Professional Performance Evaluation 1

Professional Performance Evaluation

Zach Boness

Chadron State College

July 28, 2016

Professional Performance Evaluation 2

Table of Contents

Rationale…………………………………………………………………………………………3

Performance Standards…………………………………………………………………………..3

Domains of Performance Evaluation…………………………………………………………….5

Evaluation Model………………………………………………………………………………...8

Domain 1…………………………………………………………………………..……..8

Domain 2…………………………………………………………………………………13

Domain 3………………………………………………………………………………....19

Domain 4…………………………………………………………………………………25

Supervision and Evaluation Timelines…………………………………………………………..31

Levels of Evaluation……………………………………………..………………………………32

References………………………………………………………………………………………..34
Professional Performance Evaluation 3

Rationale

Professional performance evaluation is a topic that can be intimidating to teachers,

especially new teachers. One of the issues our school district has is that our professional

evaluation model for each school building was different. Our school district didn’t have a

professional performance model for all schools to use within our district. That is a problem since

teachers need to have common language, and need to be able to fully understand what is

expected of them. I was selected to be a part of creating and implementing our new professional

performance evaluation model for the school district. One of the aspects that are important for

the evaluation process is to have a two way conversation between both sides. This is vital

because when there is dialogue between both sides that is when growth is being developed

(Danielson, 1996.) The performance evaluation model selected for this project has that key

characteristic in it. This helps make the evaluation process less stressful and more of a benefit for

both sides involved.

Performance Standards

Distinguished – Evidence indicates that a teacher performing at this level is a master teacher

who makes contributions to the field both in and outside their school. Their classrooms operate

at a qualitatively different level from those of other teachers. Such classrooms consist of a

community of learners, with students highly motivated and engaged and assuming considerable

responsibility for their own learning. Evidence indicates that the teacher performing at this level

has a thorough conceptual understanding of, and consistently implements in various situations,

each competency within the teaching domain in a highly effective and appropriate manner. This

level of performance exceeds district expectations.

Professional Performance Evaluation 4

Proficient – Evidence indicates that teachers performing at this level clearly understand the

concepts underlying the components and implements them well. Teachers at the proficient level

thoroughly know their content, they know their students, they know the curriculum and have a

broad repertoire of strategies and activities to use with students, and they can easily adjust their

instruction as necessary. Teachers at this level are able to consistently and effectively implement

all or almost all competencies within the domain and element appropriately and without

significant errors. This level of performance fully meets district expectations.

Basic – Evidence indicates that teachers performing at this level appear to understand the

concepts underlying the component within the teaching domain and attempt to implement its

elements. Implementation, however, is sporadic, intermittent, or otherwise not entirely

successful. This level of performance partially meets district expectations. With additional

experience, professional development, and coaching and supervision, teachers performing at the

basic level should become proficient implementing the teaching domain and components within

a reasonable time period.

Unsatisfactory – Evidence indicates that a teacher performing at this level does not yet appear to

understand, and may have some major misconceptions, of the concepts underlying the

component within the teaching domain. Implementation does not regularly accomplish the basic

educational purpose. This level of performance does not meet district expectations, and will

require specific plans and assistance for improved performance within a reasonable time period.
Professional Performance Evaluation 5

Teaching
Domain

Domain 1: Planning and Preparation

1.1 Demonstrating Knowledge of Content and Pedagogy
● Knowledge of content and the structure of the discipline
● Knowledge of prerequisite relationships
● Knowledge of content-related pedagogy Teaching
Component

1.2 Demonstrating Knowledge of Students

● Knowledge of child and adolescent development
● Knowledge of the learning process
● Knowledge of students’ skills, knowledge, and language proficiency
● Knowledge of students’ interests and cultural heritage
● Knowledge of students’ special needs

1.3 Setting Instructional Outcomes (Objectives)

● Value, sequence, and alignment
● Clarity
● Balance Teaching
● Suitability for diverse learners Element

1.4 Demonstrating Knowledge of Resources

● Resources for classroom use
● Resources to extend content knowledge and pedagogy
● Resources for students

1.5 Designing Coherent Instruction T

e
● Learning activities
a
● Instructional materials and resources
c
● Instructional groups h
● Lesson and unit structure i
n
g
1.6 Designing Student Assessments
● Congruence with instructional Eoutcomes
● Criteria and standards l
● Design of formative assessments
e
m
● Use for planning
e
n
t
Domain 2: The Classroom Environment

2.1 Creating an Environment of Respect and Rapport and Establishing a

Culture for Learning
Professional Performance Evaluation 6

● Teacher interaction with students

● Student interactions with other students

2.2 Establishing a Culture for Learning

● Importance of the content
● Expectations for learning and achievement
● Student pride in work

2.3 Managing Classroom Procedures

● Management of instructional groups
● Management of transitions
● Management of materials and supplies
● Performance of noninstructional duties
● Supervision of volunteers and paraprofessionals

2.4 Managing Student Behavior

● Expectations
● Monitoring of student behavior
● Responsible to student misbehavior

2.5 Organizing Physical Space

● Safety and accessibility
● Arrangement of furniture and use of physical resources

Domain 3: Instruction

3.1 Communicating With Students

● Expectations for learning
● Directions and procedures
● Explanations of content
● Use of oral and written language

3.2 Questioning and Discussion Techniques

● Quality of questions
● Discussion techniques
● Student participation

3.3 Engaging Students in Learning

● Activities and assignments
● Grouping of students
● Instructional materials and resources
● Structure and pacing
Professional Performance Evaluation 7

3.4 Using Assessment in Instruction

● Assessment criteria
● Monitoring of student learning
● Feedback to students
● Student self-assessment and monitoring of progress

3.5 Demonstrating Flexibility and Responsiveness

● Lesson adjustment
● Response to students
● Persistence

3.6 Student Performance on Summative Assessments Demonstrates Growth

● Rate
● Level

Domain 4: Professional Responsibilities

4.1 Reflecting on Teaching

● Accuracy
● Use in future teaching

4.2 Maintaining Accurate Records

● Student completion of assignments
● Student progress in learning
● Noninstructional records

4.3 Communicating with Families

● Information about the instructional program
● Information about individual students
● Engagement of families in the instructional program

4.4 Participating in a Professional Community

● Relationships with colleagues
● Involvement in a culture of professional inquiry
● Service to the school
● Participation in school and district projects

4.5 Growing and Developing Professionally and Showing Professionalism

● Enhancement of content knowledge and pedagogical skill
● Receptivity to feedback from colleagues
● Service to the profession
Professional Performance Evaluation 8

4.6 Showing Professionalism

● Integrity and ethical conduct
● Service to students
● Advocacy
● Decision making
● Compliance with school and district regulations

(GPS, 2016)

The Evaluation Model

Domain 1: Planning and Preparation

Component Unsatisfactory Basic Proficient Distinguished

1.1: In planning and Teacher is familiar Teacher displays Teacher displays
Demonstrati practice, the with the important solid knowledge extensive knowledge
ng teacher makes concepts in the of the important of the important
knowledge content errors or discipline but concepts in the concepts in the
of content does not correct displays lack of discipline and discipline and the
and errors made by awareness of how the ways they ways they relate both
pedagogy students. Teach these concepts relate to one to one another and to
er’s plans and relate to one another. Teache other
practice display another. Teacher’ r’s plans and disciplines. Teacher’
little s plans and practice reflect s plans and practice
understanding practice indicate accurate reflect understanding
of prerequisite some awareness of understanding of of prerequisite
relationships prerequisite prerequisite relationships among
important to relationships, relationships topics and concepts
student’s although such among topics and provide a link to
learning of the knowledge may be and necessary cognitive
content. Teache inaccurate or concepts. Teach structures needed by
r displays little incomplete. Teach er’s plans and students to ensure
or no er’s plans and practice reflect understanding. Teac
understanding practice reflect familiarity with her’s plans and
of the range of limited range of a wide range of practice reflect
pedagogical pedagogical effective familiarity with a
approaches approaches to the pedagogical wide range of
suitable to discipline or to the approaches in effective pedagogical
student’s students. the discipline. approaches in the
learning of the discipline,
content. anticipating student
misconceptions.
Evidence
Professional Performance Evaluation 9

Component Unsatisfactory Basic Proficient Distinguished

1.2: The teacher The teacher Teacher Teacher actively
Demonstrati demonstrates indicates the understands the seeks knowledge of
ng little or no importance of active nature of students’ levels of
knowledge knowledge of understanding how student learning development and
of students how students students learn and and attains their backgrounds,
learn and little the students’ information cultures, skills,
knowledge of backgrounds, about levels of language proficiency,
students’ cultures, skills, development for interests, and special
backgrounds, language groups of needs from a variety
cultures, skills, proficiency, students. The of sources. This
language interests, and teacher also information is
proficiency, special needs, and purposefully acquired for
interests, and attains this seeks knowledge individual students.
special needs knowledge about from several
and does not the class as a sources of
seek such whole. students’
understanding. backgrounds,
cultures, skills,
language
proficiency,
interests, and
special needs
and attains this
knowledge about
groups of
students.
Evidence
Professional Performance Evaluation 10

Component Unsatisfactory Basic Proficient Distinguished

1.3: Outcomes Outcomes Most outcomes All outcomes
Setting represent low represent represent represent rigorous
instructional expectations for moderately high rigorous and and important
outcomes students and expectations and important learning in the
(objectives) lack of rigor, rigor. Some reflect learning in the discipline. The
and not all of important learning discipline. All outcomes are clear,
them reflect in the discipline the instructional are written in the
important and consist of a outcomes are form of student
learning in the combination of clear, are written learning, and permit
discipline. outcomes and in the form of viable methods of
Outcomes are activities. student learning, assessment.
stated as Outcomes reflect and suggest Outcomes reflect
activities rather several types of viable methods several different
than as student learning, but of assessment. types of learning and,
learning. teacher has made Outcomes reflect where appropriate,
Outcomes no attempt at several different represent
reflect only one coordination or types of learning opportunities for
type of learning integration. Most and both coordination
and only one of the outcomes opportunities for and integration.
discipline or are suitable for coordination. Outcomes take into
strand and are most of the Outcomes take account the varying
suitable for only students in the into account the needs of individual
some students. class in varying needs of students.
accordance with groups of
global assessments students.
of student
learning.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

Professional Performance Evaluation 11

1.4: Teacher is Teacher displays Teacher displays Teacher displays

Demonstrati unaware of basic awareness of awareness of extensive knowledge
ng school or school or district resources—not of resources—not
knowledge district resources available only through the only through the
of resources resources for for classroom use, school and school and district
classroom use, for the expansion district but also but also in the
for the of his or her own through sources community, through
expansion of his knowledge, and external to the professional
or her own for students, but school and on organizations and
knowledge, or no knowledge of the Internet— universities, and on
for students. resources available available for the Internet—for
more broadly. classroom use, classroom use, for
for the the expansion of his
expansion of his or her own
or her own knowledge, and for
knowledge, and students.
for students.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

1.5: The series of Some of the Teacher Plans represent the
Designing learning learning activities coordinates coordination of in-
coherent experiences is and materials are knowledge of depth content
instruction poorly aligned suitable to the content, of knowledge,
with the instructional students, and of understanding of
instructional outcomes and resources, to different students’
outcomes and represent a design a series needs, and available
does not moderate of learning resources (including
represent a cognitive experiences technology),
Professional Performance Evaluation 12

coherent challenge but with aligned to resulting in a series

structure. The no differentiation instructional of learning activities
activities are not for different outcomes and designed to engage
designed to students. suitable to students in high-level
engage students Instructional groups of cognitive activity.
in active groups partially students. The Learning activities
intellectual support the learning are differentiated
activity and instructional activities have appropriately for
have unrealistic outcomes, with an reasonable time individual learners.
time allocations. effort by the allocations; they Instructional groups
Instructional teacher at represent are varied
groups do not providing some significant appropriately with
support the variety. The lesson cognitive some opportunity for
instructional or unit has a challenge, with student choice. The
outcomes and recognizable some lessons’ or units’
offer no variety. structure; the differentiation structure is clear and
progression of for different allows for different
activities is groups of pathways according
uneven, with most students. The to diverse student
time allocations lesson or unit needs.
reasonable. has a clear
structure, with
appropriate and
varied use of
instructional
groups.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

1.6: Assessment Some of the Teacher’s plan Teacher’s plan for
Designing procedures are instructional for student student assessment is
student not congruent outcomes are assessment is fully aligned with the
assessments with assessed through aligned with the instructional
instructional the proposed instructional outcomes and has
outcomes; the approach, but outcomes; clear criteria and
proposed others are not. assessment standards that show
Professional Performance Evaluation 13

approach Assessment methodologies evidence of student

contains no criteria and may have been contribution to their
criteria or standards have adapted for development.
standards. been developed, groups of Assessment
Teacher has no but they are not students. methodologies have
plan to clear. Approach to Assessment been adapted for
incorporate the use of criteria and individual students,
assessment in assessment is standards are as needed. The
the lesson or rudimentary, clear. Teacher approach to using
unit nor any including only has a well- assessment is well
plan to use some of the developed designed and
assessment instructional strategy for includes student as
results in outcomes. Teacher using assessment well as teacher use of
designing future intends to use and has designed the assessment
instruction. assessment results particular information. Teacher
to plan for future approaches to be intends to use
instruction for the used. Teacher assessment results to
class as a whole. intends to use plan future
assessment instruction for
results to plan individual students.
for future
instruction for
groups of
students.
Evidence

Domain 1: Planning and Preparation Rating U B P D

Domain 2: The Classroom Environment

Component Unsatisfactory Basic Proficient Distinguished

2.1: Patterns of Patterns of Teacher- Classroom
Creating an classroom classroom student interactions
environment of interactions, both interactions, both interactions among the
respect and between the teacher between the are friendly teacher and
rapport and students and teacher and and individual
Professional Performance Evaluation 14

among students, are students and demonstrate students are

mostly negative, among students, general caring highly
inappropriate, or are generally and respect. respectful,
insensitive to appropriate but Such reflecting
students’ ages, may reflect interactions genuine
cultural occasional are warmth and
backgrounds, and inconsistencies appropriate to caring and
developmental and disregard for the ages of the sensitivity to
levels. Interactions students’ ages, students. students as
are characterized by cultures, and Students individuals.
sarcasm, put-downs, developmental exhibit respect Students
or conflict. Teacher levels. Students for the exhibit respect
does not deal with rarely teacher. for the teacher
disrespectful demonstrate Interactions and contribute
behavior. disrespect for one among to high levels
another. Teacher students are of civil
attempts to generally interaction
respond to polite and between all
disrespectful respectful. members of the
behavior, with Teacher class. The net
uneven results. responds result of
The net result of successfully to interactions is
the interactions is disrespectful that of
neutral, behavior connections
conveying neither among with students
warmth nor students. The as individuals.
conflict. net result of
the
interactions is
polite,
respectful, and
objective.
Evidence
Professional Performance Evaluation 15

Component Unsatisfactory Basic Proficient Distinguished

2.2: The classroom The classroom The classroom The classroom
Establishing a culture is culture is culture is a culture is a
culture for characterized by a characterized by cognitively cognitively
learning lack of teacher or little commitment busy place vibrant place,
student commitment to learning by where learning characterized
to learning and/or teacher or is valued by by a shared
little or no students. The all, with high belief in the
investment of teacher appears to expectations importance of
student energy into be only going for learning learning. The
the task at hand. through the being the teacher
Hard work is not motions, and norm for most conveys high
expected or valued. students indicate students. The expectations
Medium or low that they are teacher for learning by
expectations for interested in conveys that all students and
student achievement completion of a with hard insists on hard
are the norm. task, rather than work students work. Students
quality. Students can be assume
are compliant but successful. responsibility
not engaged in Students for high quality
the lesson. understand by initiating
their role as improvements,
learners and making
consistently revisions,
expend effort adding detail,
to learn. and/or helping
Classroom peers.
interactions
support
learning and
hard work.
Evidence
Professional Performance Evaluation 16

Component Unsatisfactory Basic Proficient Distinguished

2.3: Much instructional Some There is little Instructional
Managing time is lost through instructional time loss of time is
classroom inefficient classroom is lost through instructional maximized
procedures routines and only partially time because because of
procedures. There is effective of effective efficient
little or no evidence classroom classroom classroom
that the teacher is routines and routines and routines and
managing procedures. The procedures. procedures.
instructional groups, teacher’s The teacher’s Students
transitions, and/or management of management contribute to
the handling of instructional of the
materials and groups, instructional management of
supplies effectively. transitions, and/or groups and the instructional
There is little the handling of handling of groups,
evidence that materials and materials and transitions, and
students know or supplies is supplies are the handling of
follow established inconsistent, the consistently materials and
routines. result being some successful. supplies.
disruption of With minimal Routines are
learning. With guidance and well
regular guidance prompting, understood and
and prompting, students may be
students follow follow initiated by
established established students.
routines. classroom
routines.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

Professional Performance Evaluation 17

2.4: There appear to be Standards of Student Student

Managing no established conduct appear to behavior is behavior is
student behavior standards of conduct have been generally entirely
and little or no established, but appropriate. appropriate.
teacher monitoring their The teacher Students take
of student behavior. implementation is monitors an active role
Students challenge inconsistent. student in monitoring
the standards of Teacher tries, behavior their own
conduct. Response to with uneven against behavior and
students’ results, to monitor established that of other
misbehavior ignores, student behavior standards of students
represses, and respond to conduct. against
or disregards student student Teacher standards of
dignity . misbehavior. response to conduct.
There is student Teachers’
inconsistent misbehavior is monitoring of
implementation consistent, student
of the standards proportionate, behavior is
of conduct. respectful to subtle and
students, and preventive.
generally Teacher’s
effective. response to
student
misbehavior is
sensitive to
individual
student needs
and respects
students’
dignity
Evidence
Professional Performance Evaluation 18

Component Unsatisfactory Basic Proficient Distinguished

2.5.: Organizing The physical The classroom is The classroom The classroom
physical space environment is safe, and essential is safe, and is safe, and
unsafe, or many learning is learning is learning is
students have limited accessible to most accessible to accessible to
access to learning students. The all students; all students,
resources. There is teacher’s use of teacher including those
poor coordination physical ensures that with special
between the lesson resources, the physical needs. Teacher
activities and the including arrangement is makes effective
arrangement of computer appropriate to use of physical
furniture and technology, is the learning resources,
resources, including moderately activities. including
computer effective. Teacher Teacher computer
technology. Student makes some makes technology.
management is attempt to modify effective use The teacher
hampered by the physical of physical ensures that the
physical arrangement arrangement to resources, physical
of classroom suit learning including arrangement is
furniture. activities, with computer appropriate to
partial success. technology. the learning
activities.
Students
contribute to
the use or
adaptation of
the physical
environment to
advance
learning.
Evidence
Professional Performance Evaluation 19

Domain 2: The Classroom Environment U B P D

Domain 3: Instruction

Component Unsatisfactory Basic Proficient Distinguished

3.1: The The teacher’s The teacher The teacher links
Communicating instructional attempt to clearly the instructional
with students purpose of the explain the communicates purpose of the
lesson is instructional instructional lesson to student
unclear to purpose has purpose of the interests; the
students, and only limited lesson, directions and
the directions success, and/or including where procedures are
and procedures directions and it is situated clear and anticipate
are confusing. procedures within broader possible student
The teacher’s must be learning, and misunderstanding.
explanation of clarified after explains The teacher’s
the content initial student procedures and explanation of
contains major confusion. The directions content is thorough
errors. The teacher’s clearly. and clear,
teacher’s explanation of Teacher’s developing
spoken or the content explanation of conceptual
written may contain content is well understanding
language minor errors; scaffolded, through artful
contains errors some portions clear and scaffolding and
of grammar or are clear; other accurate, and connecting with
syntax. The portions are connects with students’ interests.
teacher’s difficult to students’ Students contribute
vocabulary is follow. The knowledge and to extending the
inappropriate, teacher’s experience. content and help
vague, or used explanation During the explain concepts to
incorrectly, consists of a explanation of their classmates.
leaving monologue, content, the The teacher’s
students with no teacher invites spoken and written
confused. invitation to student language is
the students for intellectual expressive, and the
intellectual engagement. teacher finds
engagement. Teacher’s opportunities to
Teacher’s spoken and extend students’
spoken written vocabularies.
language is language is
correct; clear and
however, his or correct and uses
Professional Performance Evaluation 20

her vocabulary vocabulary

is limited, or appropriate to
not fully the students’
appropriate to ages and
the students’ interests.
ages or
backgrounds.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

3.2: Teacher’s Teacher’s Although the Teacher uses a
Questioning and questions are of questions lead teacher may use variety or series of
Discussion low cognitive students some low-level questions or
Techniques challenge, through a questions, he or prompts to
require single single path of she asks the challenge students
correct inquiry, with students cognitively,
responses, and answers questions advance high-level
are asked in seemingly designed to thinking and
rapid determined in promote discourse, and
succession. advance. thinking and promote
Interaction Alternatively, understanding. metacognition.
between the teacher Teacher creates Students formulate
teacher and attempts to a genuine many questions,
students is frame some discussion initiate topics, and
predominantly questions among students, make unsolicited
recitation style, designed to providing contributions.
with the promote adequate time Students
teacher student for students to themselves ensure
mediating all thinking and respond and that all voices are
questions and understanding, stepping aside heard in the
answers. A few but only a few when discussion.
students students are appropriate.
dominate the involved. Teacher
discussion. Teacher successfully
attempts to engages most
engage all students in the
students in the discussion,
Professional Performance Evaluation 21

discussion and employing a

to encourage range of
them to strategies to
respond to one ensure that
another, but most students
with uneven are heard.
results.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

3.3: The learning The learning The learning Virtually all
Engaging students tasks and tasks and tasks and students are
in learning activities, activities are activities are intellectually
materials, partially aligned with the engaged in
resources, aligned with instructional challenging content
instructional the outcomes and through well-
groups and instructional designed to designed learning
technology are outcomes but challenge tasks and suitable
poorly aligned require only student scaffolding by the
with the minimal thinking, the teacher and fully
instructional thinking by result being that aligned with the
outcomes or students, most students instructional
require only allowing most display active outcomes. In
rote responses. to be passive or intellectual addition, there is
The pace of the merely engagement evidence of some
lesson is too compliant. The with important student initiation of
slow or too pacing of the and challenging inquiry and of
rushed. Few lesson may not content and are student
students are provide supported in contribution to the
intellectually students the that exploration of
engaged or time needed to engagement by important content.
interested. be teacher The pacing of the
intellectually scaffolding. lesson provides
engaged. The pacing of students the time
the lesson is needed to
appropriate, intellectually
Professional Performance Evaluation 22

providing most engage with and

students the reflect upon their
time needed to learning and to
be intellectually consolidate their
engaged. understanding.
Students may have
some choice in
how they complete
tasks and may
serve as resources
for one another.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

3.4: There is little Assessment is Assessment is Assessment is fully
Using assessment or no used used regularly integrated into
in instruction assessment or sporadically by by teacher instruction through
monitoring of teacher and/or and/or students extensive use of
student students to during the formative
learning; support lesson through assessment.
feedback is instruction monitoring of Students appear to
absent or of through some learning be aware of, and
poor quality. monitoring of progress and there is some
Students do not progress in results in evidence that they
appear to be learning. accurate, have contributed
aware of the Feedback to specific to, the assessment
assessment students is feedback that criteria. Students
criteria and do general, advances self-assess and
not engage in students appear learning. monitor their
self- to be only Students appear progress. A variety
assessment. partially aware to be aware of of feedback, from
of the the assessment both their teacher
assessment criteria; some and their peers, is
criteria used to of them engage accurate, specific,
evaluate their in self- and advances
work, and few assessment. learning.
Professional Performance Evaluation 23

assess their Questions, Questions,

own work. prompts, prompts,
Questions, assessments are assessments are
prompts, and used to used regularly to
assessments diagnose diagnose evidence
are rarely used evidence of of learning by
to diagnose learning. individual students.
evidence of
learning.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

3.5: Demonstrating Teacher Teacher Teacher Teacher seizes an
flexibility and adheres to the attempts to promotes the opportunity to
responsiveness instruction plan modify the successful enhance learning,
in spite of lesson when learning of all building on a
evidence of needed and to students, spontaneous event
poor student respond to making minor or student interests,
understanding student adjustments as or successfully
or lack of questions and needed to adjusts and
interest. interests, with instruction differentiates
Teacher moderate plans and instruction to
ignores student success. accommodating address individual
questions; Teacher student student
when students accepts questions, misunderstandings.
experience responsibility needs, and Teacher persists in
difficulty, the for student interests. seeking effective
teacher blames success but has Drawing on a approaches for
the students or only a limited broad repertoire students who need
their home repertoire of of strategies, help, using an
environment. strategies to the teacher extensive
draw upon. persists in repertoire of
seeking instructional
approaches for strategies and
students who soliciting
Professional Performance Evaluation 24

have difficulty additional

learning. resources from the
school or
community.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

3.6: Student Student Student Student
Student performance on performance performance on performance on
performance on summative on summative summative summative
summative assessments assessments assessments is assessments is
assessments does not occasionally showing showing high
demonstrates demonstrate demonstrates consistent levels of
growth growth at an growth at an growth with growth. Students
appropriate rate appropriate scores are far exceeding
and rate and exceeding expected levels of
level. Students level. Students expected levels growth.
are not are maintaining of growth.
maintaining minimum
adequate levels levels on
of learning and assessments
knowledge. with little
growth.
Evidence
Professional Performance Evaluation 25

Domain 3: Instruction U B P D

Domain 4: Professional Responsibilities

Component Unsatisfactory Basic Proficient Distinguished

4.1: Teacher does not Teacher has a Teacher makes Teacher makes a
Reflecting on know whether a generally an accurate thoughtful and
teaching lesson was accurate assessment of a accurate
effective or impression of a lesson’s assessment of a
achieved its lesson’s effectiveness and lesson’s
instructional effectiveness and the extent to effectiveness and
outcomes, or the extent to which it achieved the extent to
he/she which its instructional which it achieved
profoundly instructional outcomes and its instructional
misjudges the outcomes were can cite general outcomes, citing
success of a met. Teacher references to many specific
lesson. Teacher makes general support the examples from
has no suggestions about judgment. the lesson and
suggestions for how a lesson Teacher makes a weighing the
how a lesson could be few specific relative strengths
could be improved. suggestions of of each. Drawing
improved. what could be on a well-
tried another developed
time the lesson is repertoire of
taught. skills, teacher
offers specific
alternative
actions, complete
with the probable
success of
different courses
of action.
Evidence
Professional Performance Evaluation 26

Component Unsatisfactory Basic Proficient Distinguished

4.2: Teacher’s system Teacher’s system Teacher’s system Teacher’s system
Maintaining for maintaining for maintaining for maintaining for maintaining
accurate information on information on information on information on
records student student student student
completion of completion of completion of completion of
assignments and assignments and assignments, assignments,
student progress student progress student progress student progress
in learning is in learning is in learning, and in learning, and
nonexistent or in rudimentary and noninstructional* noninstructional*
disarray. only partially records is fully records is fully
Teacher’s records effective. effective. effective.
for Teacher’s records Students
noninstructional* for contribute
activities are in noninstructional* information and
disarray, activities are participate in
resulting in errors adequate but maintaining the
and confusion. require frequent records where
monitoring to appropriate.
avoid errors.
Evidence
Professional Performance Evaluation 27

*noninstructional records could include things like lunch count, permission forms, book orders,
etc.
Component Unsatisfactory Basic Proficient Distinguished
4.3 Teacher Teacher makes Teacher Teacher’s
Communicating communication sporadic attempts communicates communication
with families with families— to communicate frequently with with families is
about the with families families about frequent and
instructional about the the instructional sensitive to
program and instructional program and cultural
progress of program and conveys traditions, with
individual about the information students
students—is progress of about individual contributing to
sporadic or individual student progress. the
culturally students but does communication.
inappropriate. not attempt to Teacher makes Response to
engage families some attempts to family concerns
Teacher makes in the engage families is handled with
no attempt to instructional in the professional and
engage families program. instructional cultural
in the Communications program. sensitivity.
instructional are one-way and Information to
program. not always families is Teacher’s efforts
appropriate to the conveyed in a to engage
cultural norms of culturally families in the
those families. appropriate instructional
manner. program are
frequent and
successful.
Evidence
Professional Performance Evaluation 28

Component Unsatisfactory Basic Proficient Distinguished

4.4: Teacher’s Teacher Teacher’s Teacher’s
Participating in relationships with maintains cordial relationships relationships
a professional colleagues are relationships with with colleagues with colleagues
community negative or self- colleagues to are characterized are characterized
serving. fulfill duties that by mutual by mutual
the school or support and support and
Teacher avoids district requires. cooperation; cooperation, with
participation in a teacher actively the teacher
professional Teacher becomes participates in a taking initiative
culture of involved in the culture of in assuming
inquiry, resisting school’s culture professional leadership
opportunities to of professional inquiry. among the
become involved. inquiry when faculty.
asked to do so. Teacher
Teacher avoids volunteers to Teacher takes a
becoming Teacher participate in leadership role in
involved in participates in school events promoting a
school events or school events and and in school and culture of
school and school and district projects, professional
district projects. district projects making a inquiry.
when specifically substantial
asked to do so. contribution. Teacher
volunteers to
participate in
school events
and district
projects making
a substantial
contribution, and
assuming a
leadership role in
at least one
aspect of school
or district life.
Evidence
Professional Performance Evaluation 29

Component Unsatisfactory Basic Proficient Distinguished

4.5: Teacher engages Teacher Teacher seeks Teacher seeks
Growing in no professional participates in out opportunities out opportunities
and developing development professional for professional for professional
professionally activities to activities to a development to development and
enhance limited extent enhance content makes a
knowledge or when they are knowledge and systematic effort
skill. Teacher convenient. pedagogical skill. to conduct action
resists feedback Teacher accepts, Teacher research. Teacher
on teaching with some welcomes seeks out
performance reluctance, feedback from feedback on
from either feedback on colleagues— teaching from
supervisors or teaching either when both supervisors
more experienced performance made by and colleagues.
colleagues. from both supervisors or Teacher initiates
Teacher makes supervisors and when important
no effort to share colleagues. opportunities activities to
knowledge with Teacher finds arise through contribute to the
others or to limited ways to professional profession.
assume contribute to the collaboration.
professional profession. Teacher
responsibilities. participates
actively in
assisting other
educators.
Evidence

Component Unsatisfactory Basic Proficient Distinguished

4.6: Showing Teacher displays Teacher is honest Teacher displays Teacher takes a
professionalism dishonesty in in interactions high standards of leadership role
interactions with with colleagues, honesty, with colleagues
Professional Performance Evaluation 30

colleagues, students, and the integrity, and and can be

students, and the public. Teacher confidentiality in counted on to
public. Teacher is attempts, though interactions with hold to the
not alert to inconsistently, to colleagues, highest standards
students’ needs serve students. students, and the of honesty,
and contributes to Teacher does not public. Teacher integrity, and
school practices knowingly is active in confidentiality.
that result in contribute to serving students,
some students’ some students’ working to Teacher is highly
being ill served being ill served ensure that all proactive in
by the school. by the school. students receive serving students,
Teacher makes Teacher’s a fair opportunity seeking out
decisions and decisions and to succeed. resources when
recommendations recommendations Teacher needed. Teacher
based on self- are based on maintains an makes a
serving interests. limited but open mind in concerted effort
Teacher does not genuinely team or to challenge
comply with professional departmental negative attitudes
school and considerations. decision making. or practices to
district Teacher complies Teacher ensure that all
regulations. minimally with complies fully students,
school and with school and particularly those
district district traditionally
regulations, regulations. underserved, are
doing just enough honored in the
to get by. school.

Teacher takes a
leadership role in
team or
departmental
decision making
and helps ensure
that such
decisions are
based on the
highest
professional
standards.
Teacher
complies fully
with school and
district
regulations,
taking a
leadership role
Professional Performance Evaluation 31

with colleagues.
Evidence

Domain 4: Professional Responsibilities U B P D

(GPS, 2016)

Supervision and Evaluation Timelines

Dates Permanent (Tenured) Teachers Probationary (Non-

Tenured) Teachers

Administrators will formally notify tenured staff Administrators will

if they are due to be evaluated and provide formally notify non-
By end of
training on the evaluation model. tenured staff that they will
August
be evaluated and provide
training on the evaluation
model.
By end of
Annual Goals are due to supervising Annual Goals are due to
second week
administrator. supervising administrator.
in September

Annual Goal conferences will be held with all Annual Goal conferences
By end of tenured teachers and their supervising will be held with all non-
September administrator. tenured teachers and their
supervising administrator.

Goal First Semester Reflection due to supervising The first semester non-
End of First
administrator. tenured Summative
Semester
Evaluation conferences
will be completed.
By the end of
the second -------------------------------------------------- All first semester
week in Summative Evaluations
January must be turned into the
Professional Performance Evaluation 32

Human Resources Office.

By the end of All tenured Summative Evaluations must be All non-tenured

the second turned into the Human Resources Office. Summative Evaluations
week in May must be turned into the
Human Resources Office.

All tenured Summative Evaluation conferences All second semester non-

By the end of will be completed. tenured Summative
the Second Teacher Evaluation
Semester Annual Goal end-of-year conferences will be conferences will be
held. completed.

(GPS, 2016)

Levels of Evaluation

Initial Evaluation

 Years one, two, and three (receives summative evaluation each semester)—two formal

observations, one each semester, where the teacher is given feedback as a part of the

summative evaluation conference. Numerous informal and walk-through observations

are also strongly encouraged.

Professional Evaluation

 Years one and two (not receiving the summative evaluation)—two informal/walk-

through observations where the teacher is given feedback (either written or

verbal). Numerous informal and walk-through observations are also strongly

encouraged.

 Year three (receiving the summative evaluation)—two formal observations with feedback

(feedback for first can be verbal or written, however, for second, it must be part of the
Professional Performance Evaluation 33

summative evaluation conference). Numerous informal and walk-through observations

are also strongly encouraged.

Assistance Evaluation

 Teacher receives summative evaluation at least once each year—two formal observations

with feedback (one each semester) with the second being a part of the summative

evaluation conference. Numerous informal and walk-through observations are also

strongly encouraged.

Improvement Evaluation

 Teacher receives two summative evaluations each year, one each semester—two formal

observations with feedback (one each semester)as a part of the summative evaluation

conference. Numerous informal and walk-through observations are also strongly

encouraged.
Professional Performance Evaluation 34

References

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria,

VA: Association for Supervision and Curriculum Development.

Gering Public Schools. (n.d.). Retrieved July 27, 2016, from http://www.geringschools.net/