SCALE 1—LEARNING OUTCOMES
T |
Communicates
appropriate and measurable learning outcomes for every lesson; checks to
determine that students understand expectations and responds appropriately to
their feedback; provides a rationale and focuses students on learning
outcomes throughout the lesson. |
E |
Communicates
appropriate and measurable learning outcomes for almost every lesson; checks
to determine that students understand expectations and responds appropriately
to their feedback; provides a rationale. |
A |
Communicates
appropriate and measurable learning outcomes for a majority of lessons;
checks to determine that students understand expectations and responds
appropriately to their feedback. |
C |
Communicates
measurable learning outcomes on occasion. |
H |
Conducts
lessons without communication learning outcomes. |
• statements of learning outcomes
• clarity of statements
• rationale statements
• questions used to check understanding of outcomes
• responses to student questions regarding learning outcomes
• measurability of outcomes
• appropriateness of learning outcomes
|
T |
Uses
instructional media/materials which relate specifically to the learning
outcomes; monitors their effectiveness; modifies use based upon student
feedback. |
|
E |
Uses
instructional media/materials which relate specifically to the learning
outcomes; monitors their effectiveness. |
|
A |
Uses
instructional media/materials which relate specifically to the learning
outcomes. |
|
C |
Uses inappropriate
instructional media/materials. |
|
H |
Uses no
instructional media/materials. |
• clarity of materials, visibility, copy quality
• suitability of materials to learning objective
• monitoring of
correct use of materials
• determinations that materials are affecting desired learning
• creative and/or logical modifications of materials
T |
Uses
instructional techniques and strategies which relate specifically to the
learning outcomes; monitors their effectiveness; modifies techniques based on
student feedback. |
|
E |
Uses
instructional techniques and strategies which relate specifically to the
learning outcomes; monitors their effectiveness. |
|
A |
Uses
instructional techniques and strategies which relate specifically to the
learning outcomes. |
|
C |
Uses
instructional techniques and strategies which relate generally to the
learning outcomes. |
|
H |
Uses
instructional techniques and strategies which do not relate to the learning
outcomes. |
•gains
students’ attention
•discusses
relevancy of lesson
•evidence of
preplanning
•use of
review techniques
•use of
advance organizers
•clarity of
input
•logical
organization of presentation
•suitability
of techniques to learning outcomes
•eliciting
student feedback/questioning
techniques
•prompted/unprompted
responses
•modification
of techniques based on feedback
•transition
activities
•guided
practice activities
•independent
practice activities
•cooperative
groups/peer instructional
activities
|
T |
Provides
frequent opportunities for all students to be involved and engaged in group
and independent activities. |
|
E |
Provides
frequent opportunities for most students to be involved and engaged in group
and independent activities. |
|
A |
Provides
opportunities for most students to be involved and engaged in groups. |
|
C |
Provides
opportunities for some students to be involved/engaged
in groups. |
|
H |
Provides
little or no opportunity for student involvement. |
• frequency of
questions, questioning techniques
• frequency of
individual and group responses
• verbal and
non-verbal responses
• extensions
of learning
• teacher
reactions to student idleness
• type/appropriateness
of seatwork assignments
• frequency of
distractions
• control over
distractions
• pacing
• techniques
for maintaining attention (i.e., eye contact, proximity, etc.)
• opportunities
to respond
|
T |
Consistently
provides immediate and specific positive feedback based upon student needs. |
|
E |
Consistently
provides specific positive feedback based upon student needs. |
|
A |
Provides
some specific positive feedback based upon student needs. |
|
C |
Provides
some positive feedback. |
|
H |
Provides
little or no positive feedback. |
• effective
praise statements
• frequency of
positive feedback
• latency of
positive feedback
• specificity
of positive feedback
• appropriateness
of positive feedback
• student
reaction to positive feedback
• non-verbal
positive feedback
|
T |
Provides
immediate and constructive correction; checks to ensure that all student
errors are corrected. |
|
E |
Provides
constructive correction; checks to ensure that most student errors are
corrected. |
|
A |
Provides
correction; checks to ensure that some student errors are corrected. |
|
C |
Provides
some constructive correction. |
|
H |
Provides
little or no correction. |
• dignifying
errors, voice tone, appropriate non-verbal behavior
• clarity of corrections
• immediacy of corrections
• prompting for
correct responses
• modeling of
correct responses
• student confirmation of corrections/validates that errors
are corrected
• shaping
procedures
T |
Clearly and
systematically communicates expectations for student behavior; consistently
follows through with positive and negative consequences which are in the best
interests of the teacher and all students. |
|
E |
Clearly and
systematically communicates expectations for student behavior; consistently
follows through with positive and negative consequences which are in the best
interest of the teacher and most students. |
|
A |
Communicates
expectations for student behavior; follows through with positive and negative
consequences which are in the best interests of teacher and most students. |
|
C |
Inconsistently
provides consequences for most students. |
H |
Seldom
provides consequences for student behavior, or provides only negative
consequences for student behavior. |
• evidence of
discipline plan, system, set of procedures
• clear verbal instruction for
behavioral expectations
• delivery of
positive reinforcers (praise, smiles, recognition, tokens, points, tickets, etc.)
• delivery of
negative consequences (verbalizations, loss of privilege, detention, etc.)
• consistency
in following through
• consistency
of standards/tolerance levels for all students
|
T |
Maintains a
high level of personal and student enthusiasm; demonstrates a positive
attitude toward individual students and subject matter taught. |
|
E |
Maintains a
high level of personal enthusiasm; demonstrates a positive attitude toward
individual students and subject matter taught. |
|
A |
Demonstrates
personal enthusiasm and a positive attitude toward students and subject
matter taught. |
|
C |
Occasionally
demonstrates enthusiasm toward students and/or subject matter taught. |
|
H |
Demonstrates
little or no enthusiasm toward students or subject matter taught. |
• liveliness of presentation
• pace of presentation
• voice tone, changes in tone
• facial expressions, smiles, etc.
• positive interaction with students, verbal and non-verbal
• frequency of positive feedback, verbal and non-verbal
• body movement during lesson
• dignifying
student responses
|
T |
Consistently
controls the pace of all instruction based on student feedback. |
|
E |
Consistently
controls the pace of most instruction based on student feedback. |
|
A |
Controls
the pace of some instruction based on student feedback. |
|
C |
Seldom
controls the pace of instruction based on student feedback. |
|
H |
Controls
the pace of instruction independent of student feedback. |
• pace of instruction, changes in pace
• duration of presentations/activities
• frequency of interruptions/distractions
• types and appropriateness of transition activities
• duration of transitions
• frequency of student errors
• frequency of correct responses
|
T |
Makes
continuous use of direct measurement procedures to monitor each student’s
progress toward daily lesson outcomes; makes adjustments in instruction based
on monitoring data/student responses. |
|
E |
Makes
continuous use of direct measurement procedures to monitor most students’
progress toward daily lesson outcomes; makes adjustments in instruction based
on monitoring data/students responses. |
|
A |
Makes
continuous use of measurement procedures to monitor most students’ progress
toward daily lesson objectives; makes adjustment in instruction based on
monitoring data/student responses. |
|
C |
Infrequently
and indirectly measures the achievement of students at the end of the lesson. |
|
H |
Makes few
or no attempts to measure the achievement of students. |
• alignment of questions with daily lesson objectives and
daily instruction
(direct measurement)
• frequency of questions asked
• level/appropriateness of questions directed to students
• number of student errors during teacher-directed activities
• number of student errors during guided and independent
practice
• appropriate adjustments in instruction based on data
|
T |
Makes
continuous use (3 or more times per week) of direct measurement procedures to
monitor each student’s progress toward unit learning outcomes; makes
adjustments in program based on monitoring data. |
|
E |
Makes
continuous use (2 times per week) of direct measurement procedures to monitor
each student’s progress toward unit learning outcomes; makes adjustment in
program based on monitoring data. |
|
A |
Makes use
of direct measurement procedures to monitor each student’s progress toward
learning outcomes periodically (1 time per week); makes some adjustments in
program based on monitoring data. |
|
C |
Indirectly
measures the achievement of the individual student only at the ends of units. |
|
H |
Makes few
or no attempts to monitor student progress. |
• alignment of
test items with unit objectives and daily instruction (direct
measurement)
• repeated testing on unit objectives
• collection
of rate and accuracy data
• frequency of
data collection
• recording of
data
• charting of data
• correlation
of data to learning outcomes
• appropriateness
of data-based decisions; effectiveness of program changes
|
T |
Continuously
works to improve already positive, constructive communication with parents
and school staff. |
|
E |
Maintains
positive, constructive communication with parents and school staff. |
|
A |
Maintains
adequate communication with parents and school staff. |
|
C |
Causes some
problems in communication with parents and school staff. |
|
H |
Causes many
problems in communication with parents and school staff. |
• specific incidents of constructive relationships with
parents and staff
• specific incidents of attempts to improve relationships
• use of sending skills
• use of receiving skills
• verbal behavior
• non-verbal behavior
• use of interpersonal style
|
T |
Accomplishes
job responsibilities; encourages and facilitates the work of other faculty
members. |
|
E |
Accomplishes
job responsibilities; encourages the work of other faculty members. |
|
A |
Accomplishes
job responsibilities; allows others to perform their responsibilities. |
|
C |
Accomplishes
job responsibilities only with close supervision. |
|
H |
Has
difficulty accomplishing job responsibilities even with close supervision. |
• job
responsibilities complete
• assistance
given to other faculty
• questions
asked/comments made to
facilitate teaming
• cooperative
efforts with others
• use of
interpersonal style
|
T |
Behaves
consistently with the goals and policies of the school district; works to
develop needed goals and policies and to modify those which are inefficient. |
|
E |
Behaves
consistent with the goals and policies of the school district; works to
modify existing goals and policies which are inefficient. |
|
A |
Behaves
consistent with the goals and policies of the school district. |
|
C |
Has a low
level of awareness of the goals and policies of the school district. |
|
H |
Is defiant
of the goals and policies of the school district. |
• goals and
policies accomplished
• efforts to
modify goals and policies
• strategies
used to achieve change
• willingness
to participate in activities
• time
commitments
• maintains confidentiality
|
T |
Contributes
to the professional development of other teachers. Reads at least one
professional publication regularly; attends and participates in professional
development activities at least twice a year. |
|
E |
Reads one
professional publication regularly; attends and participates in professional
development activities at least twice a year. |
|
A |
Attends and
participates in professional development activities at least twice a year. |
|
C |
Attends
professional development activities once a year. |
|
H |
Does not
engage in professional development activities. |
• journals/articles/books read
• activities attended
• practice affected by reading/attending
• ideas implemented
• staff development activities conducted
• presentations given
• committees served on