacher

might model his or her thinking using text to generate thoughts, grapple with, and/ or ask questions of text as a foundation for students to begin developing their own questions and strategies for each other using text as a result of modeling. A math example of this descriptor is a teacher using a think aloud to decontextualize a math word problem or pattern so that students see how the words equate to mathematical operations (word problem) or so that students understand how geometric shapes repeat (pattern).

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 6: CHECK FOR UNDERSTANDING AND RESPOND APPROPRIATELY DURING THE LESSON
5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following: Teacher checks for understanding at all key moments using a variety of methods. Teacher circulates during instructional activities to support engagement and thinking, and to formatively asses students work in order to make adjustments to instruction, offer feedback, and allow students to offer specific and relevant feedback. Teacher provides oral and written feedback that is frequent, academically focused, and of high quality. Teacher anticipates student misunderstandings and addresses them by redirecting questions Teacher is able to address student misunderstandings effectively without taking away from the flow of the lesson or losing the engagement of students who do understand.
Notes: A teacher does not necessarily have to check with every student in order to gauge the understanding of the class (get the pulse). A series of questions posed to the entire class can enable a teacher to get the pulse of the class if the teacher checks the understanding using strategies like fist-to-five, whole-class white board responses, etc. If the teacher finds that many students did not understand some part of the lesson, and immediately reteaches that part to the entire class, this should count as effectively getting the pulse of the class because the teacher gained enough information to be able to adjust subsequent instruction. For some lessons, checking the pulse of the class may not be an appropriate standard. For example, if students are spending the majority of the period working on individual essays and the teacher is conferencing with a few students, it may not be necessary for the teacher to check the understanding of the entire class. In these cases, the teacher should be judged based on how deeply and effectively s/he checks for the understanding of the students with whom s/he is working. In some lessons, it is appropriate to check for understanding of directions, in addition to checking for understanding of content. However, a teacher who only checks for understanding of directions and rarely or never checks for understanding of content is not effectively checking for understanding. At some points in a lesson, it is not appropriate to respond immediately to student misunderstandings (for example, at the beginning of an inquiry-based lesson or stopping to respond to a single students misunderstanding would be an ineffective use of instructional time for the rest of the class). In such cases, an effective teacher might wait until later in the lesson to respond and scaffold learning. Observers should be sensitive to these situations and not penalize a teacher for failing to respond to misunderstandings immediately when it would be more effective to wait, provided that the teacher makes some arrangement to address the misunderstandings later and makes this clear to the students.

3 Meeting Expectations The following best describes what is observed:

2 Below Expectations The following best describes what is observed:

1 Significantly Below Expectations The following best describes what is observed:

Teacher periodically checks for understanding of content by addressing misunderstandings with another approach/strategy. Teacher maintains the level of engagement of the students by circulating during instructional activities to support engagement and formatively assess students work in order to adjust instruction and offer feedback. Teacher uses scaffolding techniques as needed to enable students to construct their own understandings. Teacher responds to misunderstanding by using a variety of techniques and strategies that are specific and establish student understanding.

Teacher sometimes checks for understanding of content, but the teachers misses several key moments. Teacher attempts to make adjustments to the lesson, but the adjustments are not effective based on formative assessment of students work and lack feedback. Teacher may primarily respond to misunderstandings by using scaffolding techniques that are teacher-driven when student-driven techniques could have been effective. Teacher may sometimes persist in using a particular technique for responding to a misunderstanding even when it is not succeeding.

Teacher rarely or never checks for understanding of content, or the teacher misses nearly all key moments. Teacher does not attempt to adjust the lesson or formatively assess students work during the lesson. Teacher may only respond to misunderstandings by using scaffolding techniques that are teacher-driven when student-driven techniques could have been effective. Teacher persists in using a particular technique for responding to a misunderstanding even when it is not succeeding.

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

TEACH 7: MAXIMIZE INSTRUCTIONAL TIME

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5 All evidence supporting Level 3 is present, as well as two or more of the following: Teacher executes a coherently structured lesson at an appropriate pace to provide many opportunities for individual students who progress at different learning rates. Teacher provides opportunities for students who finish work early to engage in meaningful activities that extend and refine learning. Teacher makes real-time adjustments to lesson pacing based on information gathered from checks for understanding if needed.

3 Meeting Expectations The following best describes what is observed: Teacher has instructional materials prepared at the start of class. Instructional time is effectively maximized; students wait time is minimal. Teacher spends an appropriate amount of time on each component of the lesson and responds to student cues to either move or readjust. The teacher executes a coherently structured lesson that is appropriately paced9, such that students are almost never disengaged or left without anything meaningful to do.

2 Below Expectations The following best describes what is observed: Teacher has most instructional materials prepared at the start of class. Instructional time is not always maximized and students may be idle for short periods of time while waiting for the teacher. Teacher may spend too much time on one part of the lesson even when students have demonstrated their ability to move to the next part of the lesson. Teacher executes lesson at a moderate pace, but students are sometimes disengaged or left without anything meaningful to do.

1 Significantly Below Expectations The following best describes what is observed: Teacher does not have instructional materials prepared at the start of class. Instructional time is not used effectively, and students may be idle for significant periods of time while waiting for the teacher. Teacher may spend an inappropriate amount of time on one or more parts of the lesson even when students have mastered the objective or demonstrated understanding. Teacher executes the lesson at a notably slow pace, and students are frequently disengaged or left without anything meaningful to do.

Note: Teachers should not be penalized if students are working / discussing in groups and the teacher is rotating throughout the room, observing, listening, and questioning to enhance students understanding.

The lessons pacing speed should be approporate to the content covered, instructional strategies used, and lesson adjustments made based on a teachers checks for understanding .

Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

CULTIVATE LEARNING ENVIRONMENT 1: BUILD A RESPECTFUL, LEARNING-FOCUSED CLASSROOM COMMUNITY

5 Significantly Above Expectations/ 4 Above Expectations For Level 4-All evidence supporting Level 3 is present, as well as two of the following: For Level 5- All evidence supporting Level 3 is present, as well as three or more of the following: Teacher promotes an environment where students work hard, remain focused, and persevere through challenges. Students are invested in their work. Teacher creates learning opportunities where most students can experience success. Teacher seeks out and is receptive to the interests and opinions of all students. Teacher creates a positive learning environment that promotes respectful student to-student interaction. 3 Meeting Expectations The following best describes what is observed: Teacher demonstrates positive rapport with all students. Teacher reinforces positive behavior and strong academic effort. Teacher sets high and demanding academic expectations for every student. Students are engaged in their work. Students feel safe to take on challenges and risk failure.10 Teacher promotes a respectful learning environment.11 2 Below Expectations The following best describes what is observed: Teacher has a positive rapport with some students, but not others, or the teacher demonstrates little rapport with students. Teacher rarely reinforces positive behavior and good academic work, doing so for some students, but not for others in a meaningful way. Teacher occasionally promotes an environment where students work hard. Students lack engagement in their work and/or their moments of engagement are responses to compliance.12 Some students are willing to take academic risks, but others may not be.13 Students are generally respectful of the teacher and their peers, but there are some exceptions. 1 Significantly Below Expectations The following best describes what is observed: There may be little or no evidence of a positive rapport between the teacher and the students, or there may be evidence that the teacher has a negative rapport with students. Teacher may never reinforce positive behavior and good academic work, or she may do so for only a few students. Teacher does not promote an environment where students work hard; students may demonstrate disinterest or lack of investment in their work. Students are generally not willing to take on challenges and risk failure. Students may frequently be disrespectful to the teacher or their peers.

Notes: An example of students being - supportive of their peers is students collaborating and helping each other. Brief interruptions due to student excitement (for example, when a student accidentally shouts out an answer because s/he is excited to respond to the question) should not be counted against a teacher unless they occur constantly and significantly interfere with the lesson or with the ability of other students to respond.

For example, students are encouraged to answer questions and feel comfortable asking the teacher for help. For example, students listen and do not interrupt when their peers ask or answer questions. 12 For example, students might spend significant time off-task or require frequent reminders; students might give up easily; or the teacher might communicate messages about the importance of the work, but there is little evidence that students have internalized them. 13 For example, some students might be reluctant to answer questions or take on challenging assignments; some students might be hesitant to ask the teacher for help even when they need it; or some students might occasionally respond negatively when a peer answers a question incorrectly.
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Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

CULTIVATE LEARNING ENVIRONMENT 2: DEVELOP CLASSROOM PROCEDURES AND ROUTINES

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 All evidence supporting Level 3 is present, as well as three or more of the following: Routines and procedures run smoothly without prompting. Students know their responsibilities and ask few questions about what to do. Transitions are orderly, efficient, systematic, and require little teacher direction. Students share responsibility for the operations and routines in the classroom.

3 Meeting Expectations The following best describes what is observed: Routines and procedures run smoothly with minimal prompting from the teacher; students generally know their responsibilities. Transitions are generally smooth with some teacher direction. Routines support the effective use of instructional time.

2 Below Expectations The following best describes what is observed: Routines and procedures are in place, but require significant teacher prompting and direction; students may be unclear about what they should be doing and may ask questions frequently. Transitions are fully directed by the teacher and may be less orderly and efficient. Routines are ineffective causing, the loss of some instructional time.

1 Significantly Below Expectations The following best describes what is observed: Routines and procedures are not evident, so the teacher directs every activity; students are unclear about what they should be doing and ask questions constantly or do not follow teacher directions. Transitions are disorderly and inefficient. Routines are ineffective or non-existent causing a significant loss of instructional time.

Notes: Teachers using Responsive Classroom are encouraged to prompt students regarding routines and procedures. Also consider the developmental stage of early learners (pre-K-2nd grade) if a teacher is prompting students regarding routines and procedures. Ratings should not count against teachers in this case.

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Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

CULTIVATE LEARNING ENVIRONMENT 3: USE CLASSROOM SPACE AND RESOURCES TO SUPPORT INSTRUCTION

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as two of the following: For Level 5 All evidence supporting Level 3 is present, as well as three or more of the following: Use of space and materials is utilized to enrich learning. Resources or tools are available to support and extend student learning. Teacher considers students interests when selecting resources. Students determine the relevance and reliability of available resources. Students select resources that help them demonstrate their understanding of concepts and/or completion of tasks.

3 Meeting Expectations The following best describes what is observed: Use of space and materials promotes learning. Supplies, equipment, resources, and tools help students achieve mastery of standards. 14 Resources are leveled or differentiated based on students needs and are used to help students meet or exceed standards. Teacher provides resources designed to help students demonstrate their understanding of concepts and/or completion of tasks.

2 Below Expectations The following best describes what is observed: Use of space and materials rarely promotes learning. Classroom resources inconsistently stimulate student interest in the content. Resources inconsistently support activities that help students achieve mastery of standards. Leveling or differentiation of resources is misaligned based on students needs and/or are not used to help students meet or exceed grade or course level expectations.

1 Significantly Below Expectations The following best describes what is observed: Use of space and materials does not promote learning. Resources do not support activities that help students achieve mastery of standards.

Note: Examples of how resources can extend learning include: posting indictors of mastery with student-friendly explanations, or using materials that support students with extending their learning after they have completed instructional assignments.

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Resources (including core texts, intervention programs ,or supplementary materials) are selected based on their alignment to standards and students needs where appropriate. Resources are not simply used because they are adopted; rather, the teacher is thoughtful and strategic about how to use the resources given the students needs in the classroom.

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Teacher Effectiveness Measure Teaching and Learning Framework version 3.0 Revised January 24, 2013

CULTIVATE LEARNING ENVIRONMENT 4: MANAGE STUDENT BEHAVIOR

5 Significantly Above Expectations/ 4 Above Expectations For Level 4- All evidence supporting Level 3 is present, as well as one of the following: For Level 5 All evidence supporting Level 3 is present, as well as two or more of the following: Behavioral expectations are clear and understandable, and there is no evidence of off- task behavior. Flow of the lesson is rarely impeded by inappropriate or off- task student behavior, hence maximizing instructional time. All students know and adhere to their roles and responsibilities, and they self-manage their behavior.

3 Meeting Expectations The following best describes what is observed: Behavioral expectations are clear to most students resulting in only occasional off-task behavior. Teacher regularly promotes and reinforces positive behavior.15 Off-task behavior is redirected in a manner that solves the issue and maximizes instructional time. Disruptive behavior16 is de-escalated with little interruption to instructional time. Teacher only attends to students who cause disruptions rather than to the entire class.

2 Below Expectations The following best describes what is observed: Behavioral expectations may be unclear or inconsistent resulting in frequent off-task behavior in the classroom. Teacher rarely promotes and reinforces positive behavior. Off-task behavior is redirected in a manner that may not solve the issue and/or interrupts some instructional time. Disruptive behavior is de-escalated with some interruption to instructional time. Teacher attends to students who cause disruption by addressing entire group(s) of students or the entire class.

1 Significantly Below Expectations The following best describes what is observed: Behavioral expectations are not consistent or clear. Teacher does not promote or reinforce positive behavior. Off-task behavior is not redirected in a manner that solves the issue and/or, the redirection significantly interrupts instructional time. Disruptive behavior causes significant interruption to instructional time. Teacher does not attend to disruptions.

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Positive reinforcements consistent with Responsive Classroom and No-Nonsense nurturing should be implemented where appropriate. Disruptive behavior can be defined as behavior that requires signficant teacher invervention.

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