Teacher Performance Assessment
Stephanie Murch Draft
Criteria Mastered
3 2
Designing Student learning targets
instructional goals and outcomes align with
and outcomes the Iowa Core, are clear,
and outline high
expectations for students.
Students have had
participation in setting
individual learning
targets and a plan for
their learning. All of the
activities align to targets
and student need.
Teaching/learning
st
methods support 21
learning skills.
Establishes a Teacher creates a
culture and classroom of mutual
environment respect between student
conducive to and teacher as well as
student and student.
student learning
Students are given clear
expectations and rules to
follow within the
classroom with visuals.
Students are motivated to
follow expectations
because the teacher has a
positive reinforcement
system in place.
Engages all Teacher creates lessons
students in their around students interest lessons that are tied to
learning process to keep them highly
engaged during direct
instruction and during
independent tasks.
Activities are adjusted to
fit the level that the
students are working at.
Use of assessment Teacher monitors IEP
for learning goals every two weeks
and enters the data into a
spreadsheet.
Teacher reviews results
to determine
instructional decisions.
Teacher reflection Teacher meets weekly
and commitment with Special Education
to continuous team to discuss, analyze,
improvement and interpret student
goal data.
The team uses this
information to guide
instruction strategies.
Teacher also works
weekly with AEA rep to
Progressing Least Progressing
1
Student learning Student learning
targets and outcomes targets and outcomes
align with the Iowa are moderately clear
Core, are clear, and or have moderately
outline high high expectations.
expectations for Only a few of the
students. All of the activities align to
activities align to targets and student
targets and student need.
need.
Teaching/learning
st
methods support 21
learning skills.
Teacher creates a Teacher is respectful
classroom of respect to some of the
between all parties students. Students do
within the room. not have a relationship
Students are verbally with their peers.
given clear Teacher does not give
expectations and rules consistent
to follow. expectations or rules.
Teacher created Teacher creates
lessons that most
some students students are not
interests. Some engaged with.
activities are adjusted Activities are not
to meet the needs of adjusted to meet the
the students. needs of the students.
Teacher monitors IEP Teacher rarely
goals every two weeks progress monitors IEP
and enters the data goals every two weeks.
into a spreadsheet. The data does not get
Teacher does not find entered into a
the time to review spreadsheet so that
results to drive teacher is unable to
instruction. review results.
Teacher meets monthly Teacher has very little
with Special Education to no reflection with
team to discuss, the Special Education
analyze, and interpret team or the AEA rep.
student goal data. The about student goal
team uses this data and behavior
information to guide plans.
instruction strategies.
Teacher also works
monthly with AEA rep
discuss behavior plans to discuss behavior
and analyze what is plans and analyze
working for each student what is working for
and what needs to be each student and what
improved or adjusted. needs to be improved
or adjusted.

Total: 13/15