domain 1: purposeful planning · domain 1: purposeful planning ... the lesson objectives (1.2.e.5)...

Domain 1: Purposeful Planning1.1 Utilize Data to Determine Student Needs and Goals

Teacher uses historical, formative, andsummative assessment data to set andmodify individual achievement goals forstudents and plan for differentiated content,process, products. The teacher: (1.1.HE.1)

Teacher uses historical, formative, andsummative assessment data to set courseachievement goals and plan units andlessons throughout the year based onstudent needs. The teacher: (1.1.E.1)

Teacher uses only summative assessmentdata to set course achievement goals andplan units or lessons. The teacher:(1.1.IN.1)

Teacher rarely or never uses priorassessment data when planning (1.1.I.1)

Can explain specific individualized studentneeds and proposed interventions he/she isusing for students regularly throughout theyear to help them grow (i.e. self-pacedinstruction, individual goals, contracts, tieredmaterials, compacting, re-teaching groups,etc.) (1.1.HE.2)

Uses multiple student data points to setCLO/TLO (1.1.E.2)

Uses only one student data point to setCLO/TLO (1.1.IN.2)

Does not set CLO/TLO using student data asrequired (1.1.I.2)

Uses formative and summative datathroughout the year to plan/change unitgoals, pacing, content, or student groups(1.1.E.3)

Uses data from summative assessments butnot formative assessments to adjustplans—i.e. “They did poorly on the unit test,so I’ll offer corrections or extra credit or teachit differently next year” but not “this check forunderstanding tells me we need additionaltime on this material so I’ll change plans.”(1.1.IN.3)

Plans exclusively based on contentstandards without consideration for studentdata showing needs/mastery/readiness.“The textbook is my curriculum.” (1.1.I.3)

Pre-assesses to determine what studentsknow or need to know and planslessons/units accordingly—adjusting pacing,content, goals for unit/lesson (1.1.E.4)

May not use data gained from formativeassessments/quick pre-assessments toadjust course pacing, content, studentgrouping (1.1.IN.4)

Plans mixture of whole group, small group,individualized instruction based on datashowing student needs, including IEPgoals/modifications (1.1.E.5)

Plans mostly whole-group approach toinstruction, which limits the ability to meetstudent needs (1.1.IN.5)

1.2 Develop Standards-Based Course Plans

The teacher: (1.2.HE.1) The teacher: (1.2.E.1) The teacher: (1.2.IN.1)

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ZTEP Teacher RubricPrinted: June 15, 2016 at 1:18pm

Organizes the content/skills standardsstudents will master for the course aroundmajor themes, concepts, or essentialquestions to develop deeper studentunderstanding of the content and standards(1.2.HE.2)

Identifies the content/skills standardsstudents will master in each unit (1.2.E.2)

Is not able to identify the content/skillsstandards students will master in each unit(1.2.IN.2)

Teacher rarely or never plans units byidentifying content/skills standards thatstudents will master in each unit OR there islittle to no evidence that teacher plans unitsat all. Daily lessons may seem throwntogether at the last minute, thus lackingmeaningful objectives, instructionalstrategies, materials, or assignments(1.2.I.2)

Plans a sequence of units for the year thatconnects or builds skills and knowledgeacross units based upon student readinessdata (1.2.HE.3)

Plans a sequence of units for the year(1.2.E.3)

Does not plan a sequence of units for theyear (1.2.IN.3)

Designs/prepares a variety of differentiateddaily learningactivities/assignments/materials (1.2.HE.4)

Identifies the major outcomes or products ofeach unit which will demonstrate studentmastery (1.2.E.4)

Cannot identify the major outcomes orproducts of each unit which will demonstratestudent mastery (1.2.IN.4)

Designs/prepares meaningful and relevantdaily learningactivities/assignments/materials matched tothe lesson objectives (1.2.E.5)

Uses activities/assignments/materials whichare sometimes not meaningful (i.e. leading todeeper understanding) or not relevant to thelesson objective (1.2.IN.5)

1.3 Develop Meaningful Assessments A teacher developing an assessment may create that assessment entirely orselect/modify an assessment created by others.


Develops summative assessments before aunit begins that accurately determinemastery of the content/skills standards(1.3.HE.2)

Develops summative assessments thataccurately determine mastery of thecontent/skills standards (1.3.E.2)

May not create or select assessments thatare well matched or well designed todetermine mastery of content/skills(1.3.IN.2)

Teacher rarely or never creates assessmentsfor units of study or formative assessment orassessments are not matched to coursegoals/standards in such a way that they canbe adequately used to assess studentlearning or mastery (1.3.I.2)

Develops one or more “benchmark” formativeassessments before a unit begins so thatprogress can be assessed along the way tothe goal and instruction adjusted if necessary(1.3.HE.3)

Develops formative assessments to regularlytrack student progress towards mastery andinform instruction (1.3.E.3)

May not develop or use formativeassessments to measure student progresstowards mastery or inform instruction(1.3.IN.3)

Develops summative and formativeassessments which show knowledge of bestpractices in assessment/grading for learning(1.3.HE.4)

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1.4 Track Student Data and Analyze Progress to Adjust Plans


Maintains a grading system well aligned tocommunicate student progress towardlearning goals (i.e. appropriately weighted toshow mastery of major standards) and basedupon best practices in grading/assessment(1.4.HE.2)

Uses a data tracking system for recordingstudent assessment/learning data (1.4.E.2)

Uses a data tracking system to recordstudent assessment /derive summativegrades, but may not use data to analyzestudent progress or plan/adjust futurelessons/units (1.4.IN.2)

Teacher cannot show plans in place to collectstudent data to plan future lessons. No clearor consistent grading system is in place(1.4.I.2)

Makes data-driven decisions to adjust unit ordaily lesson plans and to drive differentiatedlessons or goals for individual students.(1.4.HE.3)

Uses data tracking system regularly toanalyze student progress towards masteryand adjusts plans for class lessons/unitsaccordingly (1.4.E.3)

Maintains a grading system aligned tolearning goals (1.4.E.4)

Does not clearly align grading system withlearning goals—i.e. grades aren’t based onassessments of what students have learnedor weights of various grades don’t align withmajor expectations for learning (1.4.IN.4)

Domain 2: Effective Instruction2.1 Develop Student Understanding of Lesson Objectives Examples: -Student (if asked) can explain what he/she is doing and why - Teacher questions and student answers evidence that students understand the objective and/or why they are learning it -Teacher may ask a student to explain, “Who can tell us why we do this…?” -Teacher may refer to student work to establish the reason for today’s learning—i.e. “In your papers last night, many of youhad trouble proving your point, so let’s look at how we introduce evidence to support opinions…”

Students demonstrate understanding of theimportance of the objective and itsconnection to their prior learning orknowledge/experiences (2.1.HE)

Lesson objective (communicated verbally orin writing) specifically conveys what studentsare learning and what they will be able to doby the end of the lesson (i.e. not just a topicor an agenda for the day) (2.1.E.1)

Lesson objective lacks specificity about whatstudents are learning or what they will beable to do by the end of the lesson (i.e. maybe just a topic or agenda list for the day)(2.1.IN.1)

Lesson objective is not communicated to thestudents by the teacher (2.1.I.1)

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Importance of the objective (why it matters tolearn this) is emphasized so that studentsunderstand why they are learning what theyare learning (2.1.E.2)

Importance of the objective (why it matters tolearn this) is not clear or is inadequatelyemphasized by the teacher (2.1.IN.2)

Importance of the objective is notcommunicated during the lesson (2.1.I.2)

The teacher clearly and explicitly connectsthis lesson’s objective to students’ priorlearning or knowledge/experiences (2.1.E.3)

The teacher misses opportunities to connectthis lesson’s objective to students’ priorlearning or knowledge/experiences(2.1.IN.3)

The teacher does not attempt to connect thelesson objective to students’ prior learning orknowledge/experiences (2.1.I.3)

2.2 Demonstrate and Clearly Communicate Content Knowledge to Students Examples of High Yield Instructional Strategies: -Identifying similarities/differences -Summarizing/note-taking -Graphic organizers -Guided practice -Reinforcing effort/providing recognition -Nonlinguistic representation -Cooperative learning -Setting objectives and providing feedback -Generating/testing hypotheses -Questions/cues/advance organizers -Differentiation of content/process/product

Teacher effectively connects content to othercontent areas, students’ experiences andinterests, or current events in order to makecontent relevant and build interest(2.2.HE.1)

Teacher demonstrates content knowledgeand delivers content that is factually correct(2.2.E.1)

Teacher may deliver content that is factuallyincorrect (2.2.I.1)

Explanations spark student excitement andinterest in the content (2.2.HE.2)

Teacher emphasizes key points and deliversinstruction in clear, organized ways thatpromote increased student understanding,with effective techniques used when studentsneed clarification (such as activatingbackground knowledge, asking leadingquestions, breaking the task into small parts,using mnemonic devices or analogies, usingmanipulatives or hands-on models, using“think alouds,” providing visual cues, etc.)(2.2.E.2)

Teacher may fail to deliver instruction in waysthat increase student understanding of thecontent (i.e. unclear main points,disorganized delivery, or ineffective techniquewhen students need clarification) (2.2.IN.2)

Teacher continues with planned instruction,even when it is obvious that students are notunderstanding content (2.2.I.2)

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Students participate in each others’ learningof content through collaboration during thelesson to accomplish a learning task,discussing/problem-solving together, orteaching each other how to do something(2.2.HE.3)

Teacher implements instructional strategiesthat lead to increased studentknowledge/skills, using high-yield strategiesfor learning where appropriate (2.2.E.3)

Teacher does not always implementinstructional strategies that lead to increasedstudent knowledge/skills (2.2.IN.3)

Teacher does not implement instructionalstrategies appropriate for the lesson orleading to increased student knowledge/skills(2.2.I.3)

Students ask higher-order questions andmake connections independently,demonstrating that they are making sense ofthe content at a higher level (2.2.HE.4)

2.3 Engage Students in Academic Content Examples of Engagement: 1.Students raise hands to ask/answer questions or share ideas, listen actively during lesson, participate actively in tasks. 2.Students are learning and not just “busy” as evidenced by conversations about content, asking questions, discussion ofwork with one another and teacher.

Teacher provides ways to engage withcontent that significantly involve all studentsin mastering the lesson’s objective (e.g.student choices, differentiated content,authentic purpose/audience, connection tostudent needs/interests) (2.3.HE.1)

3/4 or more of students are actively engagedin content at all times (i.e. participating indiscussion, raising hands, actively practicing,taking notes, actively listening, participatingin processing activities) (2.3.E.1)

Less than 3/4 of students are activelyengaged in content, and many are off-task attimes during the observed lesson (2.3.IN.1)

Less than 1/2 of students are engaged incontent and many are off-task for much of theobserved lesson (2.3.I.1)

Teacher utilizes technology as a tool in waysthat significantly increase studentengagement with or understanding ofcontent, interest in extended learning, accessto unique resources, individualized learning,or equal access to content for those withlearning needs (2.3.HE.2)

Students are active participants rather thanpassive/receptive during this lesson(2.3.E.2)

Students may appear to listen and comply,but are not required by the lesson to engageand be active participants (2.3.IN.2)

Students do not actively listen and are overtlydisinterested in engaging in the lesson(2.3.I.2)

The lesson progresses at an appropriatepace so that students are never disengaged,and students who finish early havesomething else meaningful to do (2.3.E.3)

The lesson pacing may occasionally leavestudents without something meaningful to do(2.3.IN.3)

The lesson pacing leaves many studentswithout something meaningful to do for largeportions of the observed time (2.3.I.3)

Teacher effectively integrates technologywhere appropriate as a tool to engagestudents in academic content or deliverinformation (2.3.E.4)

Teacher misses opportunities to integratetechnology effectively as a tool to engagestudents in academic content or deliverinformation (2.3.IN.4)

Teacher’s use of technology interferes witheffective instruction (2.3.I.4)

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2.4 Check for Understanding Examples of Checks for Understanding: -signaling - cold-calling - dry erase boards -bellwork/Do Now - turn and talk - think/pair/share - guided practice -questioning -clickers/electronic survey - exit slips - KWL -student demonstrations -think-aloud -circulating during practice - talking with small groups - quick quizzes

Teacher checks for understanding at higherlevels by asking pertinent, scaffold questionsthat push thinking; asks clarifying or follow-upquestions pushing for student responses thatreveal understanding or lack thereof(2.4.HE.1)

Teacher checks for understanding at almostall key moments (i.e. before moving on tonext step or partway through independentpractice) (2.4.E.1)

Teacher sometimes checks for understandingof content, but misses several key moments(2.4.IN.1)

Teacher rarely or never checks forunderstanding of content, or misses nearlyall key moments (2.4.I.1)

Teacher uses open-ended questions tosurface common misunderstandings andassess levels of student understanding andmastery of material (2.4.HE.2)

During group or independent work, teacherchecks for understanding by requiringstudents to demonstrateunderstanding/progress or ask questions,rather than vaguely asking if things are goingwell (2.4.E.2)

During group or independent work, teachermay not require students to demonstrateunderstanding/progress or to ask questionsbut may simply ask if things are going well(2.4.IN.2)

During group or independent work, teacherdoes not circulate to students to check forunderstanding (2.4.I.2)

Teacher uses ”wrong answer analysis” oridentified error patterns in written or verbalstudent work to identify and address commonmistakes (2.4.HE.3)

Teacher effectively uses checks forunderstanding to capture an accurate “pulse”of all students’ understanding instead of justa few students’ (2.4.E.3)

Teacher is often unsuccessful in capturing anaccurate “pulse” of the class’s understandingbecause of ineffective use/monitoring ofchecks for understanding—i.e. “signal if youunderstand” but does not “read the signals”or respond (2.4.IN.3)

Teacher checks for understanding with thesame one or two students and neverattempts to capture the “pulse” of the class’sunderstanding (2.4.I.3)

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Teacher uses wait time effectively afterposing a question before helping studentsthink through a response (2.4.E.4)

Teacher may not provide enough wait timeafter posing a question for students to thinkand respond before helping with an answeror moving forward with content (2.4.IN.4)

Teacher frequently moves on with contentbefore students have a chance to respond toquestions or frequently gives students theanswer rather than helping them thinkthrough the answer (2.4.I.4)

Teacher doesn’t allow students to “opt-out” ofchecks for understanding and cycles back tothese students (2.4.E.5)

Teacher sometimes allows students to "opt-out" of checks for understanding withoutcycling back to these students (2.4.IN.5)

Teacher frequently allows students to "opt-out" of checks for understanding and doesnot cycle back to these students (2.4.I.5)

Teacher assesses every student’s mastery ofthe lesson objectives through a combinationof checks for understanding and otherassessments (2.4.E.6)

Teacher may assess some, but not all,students’ mastery (2.4.IN.6)

Teacher does not assess for mastery(2.4.I.6)

2.5 Differentiate/Modify Instruction As Needed

Teacher anticipates studentmisunderstandings and preemptivelyaddresses them (2.5.HE.1)

Teacher makes adjustments to instruction,attempts different techniques to explainbased on checks for understanding that leadto increased understanding for most students(2.5.E.1)

Teacher may attempt to make adjustments toinstruction based on checks forunderstanding, but these attempts may notincrease understanding for all students(2.5.IN.1)

Teacher rarely or never attempts to adjustinstruction based on checks forunderstanding or persists in using the sametechnique even when it is not succeeding(2.5.I.1)

Teacher is able to modify instruction torespond to misunderstandings without losingengagement (2.5.HE.2)

Teacher adjusts or selects lesson content ormaterials to align with pre-assessment levelsor student skills and knowledge so that allstudents are engaged in learning at theirlevel (2.5.E.2)

Teacher may not align or differentiate contenteffectively for students who lack prerequisiteskills/knowledge or who have alreadymastered this content—i.e. some studentsmay complain that work is too hard or tooeasy, may finish too quickly to be engaged,may struggle and abandon the task, etc.(2.5.IN.2)

Teacher makes no effort to align ordifferentiate content for students who lackprerequisite skills/knowledge or who havealready mastered this content. As a result,content or activity may be too challenging ortoo easy for half or more of the students(2.5.I.2)

Teacher demonstrates an ability to makedecisions about when/how to alter instructionduring a lesson to accommodate emergingstudent needs and understanding—i.e.adjusting pace, changing directions, alteringcontent, rearranging groups, extending forthose who have finished early unexpectedly(2.5.HE.3)

ELL and IEP students are given appropriateaccommodations to be meaningfully engagedin content (2.5.E.3)

ELL and IEP students are not alwaysprovided with the necessaryaccommodations to engage in content(2.5.I.3)

Teacher provides differentiated ways ofengaging--adapting content, process, orproducts to individual student needs,choices, or interests so that all students arehighly engaged (2.5.HE.4)

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2.6 Develop Higher Level of Understanding Through Rigorous Instruction and Work Examples of some strategies to develophigher-level understanding: • Activate higher levels of inquiry on Bloom’s taxonomy (using words such as “analyze”, “classify”, “compare”, “decide”,“evaluate”, “explain”, or “represent”). • Ask students to explain their reasoning. • Ask students to explain why they are learning something or to summarize the main idea. • Ask students to apply a new skill or concept in a different context or to other content areas. • Pose a question that increases the rigor of the lesson content. • Prompt students to make connections to previous material or prior knowledge. •Answer a student question with a question in order to prompt them to think through answers on their own.

Lesson stretches all students beyond currentlevels and standards toward advancedunderstanding (2.6.HE.1)

Lesson frequently pushes student thinkingbecause teacher makes regular use ofstrategies for higher-level understanding(2.6.E.1)

Lesson may not push student thinking due toinfrequent use of strategies for higher-levelunderstanding (2.6.IN.1)

Student tasks during this lesson are all lowerorder. Lesson does not push studentthinking (2.6.I.1)

Students demonstrate high levels ofunderstanding and/or application throughanswers to questions, posing high-levelquestions, supporting their ideas withevidence, evaluating work, or throughcreative application projects, inquiry, orinvestigations (2.6.HE.2)

Students have opportunities to practice,apply, and demonstrate that they are learning(2.6.E.2)

While students may have some opportunityto practice and apply concepts, instruction ismore teacher-directed than appropriate(2.6.IN.2)

Lesson is almost always teacher directed.Students have few opportunities to practiceor apply concepts (2.6.I.2)

Teacher insists upon great work – goingbeyond expectations. This may includeproviding students with exemplars ofexcellence or giving students additionalopportunities to self-assess or apply andbuild skills (e.g. enrichment opportunities,practice/revision beyond the lesson, studentself-analysis) (2.6.HE.3)

Work given to students is meaningful, leadingstudents to construct their own deepunderstanding of content, applying skills inauthentic contexts (2.6.E.3)

Work given to students may not requirestudents to develop deep understanding ofcontent or apply skills in meaningful ways(2.6.IN.3)

Work given to students seems designed tokeep them busy without regard to developingdeeper understanding of content or applyingskills in meaningful ways (2.6.I.3)

Teacher demonstrates ability to build andfacilitate students’ skills in answering andposing higher-level questions (2.6.HE.4)

Teacher demonstrates the ability to useprogressively complex levels of questioningand to use questioning as a tool to leadstudents to greater understanding (2.6.E.4)

Teacher may not always use questions as aneffective tool to increase understandingand/or demonstrates a limited range ofquestioning or questioning that leads to onlysurface understanding of content (2.6.IN.4)

Teacher does not use questioning whenappropriate to increase understanding(2.6.I.4)

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Teacher designs work for students that ishigher order—e.g. complete open-endedtasks, apply skills in authentic contexts,form/support opinions, explain, analyze howto do a task differently or better (2.6.HE.5)

Teacher requires students to give high qualityresponses to questions (2.6.E.5)

Teacher accepts more than a few studentresponses from students which are not highquality, without comment or follow-up(2.6.IN.5)

Student responses are almost all low quality,and teacher allows this without comment orfollow-up (2.6.I.5)

2.7 Maximize Instructional Time

Routines, transitions, and procedures arewell executed. Students know what they aresupposed to be doing and when, oftenbeginning tasks or transitioning appropriatelywithout any prompting from the teacher(2.7.HE.1)

Class starts on time (2.7.E.1) Class may begin a few minutes late(2.7.IN.1)

Teacher starts class more than a few minuteslate (2.7.I.1)

Students are always engaged in meaningfulwork (for example, during attendance, whileteacher is helping others, or when they finisha task) (2.7.HE.2)

Routines, transitions, and procedures arewell executed. Students know what they aresupposed to be doing and when with minimalprompting from the teacher (2.7.E.2)

Routines, transitions, and procedures are inplace, but require significant teacher directionor prompting to be followed or to ensurestudents remain on task (2.7.IN.2)

There are few or no evident routines orprocedures in place. Students are unclearabout what they should be doing and requiresignificant direction from the teacher at alltimes (2.7.I.2)

Students share responsibility for classroomoperations and routines and work welltogether to accomplish these tasks(2.7.HE.3)

Students are only ever not engaged inmeaningful work for brief periods of time(2.7.E.3)

There is more than a brief period of timewhen students are off-task or are left withoutmeaningful work to keep them engaged(2.7.IN.3)

There are significant periods of time in whichstudents are off-task, disruptive, or are notengaged in meaningful work (2.7.I.3)

Teacher delegates time between parts of thelesson appropriately so as best to leadstudents towards mastery of objective(2.7.E.4)

Teacher may delegate lesson timeinappropriately between parts of the lesson(2.7.IN.4)

Teacher wastes significant time betweenparts of the lesson due to classroommanagement needs (2.7.I.4)

The teacher addresses disruptive or off-taskbehaviors when they occur effectively in waysthat minimize interruption to the learning ofothers (2.7.E.5)

The teacher may not always addressdisruptive or off-task behaviors effectivelywhen they occur, which results in frequentinterruptions to the learning of others(2.7.IN.5)

Teacher does not address disruptive and off-task behavior effectively, and class time isoverly focused on behavior rather thanlearning activities of students (2.7.I.5)

2.8 Create Classroom Culture of Respect and Collaboration

Students support each other in learning asevidenced by supportive comments,unprompted collaboration and assistance(2.8.HE.1)

Students are generally respectful to teacherand peers (2.8.E.1)

Some students are respectful of their teacherand peers, but some are rude, disruptive, orseem unaware of classroom norms(2.8.IN.1)

Students are frequently disrespectful ofteacher or peers, as evidenced bydiscouraging remarks or disruptive behavior(2.8.I.1)

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Students reinforce positive character andbehavior and discourage negative behavioramongst themselves (2.8.HE.2)

Teacher has a good rapport with students,and shows genuine interest in their thoughtsand opinions (2.8.E.2)

Teacher indicates little interest in studentthoughts and opinions when they are shared(2.8.IN.2)

Teacher speaks disrespectfully tostudent(s)—loses temper, degrades student,etc. (2.8.I.2)

The classroom is a safe place to take onchallenges and risk failure (students do notfeel shy about asking questions or bad aboutanswering incorrectly). (2.8.E.3)

Some students may be afraid to respond inclass or take on challenges and risk failure(hesitant to ask for help when needed orgive-up easily) (2.8.IN.3)

Students are generally afraid to take onchallenges and risk failure due todiscouraging comments from the teacher orpeers (2.8.I.3)

When given opportunities to collaborate,students support each other in the learningprocess without needing assistance from theteacher to work together (2.8.E.4)

When given opportunities to collaborate,students may not always be supportive ofeach other or may need significantassistance from the teacher to work togethercooperatively (2.8.IN.4)

When given opportunities to collaborate,students do not work well together even withteacher intervention (2.8.I.4)

When appropriate, teacher reinforces positivecharacter and behavior and usesopportunities to teach/explain appropriatebehaviors/expectations (2.8.E.5)

Teacher misses opportunities to praise,explain, teach, or reinforce positive behaviorexpectations (2.8.IN.5)

Teacher rarely or never reinforces positivebehavior and character (2.8.I.5)

When necessary, teacher usesconsequences or strategies appropriately todiscourage negative behavior (2.8.E.6)

Teacher misses opportunities to addressnegative behavior or addresses negativebehavior in ineffective ways (2.8.IN.6)

Teacher rarely or never addresses negativebehavior (2.8.I.6)

2.9 Set High Expectations and Clearly Define Academic Success

Students participate in forming academicgoals for themselves, regularly analyzingtheir progress toward them and adjust themthroughout the year (2.9.HE.1)

Students participate in forming academicgoals for themselves and discuss progressthey are making as learners (2.9.E.1)

Students set academic goals for themselvesbut never re-examine goals or discussprogress (2.9.IN.1)

Students do not set academic goals forthemselves (2.9.I.1)

Students give input about how to adjustlearning to help them meet goals or be moresuccessful (2.9.HE.2)

Anchor charts, rubrics, models, or exemplarstudent work samples are created andposted/shown for students to referenceduring a lesson (2.9.E.2)

Student work may be posted, but the teachermisses opportunities to create/showexemplars, rubrics, models or anchor chartswith students during a lesson (2.9.IN.2)

There is no evidence of student work,exemplars, rubrics, anchor charts displayedor shown in the classroom as reference forstudents (2.9.I.2)

Student comments and actions demonstratethat they are excited about their work andunderstand why it is important. Teacher andstudents celebrate/honor success throughcomments, actions (2.9.HE.3)

Feedback given to students is encouragingand specific about what they did well or needto do to improve their work (2.9.E.3)

Teacher may praise student work but not givespecific feedback about what they are doingwell or need to do to improve (2.9.IN.3)

Teacher does not give feedback or praise tostudents (2.9.I.3)

Anchor charts, rubrics, models, and exemplarwork samples are created by teachers andstudents and discussed/analyzed/usedduring a lesson to guide learning (2.9.HE.4)

Teacher shows patience and helps studentsto work hard toward mastering the objectiveand to persist even when faced with difficulttasks (2.9.E.4)

Teacher may encourage students to workhard, but may not persist in efforts to havestudents keep trying (2.9.IN.4)

Teacher gives up on students easily anddoes not encourage them to persist throughdifficult tasks (2.9.I.4)

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Domain 3: Teacher Leadership3.1 Contribute to School Culture and Initiatives


Seeks out leadership roles to further theschool’s mission and initiatives (i.e. leading acommittee or PLC, serving as team leader,organizing or leading school activity,suggesting/organizing new initiatives)(3.1.HE.2)

Offers ideas, solutions, resources, orexpertise to advance the school’s missionand initiatives (3.1.E.2)

Offers occasional opinions or ideas about theschool's mission and initiatives but may notoffer solutions, resources, or expertise toadvance the school’s initiatives (3.1.IN.2)

Teacher rarely or never contributes ideasaimed at improving school efforts or mayundermine them. Teacher dedicates little orno time outside of class towards helpingstudents and peers (3.1.I.2)

Goes above and beyond to dedicate time forstudents and peers outside of class (helpinglead or organize extra school events, tutoring,serving on school or district committee, etc.)(3.1.HE.3)

Dedicates time when needed to helpingstudents and peers outside of class orattending school events (3.1.E.3)

May not dedicate time to help students andpeers when needed outside of class(3.1.IN.3)

3.2 Collaborate with Peers


Seeks out additional opportunities to workwith and learn from others beyond thoserequired by the school (3.2.HE.2)

Participates actively in ongoing opportunitiesto work with and learn from others (3.2.E.2)

Attends required meetings with colleaguesbut may not engage actively/follow through when giventhese opportunities (3.2.IN.2)

Teacher rarely or never participates inopportunities to work with others. Teacherworks in isolation (3.2.I.2)

Leads/initiates opportunities for colleagues toplan/develop instruction or commonassessments together, to examine studentwork, or to share information or instructionaltechniques with one another (3.2.HE.3)

Plans or develops instruction and/or commonassessments through collaboration withcolleagues (3.2.E.3)

Does not use opportunities to work/plan withothers (3.2.IN.3)

Coaches peers through difficult situations(3.2.HE.4)

Asks for assistance, when needed, andprovides assistance to others in need(3.2.E.4)

Does not ask for or seek to provide otherteachers with assistance/support whenneeded (3.2.IN.4)

3.3 Seek Professional Skills and Knowledge


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Regularly shares newly learned knowledgeand practices with others—grade/team,building, district (3.3.HE.2)

Pursues opportunities to improve knowledgeand practice (3.3.E.2)

Attends all mandatory professionaldevelopment but may not pursue optionalprofessional development or opportunities tolearn/continuously improve (3.3.IN.2)

Teacher rarely or never attends professionaldevelopment opportunities. Teacher showslittle interest in, or evidence of, implementingnew ideas or programs to improve teachingand learning or to align with ZCSinstructional expectations (3.3.I.2)

Seeks out opportunities to lead professionaldevelopment activities (3.3.HE.3)

Seeks out ways to implement new practicesinto instruction (3.3.E.3)

Does not seek ways to implement newpractices (especially those from requiredschool/district professionaldevelopment/initiatives) into instruction(3.3.IN.3)

3.4 Strive for Professional Improvement


Asks colleagues, students, or parents forfeedback (3.4.HE.2)

Welcomes and applies constructive feedbackto improve practices (3.4.E.2)

Accepts constructive feedback but may notapply feedback to improve instructionalpractices (3.4.IN.2)

Teacher does not accept constructivefeedback (3.4.I.2)

Sets and regularly examines professionalgoals to improve instructional practices(3.4.HE.3)

3.5 Advocate for Student Success


Displays commitment to the education ofstudents in the school beyond just thosehe/she has in class (3.5.HE.2)

Displays commitment to the education of allhis/her students (3.5.E.2)

Displays commitment to the education of allhis/her students but may not advocate forstudents' needs (3.5.IN.2)

Teacher rarely or never displays commitmentto the education of his/her students. Teacheraccepts student failure as par for the courseand does not advocate for students’ needs(3.5.I.2)

Makes changes to ensure student success(3.5.HE.3)

Attempts to remedy obstacles to studentachievement (3.5.E.3)

Dedicates time to support students outside ofclass or required meetings (3.5.HE.4)

Advocates for students' individualized needs(3.5.E.4)

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3.6 Engage Families in Student Learning

Responds to parents and addressesconcerns in a timely and positive manner,when necessary, outside of requiredoutreach events. (3.6.HE.1)

Responds promptly to contact from parents.(3.6.E.1)

Does not promptly respond to contact fromparents. (3.6.IN.1)

Teacher rarely or never reaches out toparents and rarely or never responds tocontacts from parents. (3.6.I.1)

Strives to form relationships in which parentsare given ample opportunity to participate instudent learning. (3.6.HE.2)

Initiates parent contact for concerns aboutstudents. (3.6.E.2)

Does not initiate parent contact for concernsabout students. (3.6.IN.2)

Proactively shares information with parentsabout school/class events and ways to helptheir child engage with learning. (3.6.HE.3)

Engages in all forms of parent outreachrequired by the school. (3.6.E.3)

Misses opportunities to reach out to parentsto engage them in student learning.(3.6.IN.3)

Domain 4: Core Professionalism4.1 Attendance

Individual has not demonstrated a pattern ofunexcused absences. (Excused absences would include sick days,personal days, and other days allowed bycontract for which a sub has been requestedand the teacher’s supervisor notified of theabsence.) (4.1.MS)

Individual demonstrates a pattern ofunexcused absences (4.1.DNMS)

4.2 On-Time Arrival

Individual has not demonstrated a pattern ofunexcused late arrivals (late arrivals that arein violation of procedures set forth by localschool policy and by the relevant collectivebargaining agreement) (4.2.MS)

Individual demonstrates a pattern ofunexcused late arrivals (late arrivals that arein violation of procedures set forth by localschool policy and by the relevant collectivebargaining agreement) (4.2.DNMS)

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4.3 Policies and Procedures

Individual demonstrates a pattern of followingstate, corporation, and school policies andprocedures (e.g. procedures for submittingdiscipline referrals, policies for appropriateattire, IEP compliance, etc) (4.3.MS)

Individual demonstrates a pattern of failing tofollow state, corporation, and school policiesand procedures (e.g. procedures forsubmitting discipline referrals, policies forappropriate attire, IEP compliance, etc)(4.3.DNMS)

4.4 Respect

Individual demonstrates a pattern ofinteracting with students, colleagues,parents/guardians, and community membersin a respectful manner (4.4.MS)

Individual demonstrates a pattern of failing tointeract with students, colleagues,parents/guardians, and community membersin a respectful manner (4.4.DNMS)

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domain 1: purposeful planning · domain 1: purposeful planning ... the lesson objectives (1.2.e.5)...

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