ELEMENT

L E V E L   O F   P E R F O R M A N C E

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Knowledge of Content

Teacher makes content errors or does not correct content errors students make.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

Knowledge of Prerequisite Relationships

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts.

Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding.

Knowledge of Content-Related Pedagogy

Teacher displays little understanding of pedagogical issues involved in student learning of the content.

Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions.

Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions

Teacher displays continuing search for best practice and anticipates student misconceptions.

ELEMENT

L E V E L   O F   P E R F O R M A N C E

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Knowledge of Characteristics of Age Group

Teacher displays minimal knowledge of developmental characteristics of age group.

Teacher displays generally accurate knowledge of developmental characteristics of age group.

Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions of general patterns.

Teacher displays knowledge of typical developmental characteristics of age group, perceptions to the patterns, and the extent to which each student follows patterns.

Knowledge of Students’ Varied Approaches to Learning

Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities, and different “intelligences.”

Teacher displays general understanding of the different approaches to learning that students exhibit.

Teacher displays solid understanding of the different approaches to learning that different students exhibit.

Teacher uses, where appropriate, knowledge of students’ varied approaches to learning in instructional planning.

Knowledge of Students’ Skills and Knowledge

Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs.

Knowledge of Students’ Interests and Cultural Heritage

Teacher displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge

Teacher displays knowledge of the interests or cultural heritage of each student.

ELEMENT

L E V E L   O F   P E R F O R M A N C E

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Value

Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning

Goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

Not only are the goals valuable, but teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards.

Clarity

Goals are either not clear or are stated as student activities. Goals do not permit viable methods of assessment.

Goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment.

Most of the goals are clear but may include a few activities. Most permit viable methods of assessment.

All the goals are clear, written in the form of student learning and permit viable methods of assessment.

Suitability for Diverse Students

Goals are not suitable for the class.

Most of the goals are suitable for most students in the class.

All the goals are suitable for most students in the class.

Goals take into account the varying learning needs of individual students or groups.

Balance

Goals reflect only one type of learning and one discipline or strand.

Goals reflect several types of learning but no effort at coordination or integration.

Goals reflect several different types of learning and opportunities for integration.

Goals reflect student initiative in establishing important learning.

ELEMENT

L E V E L   O F   P E R F O R M A N C E

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Resources for Teaching

Teacher is unaware of resources available through the school or district.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of all resources available through the school or district.

In addition to being aware of school and district resources, teacher actively seeks other materials to enhance instruction, for example, from professional organizations or through the community.

Resources for Students

Teacher is unaware of resources available to assist students who need them.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of all resources available through the school or district and knows how to gain access for students.

In addition to being aware of school and district resources, teacher is aware of additional resources available through the community.

ELEMENT

L E V E L   O F   P E R F O R M A N C E

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Learning Activities

Learning activities are not suitable to students or instructional goals.  They do not follow an organized progression and do not reflect recent professional research.

Only some of the learning activities are suitable to students or instructional goals.  Progression of activities in the unit is uneven, and only some activities reflect recent professional research.

Most of the learning activities are suitable to students and instructional goals.  Progression of activities in the unit is fairly even, and most activities reflect recent. Professional research.

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.

Instructional Materials and Resources

Materials and resources do not support the instructional goals or engage students in meaningful learning.

Some of the materials and resources support the instructional goals, and some engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning. There is evidence of student participation in selecting of adapting materials.

Instructional Groups

Instructional groups do not support the instructional goals and offer no variety.

Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety.

Instructional groups are varied, as appropriate to the different instructional goals.

Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.

Lesson and Unit Structure

The lesson or unit has no clearly defined structure, or the structure is chaotic. Time allocations are unrealistic.

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.

The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.

The lesson’s or unit’s structure is clear and allows for different pathways according to student needs.

ELEMENT

L E V E L   O F   P E R F O R M A N C E

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Congruence with Instructional Goals

Content and methods of assessment lack congruence with instructional goals.

Some of the instructional goals are assessed through the proposed approach, but many are not.

All the instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than to others.

The proposed approach to assessment is completely congruent with the instructional goals, both in content and process.

Criteria and Standards

The proposed approach contains no clear criteria or standards.

Assessment criteria and standards have been developed, but they are either not clear or have not been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and standards.

Use for Planning

The assessment results affect planning for these students only minimally.

Teacher uses assessment results to plan for the class as a whole.

Teacher uses assessment results to plan for individuals and groups of students.

Students are aware of how they are meeting the established standards and participate in planning the next steps.