L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Accuracy

  Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.

Teacher has a generally accurate impression of a lesson's effectiveness and the extent to which its instructional goals were met.

Teacher makes an accurate assessment of a lesson's  effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment.

  Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals citing many specific examples from the lesson and weighing the relative strength of each.

Use in Future Teaching

Teacher has no suggestions for how a lesson may be improved another time.

Teacher makes general suggestions about how a lesson may be improved.

 Teacher makes a few specific suggestions of what he may try another time.

Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches.

L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Student Completion of Assignments

Teacher's system for maintaining information on student completion of assignments is in disarray.

Teacher's system for maintaining information on student completion of assignments is rudimentary and only partially effective.

 Teacher's system for maintaining information on student completion of assignments is fully effective.

 Teacher's system for maintaining information on student completion of assignments is fully effective. Students participate in the maintenance of records.

Student Progress in Learning

   Teacher has no system for maintaining information on student progress in learning or the system is in disarray.

 Teacher's system for maintaining information on student progress in learning is rudimentary and partially effective.

Teacher's system for maintaining information on student progress in learning is fully effective.

  Teacher's system for maintaining information on student progress in learning is fully effective.. Students contribute information and interpretation of the records.

Non-instruc-

tional Records

Teacher's records for non -instructional activities, are in disarray resulting in errors and confusion.

Teacher's records for information on non-instructional are adequate but they require frequent monitoring to avoid error.

Teacher's system for maintaining information on non-instructional activities is fully effective.

Teacher's system for maintaining non- instructional activities is highly effective, and students contribute to its maintenance.

L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

 Information About The Instructional Program

Teacher provides little information about the instructional program to families

Teacher participates in the school's activities for parent communication but offers little additional information.

Teacher provides frequent information to parents as, appropriate about the instructional program

Teacher provides frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for their families.

 Information about Individual Students

 Teacher provides minimal information to parents and does not respond or responds insensitively to parent concerns.

Teacher adheres to the school's required procedures for communicating to parents.  Responses to parent concerns are minimal.

Teacher communicates with parents about students' progress on a regular basis and is available as needed to respond to parent concerns.

Teacher provides information to parents frequently on both positive and negative aspects student progress Responses to parent concerns is handled with great sensitivity.

Engagement of Families In the Instructional Program

Teacher makes no attempt to engage families in the instructional program or such attempts are inappropriate.

Teacher makes modest and inconsistently successful attempts to engage families in the instructional program.

Teacher's efforts to engage families in the instructional program are frequent and successful.

Teacher's efforts to engage families in the instructional program are frequent and successful. Students contribute ideas for projects that will be enhanced by family participation.

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Relationships with Colleagues

Teacher's relationships with colleagues are negative or self- serving.

Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize relationships with colleagues.

Support and cooperation characterize relationships colleagues. Teacher takes initiative in assuming leadership among the faculty.

Service to School

Teacher avoids becoming involved in school events.

Teacher participates in school events when specifically asked.

Teacher volunteers to participate in school events, making a substantial contribution.

Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in least some aspect of school

Participation in School and District Projects

Teacher avoids becoming involved in projects

Teacher participates in school and district projects when specifically asked.

Teacher volunteers to participate in school and district projects, making a substantial contribution.

Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project.

L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Enhancement of Content Knowledge and Pedagogical Skill.

Teacher engages in no professional development activities to enhance knowledge or skill.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.

Teacher seeks out opportunity for professional development activities makes a systematic attempt to conduct action research in his

classroom.

Service to the Profession

Teacher makes no effort to share knowledge with others or to assume professional responsibilities

Teacher finds limited ways to contribute to the profession.

Teacher participates actively in assisting other educators.

Teacher initiates important activities to contribute to the profession, such as mentoring. new teachers, writing articles for publication, and making presentations.

L E V E L      0 F   P E R F 0 R M A N C E

ELEMENT

UNSATISFACTORY

BASIC

PROFICIENT

DISTINGUISHED

Service to Students

Teacher is not alert to students' needs.

Teacher's attempts to serve students are inconsistent.

Teacher is moderately active in serving students.

Teacher is highly proactive in serving students, seeking out resources when necessary.

Advocacy

Teacher contributes to school practices that result in some students being ill served by school

Teacher does not knowingly contribute to some students being ill served by the school.

Teacher works within the context of a particular team or department to ensure that all and helps ensure that all students receive a fair opportunity to succeed.

Teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honored in the school.

Decision Making

Teacher makes decisions based on self-serving interests.

Teacher's decisions are based on limited though genuinely professional considerations.

Teacher maintains an open mind and participates in team or departmental decision-making.

Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards.