Professional Growth And Evaluation Handbook For Licensed .

s for studentgrowth in decision-making,leadership skills, andresponsible behavior areintegral.in decision-making, leadershipskills, and responsible behavior.constructive discipline andre-direction techniques.discipline and s andEfficiencySuccessfully instills classroutines so that studentsmaintain them throughout theyear. Uses coherence, pacingand smooth transitions to getthe most out of every minute.Teaches routines and hasstudents maintain them all year.Maximizes academic learningtime through coherence, pacing,and smooth transitions.Inconsistently trainsstudents in class routines,and/or many of theroutines are notmaintained. Sometimesloses teaching time due tolack of clarity, ineffectivepacing, interruptions, andinefficient transitions.Does not teach routines.Loses a great deal ofinstructional time becauseof confusion,interruptions, and raggedtransitions. May blamestudents for managementissues.Delivery ofInstruction:Knowledge ofContentConsistently demonstratesexpertise in content areas.Demonstrates thoroughknowledge of content areas.Somewhat familiar withthe knowledge of contentareas.Little familiarity with thesubject matter and fewideas of how to teach itand how students learn.Delivery ofInstruction:Knowledge ofStudentsConsistently demonstrates astrong command of childdevelopment and studentlearning theory.Demonstrates a firmunderstanding of childdevelopment and student learningtheory.Rarely demonstratesunderstanding of childdevelopment and studentlearning theory.Lacks understanding ofchild development andstudent learning theory.Delivery ofInstruction:MindsetConsistently teaches studentsto be resilient learners wholearn from mistakes and arepersistent problem solvers.Emphasizes persistence andeffective effort.Minimal effort in teachingpersistence and effectiveeffort.Communicates a "fixed"mindset about ability:some students have it,some don't.Delivery ofInstruction:EngagementConsistently facilitatescognitively demanding tasks inwhich students are activelyinvolved.Facilitates cognitively demandingtasks in which students areactively involved.Inconsistently attempts toget students activelyinvolved and/or activitiesrequire low cognitivedemand.Mostly lectures todisengaged students orhas them completingactivities with lowcognitive demand.Delivery ofInstruction:Student LearningTargetsEvidence of the learningtarget(s) is consistentlyobservable because theteacher has communicatedand evaluated target(s). Thestudents know anddemonstrate exactly what isexpected.Gives students a clear sense ofpurpose by communicating theunit and lesson target(s).Inconsistently tellsstudents the target(s) forthe unit or lesson.Begins lessons withoutgiving students a sense ofwhere instruction isheaded.Delivery ofInstruction:Connections,Application andTransitionsElicits students’ interest andmakes connections to priorknowledge, experience, andreading. Consistently hasstudents summarize andinternalize what they learnand apply it to multiplesituations as well as contexts.Logical and relevanttransitions.Activates students’ priorknowledge and hooks theirinterest in each unit and lesson.Have students synthesize whatthey have learned and apply it ina different context. Transitionsmaintain students’ focus.Somewhat successful inhooking students’ interestand relating to students’prior knowledge.Sometimes brings closureto lessons and asksstudents to think aboutapplications. Inconsistenttransitions.Rarely hooks students’interest or makesconnections to their lives.Moves on at the end ofeach lesson withoutclosure or application ortransitions.Delivery ofInstruction:ClarityConsistently presentsmaterial explicitly, withrelevant, well‐chosen examplesand vivid and accuratelanguage for student age andstages of development.Uses clear explanations,accurate language and relevantexamples to present materialSometimes useslanguage and explanationsthat are vague, confusing,or inaccurate for studentage and stages ofdevelopment.Often presentsmaterial in an incompleteway, using language thatconfuses the student.8

3.16O3.17O4.18O4.19O4.20ADelivery ofInstruction:Repertoire(variety ofinstruction)Orchestrates highly effectivestrategies, materials,technology and groupings toinvolve and motivate students.Implements effective strategies,materials, technology andgroupings to foster studentlearning.Uses a limited range ofeffective strategies,materials, technology andgroupings.Uses minimal and/orineffective strategies,technology, and types ofmaterials and fails to reachmost students.Delivery ofInstruction:DifferentiationSuccessfully reaches allstudents by skillfullydifferentiating and scaffoldingrate and level of learning.Provides appropriate,differentiated activities thataccommodate most students’ rateand level of learning.Attempts to differentiateand to accommodatestudents’ rate and level oflearning with mixedsuccess.Fails to differentiateinstruction for students’rate and level of learning.Monitoring,Assessment, andFollow-Up in theClassroom:Criteria andRecognitionConsistently teaches clearcriteria for proficiency,including rubrics andexemplars. Students apply thecriteria to their own work andcan give constructive feedbackto their peers. Teacherregularly acknowledges andcelebrates students’ work anduses it to motivate and directefforts.Teaches clear criteria forproficiency, including rubrics andexemplars. Teacher helps learnersunderstand and identify qualitywork. Uses criteria and feedbackto motivate and direct effort.Celebrates their progress withrespect to standards.Tells students some of thequalities that their finishedwork should exhibit.Provides some studentwork as an example toothers.Expects students to know(or figure out) what it takesto be proficient. May ormay not provide examples.Monitoring,Assessment, andFollow-Up in theClassroom:FormativeAssessmentConsistently uses a variety ofeffective methods to monitorstudent learning, check forunderstanding, immediatelyunscramble confusion, clarifycontent, and challenge allstudents.Uses effective methods tomonitor student learning, checkfor understanding, unscrambleconfusion, clarify content, andchallenge all students.Checks for understandingduring instruction.Uses ineffective methods("Is everyone with me?")to check forunderstanding.Monitoring,Assessment, andFollow-Up in theClassroom:Consistently works withcolleagues to use formativeassessment data, fine-tuneteaching, re-teach, and help allstudents meet or exceedstandards.Works with colleagues to useformative assessment data, finetune teaching, re-teach, and helpall students meet or exceedstandards.Looks over students’assessments to see if thereis anything that needs tobe re-taught.Gives assessments andmoves on withoutanalyzing them andfollowing up with students.Monitoring,Assessment, andFollow-Up in theClassroom:SummativeAssessmentUses multiple measures ofassessment to support, verify,and document proficiency.Assessments are aligned withstandards. Selects appropriateassessments to address specificlearning goals. Students are givenmultiple opportunities todemonstrate proficiency.Assessments are partiallyaligned to standardsand/or may be poorlydesigned. Students havelimited opportunities todemonstrate proficiency.Assessments not aligned tostandards. Students onlyhave one opportunity todemonstrate proficiency.Monitor,Assessment, andFollow-Up in theClassroom:Self-AssessmentEnsures that students setambitious goals, continuouslyself-assess, and takeresponsibility for improvingperformance.Encourages students to set goals,self-assess, and take responsibilityfor improving performance.Asks students to look overtheir work, see where theyhad trouble, and aim toimprove those areas.Allows students to moveon without assessing andimproving problems intheir work.Monitoring,Assessment, andFollow-Up in theClassroom:Reflection andAnalysisWorks with colleagues,analyzing data, to reflect onwhat worked and what didn't.Purposefully appliesappropriate strategies/responses to inform andimprove future instruction aswell as student performance.Uses data to reflect on theeffectiveness of lessons and units.Demonstrates action thatimproves student performance.At the end of a teachingunit or semester, reflectsabout what might havebeen done better but noevidence of action.Does not reflect or analyzelessons.Data DrivenInstruction4.21A4.22O4.23O9

5.24O5.25A5.26A6.27O6.28A6.29O6.30AFamily Outreach:Belief in StudentSuccessUses in-depth knowledgeregarding academic, cultural,values, family circumstancesto communicate effectivelywith student’s family. Wordsand actions convey a strongconviction that all studentscan meet or exceed standards.Communicates respectfully withstudent’s family and is sensitiveto cultural values and/or familycircumstances. Words and actionsdemonstrate a belief that eachchild has the potential to meet orexceed standards.Limited sensitivity tofamily culture, valuesand/or circumstances.May not communicate abelief in the child’s abilityto meet or exceedstandards.Lacks sensitivity to familyvalues or culture and doesnot communicateknowledge of the child orconcern about his or herability to meet or exceedstandards.Family Outreach:CommunicationCultivates parent partnerships.Consistently collaborates withlearners and their family toestablish rigorous expectationsand on- going communicationto support learnerdevelopment andachievement.Works collaboratively withlearners and their family toestablish mutual expectations andon- going communication tosupport learner development andachievement.Sent home classroom rulesand syllabus at thebeginning of the class oryear; communicates whenan issue arises or to offeran occasional suggestionof how parents cansupport schoolwork.Does not inform parentsabout learning orbehavioral expectations;seldom communicatesconcerns, positive news, orways in which parents cansupport their child’slearning.Family Outreach:ResponsivenessResponds promptly, activelylistens, and collaborativelyproblem solves with familymembers. Families feelwelcome at any time.Responds promptly to familycommunication and makesfamilies feel welcome at school.Is slow to respond tofamily communication.Words and actions may beperceived asunwelcoming.Does not respond to familycommunication and makesfamilies feel lismRoutinely models andpromotes conduct consistentwith the Standards forCompetence and Ethics (OARDivision 20). Accepts therequirements of membershipin the teaching profession andacts ethically at all times.Conducts oneself in a mannerconsistent with the Standards forCompetence and Ethics (OARDivision 20).Lapse in judgment inmaintaining professionalboundaries and/orresponsibilities.Acts and/or presents self inan unprofessional mannerwith little to no regard toprofessional boundariesand/or ol/Culture/CommunityIs an active member ofeducator teams (e.g., taskforce, projects, committees,etc.) and frequentlycontributes to school-wideactivities.Shares responsibilities and takespart in educator teams (e.g., taskforce, projects, committees, etc.)and school-wide activities.Reluctantly will serve oneducator teams andattend school-wideactivities and teammeetings.Declines invitations toserve on educator teamsand attends few schoolwide activities and ip andContribution toLearningProvides positive leadership,enhancing the professionalexperience with valuable ideasand expertise that furthersschool/district mission andinitiatives.Is a pro-active, positive teamplayer. Contributes ideas,expertise to school/districtmission and initiatives.Limited knowledge ofand/or contribution toschool/district missionand/or may be resistantto initiatives.Demonstrates lack ofknowledge and/or rarelycontributes toschool/district mission.May ignore and/or activelyresists ovementConsistently seeks out bestpractices which are integratedinto instruction. Engages incollaborative dialog withcolleagues and supervisors.Actively participates inprofessional workshops, studygroups, reading and/orresearch to improve teachingand learning.Listens thoughtfully to otherviewpoints and respondsconstructively to suggestions andcriticism. Seeks out researchbased effective teaching ideasfrom supervisors, colleagues andother sources.Shows minimal interest inlistening to feedback andsuggestions. Is aware ofnew ideas to improveteaching and learning, butimplements with mixedresults.Is not open to ideas forimproving teaching andlearning. Is defensiveand/or resistant tochanging professionalpractices.10

Domains/Standards/Explanations & ExamplesDomain 1: Planning and Preparation for Learning Standard 1: Plans, Alignment, and LessonsGuiding Questions: Is the content being taught connected to the previous or next lesson? Can the teacher state his/her student learning goals? Are these goals measurable? Are they stated in terms of studentlearning?Highly Effective 4Effective 3Area for Growth 2Does Not Meet 1Has a well-honed gameplan for the year that istightly aligned with statestandards and assessments.Plans the year so studentswill meet state standardsand be ready for externalassessments.Has done some thinkingabout how to coverstandards and testrequirements.Plans lesson by lesson andhas little familiarity withstate standards andassessments.Possible evidence to look for: Year-long, unit, and weekly lesson plans have been developed that include learning goals and learning objectives. Students can tell how and why the lesson is connected to previous learning because lesson and unit objectives are postedfor students to know and understand and are connected to long-term learning goals. Teacher anticipates misunderstandings students might have and plans strategies for eliminating them. Students demonstrate success on external assessments.Domain 1: Planning and Preparation for Learning Standard 2: Standards and UnitsGuiding Questions: Is the content being taught connected to common core state standards? Is the content being taught the district-approved curriculum?Highly Effective 4Effective 3Area for Growth 2Plans units backwards anddesigns unit lessons withclear measurable goalsclosely aligned withstandards and outcomeswith most of Bloom’s levelsincluded guided by districtapproved curriculum.Plans most unitsPlans lessons with somebackwards and designsalignment to larger goalslessons focused onand objectives and plansmeasurable outcomeslessons with unit goals inaligned with unit goals and mind. District-approvedstate standards, with some curriculum may or may notof Bloom’s levels included be used.guided by districtapproved curriculum.Possible evidence to look for: Teacher develops standards-based units with PLC team. District-approved curriculum is used when planning units. Students demonstrate a variety of activities based upon Bloom’s Taxonomy.Does Not Meet 1Teaches on an ad hoc basiswith little or noconsideration for long-rangecurriculum goals and lessonsare planned primarily forentertaining students orcovering textbook chapters.Domain 1: Planning and Preparation for Learning Standard 3: AssessmentGuiding Questions: Is the teacher familiar with the wide variety of assessment options that are available, and is he/she able toexplain how to use those assessments effectively? Does the teacher connect classroom and district assessments with learning goals?11

In what way does the teacher use formative and summative assessments to inform planning, guide instruction,and provide meaningful feedback?Highly Effective 4Effective 3Area for Growth 2Does Not Meet 1Prepares and designsPlans unit and on-theDrafts unit tests asWrites final tests shortlydiagnostic, on-the-spot,spot assessments toinstruction proceeds.before they are given.interim, and summativemeasure studentLittle or no evidence ofPrior planning is notassessments to monitorlearning.assessment planning isevident.student learning.evident.Possible evidence to look for: A variety of formative and summative assessments are in use. The teacher has an organized assessment system that can be easily explained and understood. The teacher keeps detailed records of assessments and uses those records to develop relevant and rigorousunit, weekly and daily lesson plans. The teacher knows the levels and needs of the students based on formative and summative assessments anduses that information to intervene and re-teach where needed. Students are aware of their assessment results and know how they are progressing toward the learning goals.Domain 1: Planning and Preparation for Learning Standard 4: Working with TeamsGuiding Questions: Is the teacher involved with colleagues? To what extent is teacher involved with collaboration? Does the teacher have a respectful relationship with colleagues?Highly Effective 4Effective 3Area for Growth 2Does Not Meet 1Elicits all voices inCollaborates withMeets regularly withMeets infrequently withplanning units, sharingcolleagues to plan units, colleagues to share ideas colleagues and is not openteaching ideas, looking at share teaching ideas and about teaching andto collaboration.student work andlook at student work.students.utilizing data to changeinstruction.Possible evidence to look for: The teacher highly values collaboration and positive relationships. The teacher meets frequently with collaboration teams, such as PLCs. The teacher is receptive to input from colleagues. The teacher encourages colleagues to share professional ideas, thoughts, and comments regarding learning.Domain 2: Classroom Management Standard 5: ExpectationsGuiding Questions: Can the teacher clearly articulate classroom and school expectations? Does the teacher enforce classroom and school expectations? Do students have ownership of classroom and school expectations?12

Highly Effective 4Effective 3Area for Growth 2Is direct, specific,Clearly communicatesAnnounces and postsconsistent, and tenacious and consistentlyclassroom rules andin communicating andenforces high standards consequences.enforcing very highfor student behavior.expectations.Possible evidence to look for: Classroom expectations are posted, taught, reinforced, and re-taught. Students are aware of classroom and school expectations. Students demonstrate ownership of classroom and school expectations.Does Not Meet 1Comes up with ad hocrules and consequences asevents unfold during theyear.Domain 2: Classroom Management Standard 6: Relationships/RespectGuiding Questions: Do students feel safe, respected and valued? How does the teacher respond to students’ treatment of each other in the classroom? Is the teacher familiar with behavior systems that promote climates of respect and learning?Highly Effective 4Effective 3Area for Growth 2Does Not Meet 1Shows warmth, caring,Is fair and respectfulIs fair and respectfulIs sometimes unfair andrespect, and fairness fortoward students andtoward most students and disrespectful to the class;all students and buildsbuilds positivebuilds positiveplays favorites. Is notstrong relationships.relationships. Builds arelationships with some.respected by students andEarns most students’culture of respect within Wins the respect of some the classroom isrespect and creates athe

Rogue River’s Teacher Evaluation Rubric is based on the work of Kim Marshall. This is a “revised Marshall rubric,” as Marshall’s original work consists of 60 indicators. Marshall, K. (2009). Rethinki