St Charles IL Educator Evaluation Packet

8/3/2019 St Charles IL Educator Evaluation Packet

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CERTIFIEDEDUCATOR

EVALUATIONPLAN

SEE PAGES 47-50 FOR SCHOOL SOCIAL WORK RUBRIC.

MANY OTHER TOOLS INCLUDED WHICH CAN BE ADAPTED.

Community Unit School District303

St. Charles, Illinois

EMPOWERING AND INSPIRING ALL LEARNERS

1/08


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INTRODUCTION 1

In our quest to strengthen the learning of our students, we have developed this Certified Educator Evaluation Plan. Weare pleased to present this evaluation plan to our school community. We believe that it will serve as a valuable tool in ourgoal to improve student learning.

As an action of the Districts strategic plan, a group of staff members met from 1998 to 2001 to develop quality teachingstandards for District 303. Reconvening in 2003, this group worked on standards and recommended EnhancingProfessional Practice: A Framework for Teaching by Charlotte Danielson as the professional standards for our district.An aligned plan of support for educators to reach our goals was outlined, including: a comprehensive appraisal system; a

mentoring and induction program; differentiated and supportive supervision; and a program of staff development. In

preparation for bargaining in 2007-2008, a joint committee revised and updated the document based on changes requestedby SCEA members and Administration representatives.

QUALITY TEACHING STANDARDSEnable us to attract and retain the highest quality teaching staff by

Recruiting, Selecting, Hiring for Quality, then

Designing and Delivering Systems of Support

New EducatorInduction & Mentoring

Differentiated andSupportive Supervision

Resulting in

ProfessionalDevelopment

EducatorAppraisalSystems

Improved Student LearningIn a Culture of Communication and Community

The Certified Educator Evaluation Committee began its work in November 2004 and has developed a plan that:aligns with District 303 mission and goals;incorporates sound research and practices;defines professional standards for all educators;provides recognition and accountability;assists educators in strengthening student learning.

The new Certified Educator Evaluation plan is a system that:engages all participants actively;incorporates on-going learning;values reflection, reinforcement, and refinement;supports reflective conversations between supervisors and educators and among educators.

Members of the 2004-2005 committee included:Bob Allison, Principal, Norton Creek Elementary SchoolMelissa Dockum, Principal, Wredling Middle SchoolDenise Herrmann, Assistant Principal, St. Charles North High SchoolLaurel Howard, Educator, St. Charles North High SchoolTina Saviano, Educator Mentor CoordinatorDiana Sandberg, Educator, St. Charles East High School

Members of the 2007-2008 revision committee included:

Bob Allison, Principal, Norton Creek Elementary SchoolMelissa Dockum, Principal, Wredling Middle SchoolBrian Harris, Assistant Suprintendent for Human Resources, District 303Kevin Harrington, Educator, St. Charles North High SchoolLaurel Howard, Educator, St. Charles North High SchoolJoan Knopp, Educator, Wredling Middle SchoolMark Moore, Assistant Principal, St. Charles North High SchoolDiana Sandberg, Educator, St. Charles East High SchoolPat Stacey, Educator, Wredling Middle SchoolPam Turriff, President, SCEAKatie Zimmermann, Educator, Anderson Elementary School


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COMMUNITY UNIT SCHOOL DISTRICT 303Certified Educator Evaluation Process

Probationary EducatorNote: Informal observations are encouraged, may occur at any time, and may be used in the evaluation process.

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In all cases the first observation will be completed by the end of the first quarter. Each formal observation process will include aplanning and a reflection conference. The time from the observation to the reflection conference will not be more than ten school days.

Years inDist. #303 Novice

Experienced Three or more years in another district,

but new to D303

Educator will: Participate in induction academy Participate in district mentoring program Participate in formal observation process

Evaluator will: Complete at least two (2) formal observations of

at least 30 minutes eachIt is recommended that one observation beof an extended length (Elementary: 2-3hours, middle and high school, same classperiod across consecutive days)

Complete summative evaluation aftercompleting required formal observations

Year One

Educator will: Participate in induction academy Participate in district mentoring program Participate in formal observation process

Evaluator will: Complete at least three (3) formal observations

of at least 30 minutes eachIt is recommended that one observation beof an extended length (Elementary: 2-3hours, middle and high school, same classperiod across consecutive days)

Complete summative evaluation aftercompleting required formal observations

Year Two

Educator will: Participate in district mentor program (novice only) Participate in formal observation process Complete Self Assessment Form by February 1

Evaluator will: Complete at least two (2) formal observations of at least 30 minutes each Complete summative evaluation after completing required formal observations

Educator will:

Develop a Professional Growth Plan during first semester Participate in formal observation process Complete Self Assessment Form by February 1

Year ThreeEvaluator will:

Meet with educator to discuss and aid Professional Growth Plan Complete at least two (2) formal observations of at least 30 minutes each Complete summative evaluation after completing required formal observations

Year Four

Educator will: Complete Professional Growth Plan Participate in formal observation process Complete Self Assessment Form by February 1

Evaluator will: Complete at least two (2) formal observations of at least 30 minutes each Complete summative evaluation after completing required formal observations


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3Formal Observation Process for all Educators

Formal Observations

Planning ConferenceForm

Completed by Educator

Pre-ObservationConference with

Educator and Evaluator

Classroom Observation

Reflection ConferenceForm Completed by

Educator

Reflection Conference

with Educator and

Evaluator

Written FeedbackProvided by Evaluator

and Educator


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COMPONENTS OF PROFESSIONAL PRACTICE

DOMAIN 1:PLANNING AND PREPARATION

1a: Demonstrating Knowledge of Content & PedagogyKnowledge of contentKnowledge of prerequisite relationshipsKnowledge of content-related pedagogy

1b: Demonstrating Knowledge of Students

Knowledge of characteristics of age groupKnowledge of students' varied approaches tolearningKnowledge of students' skills and knowledge

1c: Selecting Instructional GoalsValueClaritySuitability for diverse studentsBalance

1d: Demonstrating Knowledge of ResourcesResources for teachingResources for students

1e: Designing Coherent InstructionLearning ActivitiesInstructional materials and resources

Instructional groupsLesson and unit structure1f: Assessing Student Learning

Congruence with instructional goalsCriteria and standardsUse for planning

DOMAIN 2:THE CLASSROOM ENVIRONMENT T

2a: Creating an Environment of Respect and RapportEducator interaction with studentsStudent interaction

2b: Establishing a Culture for Learning

Importance of the content

Student pride in workExpectations for learning and achievement

2c: Managing Classroom ProceduresManagement of instructional groupsManagement of transitionsManagement of materials and suppliesPerformance of non-instructional dutiesSupervision of volunteers and paraprofessionals

2d: Managing Student BehaviorExpectationsMonitoring of student behaviorResponse to student misbehavior

2e: Organizing Physical SpaceSafety and arrangement of furnitureAccessibility to learning and use of physical

resources

DOMAIN 4:PROFESSIONAL RESPONSIBILITIES

4a: Reflecting on Professional PracticesAccuracyUse in future

4b: Maintaining Accurate RecordsStudent completion of assignmentsStudent progress in learningNon-instructional records

4c: Communicating with FamiliesInformation about the instructional programInformation about individual studentsEngagement of families in the instructionalprogram

4d: Contributing to the School and DistrictRelationship with colleaguesService to schoolParticipation in school and district projects

4e: Growing and Developing ProfessionallyEnhancement of content knowledge andpedagogical skillService to the profession

4f: Demonstrating ProfessionalismService to studentsAdvocacyDecision making

DOMAIN 3:INSTRUCTION

3a: Communicating Clearly and AccuratelyDirections and proceduresOral and written language

3b: Using Questioning and Discussion TechniquesQuality of questionsDiscussion techniquesStudent participation

3c: Engaging Students in LearningRepresentation of ContentGrouping of studentsInstructional materials and resourcesStructure and pacing

3d: Using Assessment for InstructionQuality: accurate, substantive, constructive, andspecificFeedback to Students

Timeliness3e: Demonstrating Flexibility and ResponsivenessLesson adjustmentResponse to StudentsPersistence

From Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson 4


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Probationary Educator

GUIDING QUESTIONS FOR THE PLANNING CONFERENCE

Form will not be submitted to evaluator.

PlanningConference Date

and Time:Observation Date

and Time:Reflection

Conference Dateand Time:

Educator:

School(s):

Assignment:

Purpose:

The purpose of the planning conference is to assist you in being a thoughtful practitioner. These questions aredesigned to focus your thinking about what learners need to know and be able to do and how you will assesstheir learning. The numbers after the questions below refer to the components of the domains. You will usethese questions as appropriate to prepare for the planning conference prior to the formal observation.

Directions:Please be prepared to discuss these questions with your observer at the planning conference. You may wish totake notes on this form to clarify your thinking and for your own records.

1. Briefly describe students in this class and any changes of performance and classroom dynamics

since the last conference. (1B)

2. What are the outcomes of this lesson/service? What do you want students to learn? (1C)

3. What standards align with this lesson/service? (3D)


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4. What performance data assisted you in choosing these outcomes and how do they fit into the unitof instruction? (3D)

5. What instructional strategies do you plan to use to engage students in the lesson/service?

What will you do? What will the students do? (1E, Domain 3)

6. What difficulties do you anticipate students having? How do you plan to address thosedifficulties? (1A, 1B, 1F, 3D, 3E)

7. How will you differentiate this lesson for diverse learners? An example might include instruction,materials, products, learning styles, or abilities. (3E)

8. What instructional materials or resources will you use? (Bring them if necessary.) (1D)

9. How do you plan to assess achievement of the outcomes? (1F)

10. On which aspects of the observation do you want feedback?


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REFLECTION CONFERENCEForm will not be submitted to evaluator.

Educator:

School(s):

Assignment:

Observation Date:

Observer:

Purpose:The purpose of the reflection conference is to provide the opportunity to demonstrate insights, self-evaluation,and refinement of professional practices.

Directions:

Please be prepared to discuss these questions with your observer at the reflection conference. You may want totake notes on this form to clarify your thinking and for your own records.

1. As I reflect on the lesson/service provided, to what extent were the learners productivelyengaged in activities that are consistent with the goals and objectives of the lesson/service?

2. What feedback did I receive from the learners indicating that they achieved understanding andthat the goal/objective(s) were met for this lesson/service?

3. In what ways did the environment impact students' abilities to meet the learning goals (i.e.,

routines and procedures, standards of student conduct, atmosphere of respect, student conduct,and physical space)?


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4. How did I encourage students to take responsibility for their own learning?

5. What adjustments did I make? Why? How?

6. If I had the opportunity to make a change for this same group of learners, what would I dodifferently?

7. If there was one thing from this lesson/service that I could share with a colleague, what would itbe?

8. What are the connections between this lesson/service and my professional goals?

9. Other comments:


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COMMUNITY UNIT SCHOOL DISTRICT 303Certified Educator Evaluation Plan

PROFESSIONAL GROWTH PLAN

Overview of the Professional Growth Plan

Educators want and need feedback, not only on the act of teaching or delivery of services, but also on theresults of teaching and delivery of services. Traditional educator evaluation has been based on the acts ofpractice and documented through the use of observation. The flaw in such an approach is the assumption thatthe presence of good practice during the observation equates to the academic success of students. If studentlearning is our ultimate goal, then it should be measured directly and not just extrapolated from limitedobservations of educators. A more balanced approach to evaluation would examine both the act of teaching anddelivery of services, and the results of practice.

What is the Professional Growth Plan?

The District 303 Certified Educator Professional Growth Plan process asks educators to develop a ProfessionalGrowth Goal based on Danielsons Framework for effective teaching. The goal an educator selects and thework s/he conducts should focus on one of the four domains in the Danielson Framework. The goal needs to bea SMART goal, which means that the goal is:

S=Specific and StrategicM=MeasurableA=AttainableR=Results-orientedT=Time bound

An educator will work with his/her supervisor to develop and review the Professional Growth Plan. Steps in the

development and implementation of the plan include:

1.2.3.4.5.

Writing Professional Growth Plan goalDesigning action planImplementing the action plans for the Professional Growth Plan goalReflection on the success of the goalAssessing goal attainment


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Professional Growth PlanDue to direct supervisor by the end of second quarter

Name Assignment School

PROFESSIONAL GROWTH GOAL STATEMENT: The educator must develop a Professional GrowthGoal based on Danielsons Framework for effective teaching. Write a goal statement that is specific,measurable, attainable, results-oriented, and time-bound to the two-year cycle.

ACTION PLAN: Describe your steps to obtain the goal.

Action Step Timeline Evidence/Data Collection Support Needed

Educator Signature: _______________________________________________ Date: ___________________________

Direct Supervisor Signature: ________________________________________ Date: ___________________________

Educator and direct supervisor retain copies.


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PROBATIONARY EDUCATOR SELF ASSESSMENTDue to Direct Supervisor by February 1 of Years 2, 3, and 4

Educator:

School(s):

Assignment:

Date:

Directions:1. Determine your level of performance on each of the domain rubrics. Rubrics will not be submitted to

supervisor.2. Answer the following questions briefly.

3. Submit this form to your evaluator prior to your conference.

What have been my greatest strengths as an educator this year?

In which area(s) have I noted growth this year?

Educator Signature: ___________________________________________________ Date: ________

Direct Supervisor Signature (signifies receipt):________________________________ Date: ________

Copies retained by Educator and Direct Supervisor


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PROBATIONARY EDUCATOR SUMMATIVE EVALUATION

Novice

1st Year

Experienced (three or more years in another district, but new to District 303)

2nd Year 3rd Year 4th Year School Year:

Name:

Assignment:

School(s):

DOMAIN I - Planning and Preparationa. Demonstrates knowledge of content and

pedagogy

b. Demonstrates knowledge of students

c. Selects appropriate instructional goals

d. Demonstrates knowledge of resources

e. Designs coherent instruction

f. Assesses student learning

Comments:

Overall Rating

DOMAIN II - Environmenta. Creates an environment of respect and

rapport

b. Establishes a culture for learning

c. Manages classroom procedures

d. Manages student behavior

e. Organizes physical space

Unsatisfactory Basic Proficient Distinguished

Comments:

Overall Rating Unsatisfactory Basic Proficient Distinguished


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DOMAIN III - Instruction/Delivery ofServicesa. Communicates clearly and accurately

b. Uses questions/discussion techniques

c. Engages students in learning

d. Provides feedback to students

e. Demonstrates flexibility andresponsiveness

Overall Rating

DOMAIN IV ProfessionalResponsibilitiesa. Reflects on professional practices

b. Maintains accurate records

c. Communicates with families

d. Contributes to school and district

e. Grows and develops professionally

f. Shows professionalism


Comments:

Comments:

Overall Rating Unsatisfactory Basic Proficient Distinguished

Definition of Domain RatingsUnsatisfactory Performance is poor and/or behavior is clearly below acceptable levels.Basic Performance and/or behavior is at a minimal competency level and in need of assistance.Proficient Performance and behavior is competent, dependable and acceptable.Distinguished Performance and behavior is clearly and consistently exemplary.

Criteria for RehireIn order to be considered for re-employment, the educator must meet the following criteria:

In year 1, all ratings are basic or above, with no unsatisfactory ratings.In year 2, at least one rating is proficient, with no unsatisfactory ratings.In year 3, at least th ree ratings are proficient with no unsatisfactory ratings.In year 4, all ratings must be at least proficient.

Recommendation to Rehire

This employee is recommended for re-employment.This employee is not recommended for re-employment.

Signature of Educator*

* Indicates that content has been seen and discussed.

Copies of this form to:EducatorDirect SupervisorPersonnel file

Signature of Direct Supervisor Date


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COMMUNITY UNIT SCHOOL DISTRICT 303

Certified Educator Evaluation ProcessTenured Educator

TENURED EDUCATOR EVALUATION PROCESS

Each formal observation process will include a planning and a reflection conference. The time from the observation tothe reflection conference will not be more than ten school days.

Educator will:

Year Complete Self Assessment Beginning of 1styear form using the rubrics for each of thefour domains by the end of first quarter.

Collaborate with evaluator to determineprofessional growth focus by the end of firstquarter.

Begin portfolio. Develop and implement Professional Growth

Plan by the end of second quarter.

Participate in formal observation process. Complete Self Assessment End of 1st Year

form and share with evaluator by May 1. Participate in conference with supervisor by

end the end of the first quarter. Bringportfolio and Professional Growth Plan updatefor review and planning for year two.

Participate in formal observation process byMay 1.

Organize, analyze, and submit final portfolioby May 1.

Complete and submit Self Assessment Endof 2nd Year form by May 1.

Participate in end of year conference prior to

the end of the school year.

Supervisor will:

Conduct conference with educator to discuss domainsby the end of first quarter.

Collaborate with educator to create professional growthfocus by the end of first quarter.

Provide support. Complete formal observation process any

time in year one. Review educator self-assessment.

ONE

TWO

Conduct conference with educator by the end of firstquarter, to summarize progress year one and plan foryear two.

Provide support. Complete formal observation process by May 1. Review portfolio prior to conference. Conduct end of year conference with educator after

receiving portfolio and Self-Assessment End of 2nd

Year form to discuss portfolio and professional

growth. Complete Tenured Educator Summative Evaluation

prior to the end of the school year.


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TENURED EDUCATOR EVALUATION PROCESS(TWO YEAR)

Formal Observation(one per year)

Portfolio(evidence that reflects

each domain)

SummativeEvaluation

Professional GrowthPlan

(one Smart Goal)


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COMPONENTS OF PROFESSIONAL PRACTICE

DOMAIN 1:PLANNING AND PREPARATION

1a: Demonstrating Knowledge of Content & PedagogyKnowledge of contentKnowledge of prerequisite relationshipsKnowledge of content-related pedagogy

1b: Demonstrating Knowledge of Students

Knowledge of characteristics of age groupKnowledge of students' varied approaches tolearningKnowledge of students' skills and knowledge

1c: Selecting Instructional GoalsValueClaritySuitability for diverse studentsBalance

1d: Demonstrating Knowledge of ResourcesResources for teachingResources for students

1e: Designing Coherent InstructionLearning ActivitiesInstructional materials and resources

Instructional groups

Lesson and unit structure1f: Assessing Student Learning

Congruence with instructional goalsCriteria and standardsUse for planning

DOMAIN 2:THE CLASSROOM ENVIRONMENT T

2a: Creating an Environment of Respect and RapportEducator interaction with studentsStudent interaction

2b: Establishing a Culture for LearningImportance of the content

Student pride in workExpectations for learning and achievement

2c: Managing Classroom ProceduresManagement of instructional groupsManagement of transitionsManagement of materials and suppliesPerformance of non-instructional dutiesSupervision of volunteers and paraprofessionals

2d: Managing Student BehaviorExpectationsMonitoring of student behaviorResponse to student misbehavior

2e: Organizing Physical SpaceSafety and arrangement of furnitureAccessibility to learning and use of physical

resources

DOMAIN 4:PROFESSIONAL RESPONSIBILITIES

4a: Reflecting on Professional Practices

AccuracyUse in future

4b: Maintaining Accurate RecordsStudent completion of assignmentsStudent progress in learningNon-instructional records

4c: Communicating with FamiliesInformation about the instructional programInformation about individual studentsEngagement of families in the instructionalprogram

4d: Contributing to the School and DistrictRelationship with colleaguesService to schoolParticipation in school and district projects

4e: Growing and Developing ProfessionallyEnhancement of content knowledge andpedagogical skillService to the profession

4f: Demonstrating ProfessionalismService to studentsAdvocacyDecision making

DOMAIN 3:INSTRUCTION

3a: Communicating Clearly and Accurately

Directions and proceduresOral and written language

3b: Using Questioning and Discussion TechniquesQuality of questionsDiscussion techniquesStudent participation

3c: Engaging Students in LearningRepresentation of ContentGrouping of studentsInstructional materials and resourcesStructure and pacing

3d: Using Assessment for InstructionQuality: accurate, substantive, constructive, andspecificFeedback to StudentsTimeliness

3e: Demonstrating Flexibility and ResponsivenessLesson adjustmentResponse to StudentsPersistence

From Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson 16


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Tenured Educator

SELF ASSESSMENT Beginning of 1st YearDue to direct supervisor by the end of first quarter.

Educator:

School(s):

Directions:

1. Determine your level of performance on each of the domain rubrics. Rubrics will not besubmitted to supervisor.

2. Briefly answer the first question.3. Submit this form to your supervisor prior to your conference.

Date:

Assignment:

After examining the domain rubrics, what are my strengths as an educator?

In collaboration with the supervisor, select one component from one domain which you would like tostrengthen in the next two years.

Educator Signature:______________________________________________ Date: ______________

Direct Supervisor Signature:_________________________________________ Date: ______________



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Tenured Educator

SELF ASSESSMENT End of 1st YearDue to Direct Supervisor by May 1.

Educator:

School(s):

Date:

Assignment:

Directions:

1. Answer the following questions briefly.2. Submit this form to your supervisor prior to your conference.

What progress has been made toward my professional growth goal/portfolio?

What support do I need?

Educator Signature:___________________________________________________ Date: ________

Direct Supervisor Signature (signifies receipt): _______________________________ Date: ________

Copies retained by educator and direct supervisor.


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Tenured Educator

SELF ASSESSMENT End of 2nd YearDue to Direct Supervisor by May 1

Educator:

School(s):

Date:

Assignment:

Directions:

1. Determine your level of performance on each of the domain rubrics. Rubrics are not to besubmitted to supervisor.

2. Answer the following questions.3. Submit this form to your direct supervisor prior to your conference.

Refer to artifacts in your portfolio and your rubrics. Where do you see evidence of your growth?

How has this two year experience impacted your thinking and performance?

What have you learned that you will incorporate into your professional practice?

Educator Signature:_________________________________________________ Date: ______________

Direct Supervisor Signature (signifies receipt): ___________________________________ Date: _______________

Copies retained by educator and evaluator.


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Tenured Educator

Summative Evaluation

Name: School Year:

Total Years as

Assignment: Certified Educator:

Total Years as Certified

School(s): Educator in D303:

DOMAIN I - Planning and Preparationa. Demonstrates knowledge of content and

pedagogy

b. Demonstrates knowledge of students

c. Selects appropriate instructional goals

d. Demonstrates knowledge of resources

e. Designs coherent instruction

f. Assesses student learning

Comments:

Rating for DOMAIN I Unsatisfactory Basic Proficient Distinguished

DOMAIN II - Environmenta. Creates an environment of respect and

rapport

b. Establishes a culture for learning

c. Manages classroom procedures

d. Manages student behavior

e. Organizes physical space

Comments:

Rating for DOMAIN II Unsatisfactory Basic Proficient Distinguished


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21DOMAIN III - Instruction/Delivery of

Servicesa. Communicates clearly and accurately

b. Uses questions/discussion techniques

c. Engages students in learning

d. Provides feedback to students

e. Demonstrates flexibility andresponsiveness

Comments:

Rating for DOMAIN III

DOMAIN IV ProfessionalResponsibilities

a. Reflects on professional practices

b. Maintains accurate records

c. Communicates with families

d. Contributes to school and district

e. Grows and develops professionally

f. Shows professionalism


Comments:

Rating for DOMAIN IV Unsatisfactory Basic Proficient Distinguished

Definition of Domain RatingsUnsatisfactory Performance is poor and/or behavior is clearly below acceptable levels.

Basic Performance and/or behavior is at a minimal competency level and in need of assistance.Proficient Performance and behavior is competent, dependable and acceptable.Distinguished Performance and behavior is clearly and consistently exemplary.

Definition of Summative Evaluation Ratings

Unsatisfactory Educator rated as basic or unsatisfactory in one domain or more after completing the Professional Support Plan.Participation in State Remediation Plan is mandatory.

Satisfactory Educator is proficient in all domains or is rated at distinguished in one domain.Excellent Educator is rated at the distinguished level in at least two of the domains.

Summative Evaluation Rating

Signature of Educator** Indicates that content has been seen and discussed

Copies of this form to:EducatorDirect SupervisorPersonnel file

Unsatisfactory Satisfactory Excellent

DateSignature of Direct Supervisor


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PROFESSIONAL GROWTH PLAN

Overview of the Professional Growth Plan

Educators want and need feedback, not only on the act of teaching or delivery of services, but also on theresults of teaching and delivery of services. Traditional educator evaluation has been based on the acts ofpractice and documented through the use of observation. The flaw in such an approach is the assumption thatthe presence of good practice during the observation equates to the academic success of students. If studentlearning is our ultimate goal, then it should be measured directly and not just extrapolated from limitedobservations of educators. A more balanced approach to evaluation would examine both the act of teaching anddelivery of services, and the results of practice.

What is the Professional Growth Plan?

The District 303 Certified Educator Professional Growth Plan process asks educators to develop a ProfessionalGrowth Goal based on Danielsons Framework for effective teaching. The goal an educator selects and thework s/he conducts should focus on one of the four domains in the Danielson Framework. The goal needs to bea SMART goal, which means that the goal is:

S=Specific and StrategicM=MeasurableA=AttainableR=Results-orientedT=Time bound

An educator will work with his/her supervisor to develop and review the Professional Growth Plan. Steps in thedevelopment and implementation of the plan include:

1.2.3.4.5.

Writing Professional Growth Plan goalDesigning action planImplementing the action plans for the Professional Growth Plan goalReflection on the success of the goalAssessing goal attainment


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Professional Growth PlanDue to direct supervisor by the end of second quarter

Name Assignment School

PROFESSIONAL GROWTH GOAL STATEMENT: The educator must develop a Professional GrowthGoal based on Danielsons Framework for effective teaching. Write a goal statement that is specific,measurable, attainable, results-oriented, and time-bound to the two-year cycle.

ACTION PLAN: Describe your steps to obtain the goal.

Action Step Timeline Evidence/Data Collection Support Needed

Educator Signature: _______________________________________________ Date: ___________________________

Direct Supervisor Signature: ________________________________________ Date: ___________________________



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Tenured Educator

OVERVIEW OF PROFESSIONAL PORTFOLIO

A PORTFOLIO

IS

A process

A careful selection of artifacts that supportyour competence and growth as an

educator

Limited to three to five artifacts for eachdomain area

An opportunity to reflect on each artifactcollected

A source of conversation duringconferences with evaluator

A source of evidence in each domain forthe evaluator

A springboard for completing final SelfReflection Form

IS NOT

A last minute effort

A specified format

A huge collection of random artifacts

For the educator only

About each component within the domainsbut rather about the domains themselves

The portfolio is organized around the four domains with three to five artifacts selected for each domain (totalinga minimum of 12 artifacts and a maximum of 20).

A portfolio is expected to be structured around professional standards and individual and school goals. Aportfolio should contain carefully selected examples of work that illustrates key features of an educatorspractice. The artifacts may demonstrate:

The range of work (ex: the variety of assessments used to measure student learning); The depth of work; Evidence of ones growth (ex: draft, revised, polished behavior plan); or Best work examples.

The following Portfolio Guide can assist educators in the organization of their portfolio in a two yeartimeframe.


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PORTFOLIO GUIDE

Portfolio Section

Self-ReflectionDomain 1 Planning and Preparation

Sample Artifacts

Lesson Plans / UnitsIndividual Curriculum Maps

Grade level, team or subject area mapsAssessment plan and assessmentsProjects / ReportsStudent Achievement DataGrading Plan and Grade BookClassroom ExpectationsSubstitute PlansBack to School Night handoutsGuiding Questions for Planning ConferenceAnd/or others, if appropriatePhysical layout of room/areaSeating arrangementsClassroom rules and routinesRubrics

SyllabusBulletin Boards (interactive, instructional andaffective)Student projectsData collected from student/parent surveyAnd/or others, if appropriateUnitsExtension/enrichment activitiesReview/reinforcement activitiesModifications for special needsDifferentiation planFlexible grouping plansStudent work samplesHomework assignments and guides

Curriculum integration effortsVideotape of instructor (audiotapes, photos)AssessmentsProjects / ReportsStudent achievement dataAnd/or others, if appropriateProfessional involvement (ex: buildingcommittees, district committees, professionalorganizations)Participation in courses, conferences,workshops (in-district, out-of-district)Presentations at meetingsProfessional readingsGroup planning notes (team, grade level,

subject area)Parent communications (notes, letters, phonecall logs, surveys, forms, etc.)Journals/LogsYearly attendanceAnd/or others, if appropriate

Domain 2 Learning Environment

Domain 3 Instruction / Delivery ofService

Domain 4 ProfessionalResponsibilities


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Tenured Educator

ARTIFACT TAG FOR PROFESSIONAL PORTFOLIO

Purpose:

The purpose of an artifact tag is to document your reflection on portfolio entries. The process of developing

your portfolio is as important as the products in it. It is the process and the reflections that help us learn fromour practice and directly connect our work to student and educator learning and growth.

Directions:Create an artifact tag for each entry in your portfolio.

Educator:

Name of Artifact:

Date Collected:

Domain:

Why I selected this piece OR What I learned from this piece

Attach to artifact in portfolio. Portfolio will be shared with evaluator.


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Component Summary - TeacherDomain 1: Planning and Preparation

Component1a: Demonstratingknowledge ofcontent andpedagogy

UnsatisfactoryMakes content errors or fails tocorrect student errors; displayslittle understanding of the subject,structure of the discipline, orpedagogical issues involved instudent learning of contentDisplays minimal knowledge ofdevelopmental characteristics ofage group, or students skills andknowledge, interests, culturalheritage and/or approaches tolearning.Instructional goals are unsuitablefor students, represent trivial orlow-level learning, or are statedonly as activities. They do notpermit viable methods ofassessment.

BasicDisplays basic content andpedagogical knowledge but does notmake connections with otherdisciplines or anticipate studentmisconceptions.

Demonstrates knowledge ofstudents developmentalcharacteristics, skills and interests,cultural heritage and attempts to usethis knowledge in planning for theclass as a whole.Instructional goals are of moderaterigor and are suitable for somestudents, but consist of acombination of activities and goals,some of which permit viablemethods of assessment. They reflectmore than one type of learning, butEducator makes no attempt atcoordination or integration.Resources utilized are adequate,represent basic learning suitable formost students and are aligned withthe district curriculum frameworkand Illinois State LearningStandards.

The series of l earning experiencesdemonstrates partial alignment withinstructional goals, some of whichare likely to engage students insignificant learning. The lesson orunit has a recognizable structure andreflects partial knowledge ofstudents and resources.Plan for student assessment ispartially aligned with theinstructional goals and includescriteria and standards that are notentirely clear or understood bystudents. Educator uses theassessments to plan for futureinstruction for the class as a whole.

ProficientDemonstrates solid understanding ofthe content and its prerequisiterelationships and connections withother disciplines. Instructionalpractices reflect current pedagogicalknowledge.Demonstrates knowledge of studentsdevelopmental characteristics, skillsand interests, cultural heritage and usesthis knowledge to plan for groups ofstudents.

Instructional goals are stated as goalsreflecting high-level learning andcurriculum standards. They are suitablefor most students in the class, r epresentdifferent types of learning, and arecapable of assessment. The outcomesreflect opportunities for coordination.

DistinguishedKnowledge of the content and pedagogy areextensive, showing evidence of connections withother disciplines and a continuing search forimproved practice. Actively builds on knowledgeof prerequisites when designing instruction.

Demonstrates knowledge of studentsdevelopmental characteristics, skills and interests,cultural heritage and uses this knowledge to planfor individual and class learning.

1b: Demonstratingknowledge ofstudents

1c: Selectinginstructional goals

Instructional goals are stated as goals that can beassessed, reflecting rigorous learning and Districtcurriculum standards. They represent differenttypes of content opportunities for both coordinationand integration account of the needs of individualstudents.

1d: Demonstratingknowledge ofresources

1e: Designingcoherentinstruction

Educator is unaware of resourcesto assist students who need themor the resources utilized areunsuitable for students and are notaligned with district curriculumframework and Illinois StateLearning Standards.The series of learning experiencesare poorly aligned with theinstructional goals and do notrepresent a coherent structure.They are suitable for only somestudents.

Resources utilized are varied, representhigh level learning suitable for moststudents and are aligned with districtcurriculum framework and IllinoisState Learning Standards.

1f: Assessingstudent learning

Approach to assessment containsno clear criteria or standards andlacks congruence with theinstructional goals. Educator hasno plans to use results ofassessment to design futureinstruction.

Educator coordinates knowledge ofcontent, if students, and of resources,to design a series of learningexperiences aligned to instructionalgoals and suitable to groups ofstudents. The lesson or unit has a clearstructure and is likely to engagestudents in significant learning.Plan for student assessment is alignedwith the instructional goals with clearassessment criteria and standards thathave been communicated to students.Educator uses the assessments to planfor groups of students or individuals.

Resources utilized represent high level learningsuitable for all students, are aligned with districtcurriculum framework and Illinois State LearningStandards, and are adapted, where necessary, tomeet the needs of individual students. Educatoractively seeks other resources f rom professionalsources and the community.Educator coordinates knowledge of content, ofstudents, of resources, to design a series of learningexperiences aligned to instructional goals,differentiated when appropriate to make themsuitable to all students and to engage them insignificant learning. The lesson or unit has clearstructure and allows for different pathwaysadaptable to student needs.Plan for student assessment is aligned with theinstructional goals containing clear assessmentcriteria and standards that are not only understoodby students but also show evidence of studentparticipation in their development. Educatormonitors progress in achieving the goals.


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Component Summary - TeacherDomain 2: The Classroom Environment

Component2a: Creating anenvironment ofrespect andrapport

UnsatisfactoryClassroom interactions arenegative or inappropriate andcharacterized by sarcasm, put-downs, or conflict. Studentsexhibit disrespect to others.

BasicClassroom interactions are generallyappropriate but may reflect somedisplays of insensitivity or lack ofresponsiveness to cultural ordevelopment differences amongstudents. Students do notdemonstrate negative behaviortoward others.

The classroom environment reflectscommitment to the curriculum andmodest or inconsistent expectationsfor student achievement. Studentsdemonstrate minimal pride in work.

ProficientClassroom interactions reflect generalwarmth and caring, and are respectfulof the cultural and developmentaldifferences between groups ofstudents. Students exhibit respecttoward educator and each other.

DistinguishedClassroom interactions are highly respectful,reflecting genuine warmth and caring towardsindividuals and sensitivity to students cultures andlevels of development. Students themselves ensuremaintenance of high levels of civility amongmembers of the class.

2b: Establishing aculture forlearning

The classroom does not representa culture for learning and ischaracterized by low educatorcommitment to the curriculum,low expectations for studentachievement, and studentsdemonstrate little pride in work

Classroom routines andprocedures for transitions,handling of supplies andperformance of classroom dutiesare nonexistent, unsafe, orinefficient resulting in the loss ofmuch instructional timeStudent behavior is poor, with noclear expectation, no monitoringof student behavior, andinappropriate responses to studentmisbehavior.

The classroom environment representsa genuine culture for learning withcommitment to the curriculum andhigh expectations for studentachievement. Students activelyparticipate and show pride in work.

Educator demonstrates a passionate commitment tothe curriculum. Students assume much of theresponsibility for establishing a culture for learningin the classroom by taking pride in their work,initiating improvements to their products, andholding the work to the highest standard.

2c: Managingclassroomprocedures

Classroom routines and procedureshave been established but functionunevenly or inconsistently, withsome loss of instructional time.Safe procedures are followed.

Classroom routines and procedureshave been established and functionsmoothly, safely, and with little loss ofinstructional time.

Classroom routines and procedures are seamless intheir operation, and students assume considerableresponsibility for their smooth functioning.

2d: Managingstudent behavior

Educator makes an effort toestablish standards of conduct forstudents, monitor student behavior,and respond to student misbehavior,but these efforts are not alwayssuccessful or are inconsistentlyimplemented.

The classroom is safe, and essentiallearning is accessible to moststudents, and the educators use ofphysical resources is moderatelyeffective. Educator may attempt tomodify the physical arrangement tosuit learning activities, with partialsuccess.

Educator is aware of student behavior,has established clear standards ofconduct, and responds to studentmisbehavior in ways that areconsistent, appropriate, and respectfulto students.

Student behavior is appropriate, with evidence ofstudent participation in setting expectations andmonitoring behavior. Educators monitoring ofstudent behavior is subtle and preventive, andEducators response to student misbehavior issensitive to individual student needs.

2e: Organizingphysical space

The physical environment isunsafe, or some students donthave access to learning. There ispoor alignment between thephysical arrangement and thelesson activities.

The classroom is safe, and learning isaccessible to all students; educatorensures that the physical arrangementis appropriate to the learning activities.Educator makes effective use ofphysical resources.

The classroom is safe, and the physicalenvironment ensures the learning of all students,including those with special needs. Studentscontribute to the use or adaptation of the physicalenvironment to advance learning.


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Component Summary - TeacherDomain 3: Instruction

Component3a:Communicatingclearly andaccurately

UnsatisfactoryEducators oral and writtencommunication contains errors or isunclear or inappropriate to studentscultures or levels of development.

BasicEducators oral and writtencommunication contains no errors butmay not be completely appropriate tostudents cultures or levels ofdevelopment. Communications mayrequire further elaboration to avoidconfusion.

Some of educators questions elicit athoughtful response, but most are low-

level, posed in rapid succession.

Educator attempts to engage allstudents in discussion are onlypartially successful.Activities and assignments, materials,and groupings of students are partiallyappropriate to the instructional goals,or students cultures or levels ofunderstanding, resulting in moderateintellectual engagement. The lessonhas uneven structure or pacing.

Assessment is occasionally used ininstruction, through some monitoringof progress of learning by educatorand/or students. Feedback to studentsis uneven, and students are aware ofonly some of the assessment criteriaused to evaluate their work.

Educator demonstrates moderateflexibility and responsiveness tostudent questions, needs and interestsduring a lesson, and seeks to ensure thesuccess of all students.

ProficientEducator communicates clearly andaccurately to students, both orally and inwriting. Communications are appropriate tostudents cultures and levels of development

DistinguishedEducators oral and written communication isclear and expressive, appropriate to studentscultures and levels of development.Communications also anticipate possiblestudent misconceptions.

3b: Usingquestioning and

discussion

techniques

Educators questions are low-levelor inappropriate, limited student

participation, and recitation rather

than discussion.

3c: Engagingstudents inlearning

Activities and assignments,materials, and groupings of studentsare inappropriate to the instructionalgoals, or students cultures or levelsof understanding, resulting in littleintellectual engagement. The lessonhas no structure or is poorly paced.

Assessment is not used ininstruction, either through studentsawareness of the assessment criteria,monitoring of progress by educatoror students, or through feedback tostudents.

Most of the educators questions elicit athoughtful response, and the educator allows

sufficient time for students to answer. All

students participate in the discussion, withthe educator stepping aside whenappropriate.Activities and assignments, materials, andgroupings of students are fully appropriate tothe instructional goals, and students culturesand levels of understanding. All students areengaged in work of a high level of rigor. Thelessons structure is coherent, withappropriate pace.

Assessment is regularly used in instruction,through self-assessment by students,monitoring of progress of learning byeducator and/or students, and through highquality feedback to students. Students arefully aware of the assessment criteria used toevaluate their work.

Educator ensures the successful learning ofall students, making adjustments as neededto instruction plans and responding tostudent questions, needs and interests.

Questions reflect high expectations and areculturally and developmentally appropriate.

Students formulate many of the high-level

questions and ensure that all voices are heard.

Students are highly intellectually engagedthroughout the lesson in significant l earningand make material contributions to theactivities, student groupings, and materials.The lesson is adapted as needed to the needsof individuals, and the structure and pacingallow for student reflection and closure.

Assessment is used in a sophisticated mannerin instruction, through student involvement inestablishing the assessment criteria, self-assessment by students and monitoring ofprogress by both students and educators, andhigh quality feedback to students from avariety of sources.

Educator is highly responsive to individualstudents needs, interests and questions,making even major lesson adjustments asnecessary to meet instructional goals, andpersists in ensuring the success of all students.

3d: UsingAssessment forInstruction

3e: Demonstratingflexibility andresponsiveness

Educator adheres to the instructionplan in spite of evidence of poorstudent understanding or ofstudents lack of interest, and fails torespond to student questions;educator assumes no responsibilityfor students failure to understand.


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Component Summary - TeacherDomain 4: Professional Responsibilities

Component4a: Reflecting onProfessionalPractices

UnsatisfactoryReflection is absent, inaccurate oreducator poses no ideas of how toimprove.

BasicReflection is generally accurate; yetmakes few suggestions forimprovement. Educator makes generalsuggestions as to how the lesson mightbe improved.

Maintains and submits records/reportsin a timely manner; yet system isrudimentary and only partiallyeffective. Records are accurate.

Complies with school/districtprocedures for communicating withfamilies and makes an effort to engagethem. Educator is available to studentsand parents at reasonable times. Butcommunications are not alwaysappropriate to the cultures of thosefamilies.Relationships with staff areprofessional and productive.Participates in events and activitieswhen required or specifically asked.

ProficientEducators reflection provides an accurateand objective description of the lesson, andcites specific positive and negativecharacteristics. Educator makes somespecific suggestions as to how the lessonmight be improved.Educators system for maintaining accuraterecords is efficient and effective.

DistinguishedEducators reflection on the lesson is highlyaccurate and perceptive, and cites specificexamples that were not fully successful, forat least some students. Educator draws onan extensive repertoire to suggestalternative strategies.Educators system for maintaining accuraterecords is efficient and effective, andstudents contribute to its maintenance.

4b: MaintainingAccurate Records

4c:Communicatingwith Families

Educator does not maintain andsubmit records/reports in a timelymanner. The system for maintaininginformation is not evident or indisarray. Records contain errors.Provides little or no information tofamilies and makes limited orinappropriate attempts to engagethem. Educator is not available tostudents and parents at reasonabletimes.

Educator communicates frequently withfamilies and successfully engages them inthe instructional program. They conveyinformation to families about individualstudents in a culturally appropriate manner.

Initiates and encourages frequent and variedtwo-way communications with familiesengaging them in information aboutinstructional standards and programs,classroom procedures, and student progress.Parent/Community concerns are handledsensitively and effectively.

Demonstrates substantial leadership andcontributions to school and districtinitiatives, events and projects by workingcooperatively and respectfully with others.Actively supports and implements theschool/district improvement plans.

Makes substantial contribution to school,district, and the profession by pursing andengaging in a variety of professionaldevelopment activities. Responsibilities gobeyond primary assignments; assists otherin implementing strategies to improve andenhance school/district programs.Treats students, staff, and parents withrespect, and maintains sensitive informationwith confidentiality. Models high standardsof attendance and punctuality, advocatingfor students, and precision in meetingprofessional responsibilities. Educatorcomplies fully with regulations andtimelines.

4d: Contributing tothe School andDistrict

Relationships with staff are negativeor self-serving. Avoids involvementin school and/or district events orprojects. Actively works againstschool district initiatives.

4e: Growing and

Developing

Professionally

Does not actively participate inprofessional development activitiesunless required. No evidence isapparent of application of newlearning.

Attends and participates inprofessional development activitieswhen required or convenient. Littleapplication of new learning is evidentin practice.

Cultivates relationships with staff andmaintains positive and productiverelationships with colleagues that areprofessional and productive. Educator isactively engaged in school and districtinitiatives, events, and activities andsubstantially contributes to them.Participates actively in a variety ofprofessional development activities andutilizes the new skills appropriately.

4f: DemonstratingProfessionalism

Is not alert to students needs.Educator contributes to practicesthat are self-serving or result instudents being poorly served. Doesnot maintain confidentiality.Educator consistently fails tocomply with regulations andtimelines.

Attempts to meet student needs aregenuine but inconsistent. Educatordoes not knowingly participate inpractices that contribute to studentsbeing poorly served. Generallyrespects confidentiality. Educatorcomplies minimally with regulationsand timelines.

Makes genuine and successful efforts tomeet students needs. Maintains a level ofconfidentiality and meets professionalresponsibilities. Educator complies withregulations and timelines.


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Component Summary Media SpecialistDomain 1: Planning and Preparation

Component1a: Demonstratingknowledge ofcontent andpedagogy

UnsatisfactoryMedia specialist displays littleunderstanding of the subject orstructure of the discipline, or ofcontent-related pedagogy.

BasicMedia specialists content andpedagogical knowledge representsbasic understanding but does notextend to connections with otherdisciplines or to possible learnermisconceptions.

Media specialist demonstratespartial knowledge of learnersbackgrounds, cultures, skills, andinterests, and attempts to use thisknowledge in planning for the classas a whole.

Media specialists goals are ofmoderate value or suitability forlearners, consisting of a combinationof goals and activities, some ofwhich permit viable methods ofassessment.Media specialist displays limitedknowledge of school or districtresources available either forteaching or for learners who needthem.Some of the elements of theinstructional design support thestated goals and will engage learnersin meaningful learning, while othersdo not. Media specialists lesson orunit has a recognizable structure.Media specialists plan for learnerassessment is partially aligned withthe instructional goals and isappropriate for some learners.Media specialist plans to useassessment results to plan for futureinstruction for the class as a whole.

ProficientMedia specialist demonstrates solidunderstanding of the content and itsprerequisite relationships andconnections with other disciplines.Media specialists instructionalpractices reflect current pedagogicalknowledge.Media specialist demonstratesthorough knowledge of learnersbackgrounds, cultures, skills, andinterests, and uses this knowledge toplan for groups of learners andbuilding a media collection.

Media specialists goals representvaluable learning and are suitable formost learners; they reflectopportunities for integration andpermit viable methods of assessment.

Media specialist is fully aware ofschool or district resources availablefor teaching, and knows how to gainaccess to school and district resourcesfor learners who need them.Most of the elements of theinstructional design support the statedgoals and will engage learners inmeaningful learning, and the lesson orunit has a clearly defined structure.

Media specialists plan for learnerassessment is aligned with theinstructional goals, and is appropriateto the needs of learners. Mediaspecialist uses assessment results toplan for future instruction for groups oflearners.

DistinguishedMedia specialists knowledge of the content andpedagogy is extensive, showing evidence of acontinuing search for improved practice. Mediaspecialist actively builds on knowledge ofprerequisites and misconceptions when describinginstruction or seeking causes for learnermisunderstanding.Media specialist demonstrates thorough knowledgeof learners backgrounds, cultures, level ofdevelopment, skills, and interests, and uses thisknowledge to plan and build a media collection forindividual learning.

1b: Demonstratingknowledge oflearners



Media specialist makes little or noattempt to acquire knowledge oflearners backgrounds, cultures,skills, or interests, and does notattempt to use such information inplanning and building a mediacollection.Media specialists goals representtrivial learning, are unsuitable forlearners, or are stated only asinstructional activities, and theydo not permit viable methods ofassessment.Media specialist is unaware ofschool or district resourcesavailable either for teaching or forlearner s that need them.

The various elements of theinstructional design do notsupport the stated goals or willnot engage learners in meaningfullearning, and the lesson or unit

has no defined structure.Media specialists approach toassessing learning contains noclear criteria or standards, lackscongruence with the instructionalgoals, or is i nappropriate to manylearners. Media specialist has noplans to use assessment results indesigning future instruction.

Media specialists goals reflect high-level learningrelated to curriculum standards; they are adapted,where necessary, to the needs of individuallearners, and permit viable methods of assessment.


Media specialist seeks out resources for teaching inprofessional organizations, on the Internet, and inthe community, and is aware of resources availablefor learners who need them, in the school, thedistrict, and the larger community.All of the elements of the instructional designsupport the stated goals, will engage learners inmeaningful learning, and show evidence of learnerinput. Media specialists lesson or unit is highlycoherent and has a clear structure.

Media specialists plan for learner assessment isfully aligned with the instructional goals, with clearcriteria and standards that show evidence of learnerparticipation in their development. Assessmentmethodologies may have been adapted forindividuals, and the media specialist usesassessment results to future instruction forindividual learners.

1f: Assessinglearning


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Component Summary Media SpecialistDomain 2: The Learning Environment


UnsatisfactoryThe LRC and/or computer labinteractions, both between themedia specialist and learners andamong learners, are negative orinappropriate and characterizedby sarcasm, put-downs, orconflict.

BasicThe LRC and/or computer labinteractions are generallyappropriate and free from conflictbut may be characterized byoccasional displays of insensitivityor lack of responsiveness to culturalor development differences amonglearners.

The LRC and/or computer labenvironment reflects only a minimalculture for learning with onlymodest or inconsistent expectationsfor learner achievement, little mediaspecialist commitment to thesubject, and little learner pride inwork. Both media specialist andlearner s are performing at theminimal level to get by.

The LRC and/or computer labroutines and procedures have beenestablished but function unevenly orinconsistently, with some loss ofinstructional time.

Media specialist makes an effort toestablish standards of conduct forlearner s, monitor learner behavior,and respond to learner misbehavior,but these efforts are not alwayssuccessful.

Media specialists LRC and/orcomputer lab is safe, and essentiallearning is accessible to mostlearners, but the furniturearrangement only partially supportsthe learning activities.

ProficientThe LRC and/or computer labinteractions, between media specialistand learners and among learners,reflect general warmth and caring, andare respectful of the cultural anddevelopmental differences betweengroups of learners.

DistinguishedThe LRC and/or computer lab interactions arehighly respectful, reflecting genuine warmth andcaring towards individuals and sensitivity tolearners cultures and levels of development.Learners themselves ensure maintenance of highlevels of civility among members of the class.

2b: Establishing aculture forlearning

The LRC and/or computer labdo/does not represent a culture forlearning and is characterized bylow media specialist commitmentto the subject, low expectationsfor learner achievement, and littlelearner pride in work.

The LRC and/or computer labenvironment represents a genuineculture for learning with commitmentto the subject by both media specialistand learners, high expectations forlearner achievement, and learner pridein work.

Learners assume much of the responsibility forestablishing a culture for learning in the LRCand/or computer lab by taking pride in their work,initiating improvements to their products, andholding the work to the highest standard. Mediaspecialist demonstrates a passionate commitment tothe subject.

2c: Managing theLRC and/orcomputer labprocedures

The LRC and/or computer labroutines and procedures are eithernonexistent or inefficient,resulting in the loss of muchinstructional time.

Learner behavior is poor, with noclear expectation, no monitoringof learner behavior, andinappropriate responses to learnermisbehavior.

The LRC and/or computer lab routinesand procedures have been establishedand function smoothly, with little lossof instructional time.

The LRC and/or computer lab routines andprocedures are seamless in their operation, andlearners assume considerable responsibility fortheir smooth functioning.

2d: Managinglearner behavior

Media specialist is aware of learnerbehavior, has established clearstandards of conduct, and responds tolearner misbehavior in ways that areappropriate and respectful to learners.

Learner behavior is appropriate, with evidence oflearner participation in setting expectations andmonitoring behavior. Media specialistsmonitoring of learner behavior is subtle andpreventive, and educators response to learnermisbehavior is sensitive to individual learner needs.

Media specialists LRC and/or computer lab is safe,and learners contribute to ensuring that the physicalenvironment supports the learning of all learner s,including those with special needs. Technology isavailable, as appropriate to the l esson.


Media specialist makes poor useof the physical environment,resulting in unsafe or inaccessibleconditions for some learners or asignificant mismatch between thefurniture arrangement and thelesson activities.

Media specialists LRC and/orcomputer lab is safe, and learning isaccessible to all learners; mediaspecialist uses physical resources welland ensures that the arrangement offurniture supports the learningactivities.


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Component Summary Media SpecialistDomain 3: Professional Practice


UnsatisfactoryMedia specialists oral and writtencommunication contains errors or isunclear or inappropriate to Learnerscultures or levels of development.

BasicMedia specialists oral and writtencommunication contains no errors butmay not be completely appropriate tolearners cultures or levels ofdevelopment. It may require furtherelaboration to avoid confusion.

Media specialists use of questioningand discussion techniques is uneven,with some high-level questions,attempts at true discussion, andmoderate learner participation.

ProficientMedia specialist communicates clearly andaccurately to learners, both orally and inwriting. Communications are appropriate tolearners cultures and levels of development.

DistinguishedMedia specialists oral and writtencommunication is clear and expressive,appropriate to learners cultures and levels ofdevelopment. It also anticipates possiblelearner misconceptions.

3b: Usingquestioning anddiscussiontechniques

Media specialist makes poor use ofquestioning and discussiontechniques, with low-level orinappropriate questions, limitedlearner participation, and little truediscussion.

Learners are not at all intellectuallyengaged, as a result of activities ormaterials inappropriate to theircultures of levels of understanding,poor representations of content, orlack of lesson structure.

Media specialists use of questioning anddiscussion techniques reflects high-levelquestions, true discussion, and participationby all learners.

Questions reflect high expectations and areculturally and developmentally appropriate.Learners formulate many of the high-levelquestions and assume the responsibility for tparticipation of all learners in the discussion.

3c: Engagingstudents inlearning

Learners are only partiallyintellectually engaged, resulting fromactivities or materials culturally ordevelopmentally appropriate to onlysome learners, or uneven lessonstructure or pacing.

Learners are intellectually engagedthroughout the lesson, with appropriateactivities and materials, instructiverepresentations of content, and suitablelesson structure and pacing.

Learners are highly intellectually engagedthroughout the lesson, and make materialcontributions to the representation of contentthe activities, and the materials. The lesson isadapted as needed to the needs of individualand the structure and pacing allow for learnereflection and closure.

Assessment is used in a sophisticated mannein instruction, through learners involvementin establishing the assessment criteria, self-assessment by learners and monitoring ofprogress by both learners and Mediaspecialist, and high quality feedback tolearners from a variety of sources.

Media specialist is highly responsive toindividual learners needs, interests andquestions, making even major lessonadjustments as necessary to meet instructiongoals, and persists in ensuring the success oall learners.

3d: UsingAssessment forInstruction

Assessment is not used ininstruction, either through Learnersawareness of the assessment criteria,monitoring of progress by Mediaspecialist or learners, or throughfeedback to learners.

Assessment is occasionally used ininstruction, through some monitoringof progress of learning by Mediaspecialist and/or learners. Feedback tolearners is uneven, and learners areaware of only some of the assessmentcriteria used to evaluate their work.

Media specialist demonstratesmoderate flexibility andresponsiveness to Learners questions,needs and interests during a lesson,and seeks to ensure the success of alllearners.

Assessment is regularly used in instruction,through self-assessment by learners,monitoring of progress of learning by Mediaspecialist and/or learners, and through highquality feedback to learners. Learners arefully aware of the assessment criteria used toevaluate their work.

Media specialist ensures the successfullearning of all learners, making adjustmentsas needed to instruction plans andresponding to learners questions, needs andinterests.

3e: Demonstratingflexibility andresponsiveness

Media specialist adheres to theinstruction plan in spite of evidenceof poor Learner understanding or ofLearners lack of interest, and failsto respond to Learners questions;Media specialist assumes noresponsibility for learners failure tounderstand.


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Component Summary Media SpecialistDomain 4: Professional Responsibilities

Component4a: Reflecting onTeaching

UnsatisfactoryMedia specialists reflection on thelesson does not provide an accurateor objective description of the eventof the lesson.

BasicMedia specialists reflection provides apartially accurate and objectivedescription of the lesson, but does notcite specific positive and negativecharacteristics. Media specialist makesglobal suggestions as to how the lessonmight be improved.

Media specialists system formaintaining accurate records is

rudimentary and only partially

effective. Media Specialist maintainsrecords, but unorganized. Maintainsan annual budget.

ProficientMedia specialists reflection provides anaccurate and objective description of thelesson, and cites specific positive andnegative characteristics. Media specialistmakes some specific suggestions as to howthe lesson might be improved.

DistinguishedMedia specialists reflection on the lesson ishighly accurate and perceptive, and citesspecific examples that were not fullysuccessful, for at least some students. Mediaspecialist draws on an extensive repertoireto suggest alternative strategies.

4b: MaintainingAccurate Records

Media specialist has no system formaintaining accurate records,

resulting in errors and confusion.

Inventories are not conducted andcollection is not weeded regularly.Does not budget accurately.

Media specialists system for maintainingaccurate records is efficient and effective.

Creates and maintains a collection

development process. Records are accurate.Weeding and inventory is done regularly.Budget needs are anticipated and identified.

4c:Communicatingwith Families

Media specialist provides little or noinformation to families and makesno attempt to engage them in thelibrary/media program.

Media specialist complies with schoolprocedures for communicating withfamilies and makes an effort to engagefamilies in the library/media program,but communications are not alwaysappropriate to the cultures of thosefamilies.

Media specialists relationships withcolleagues are cordial, and Mediaspecialist participates in school anddistrict events and projects whenspecifically requested.

Media specialists participation inprofessional development activities islimited to those that are convenient orare required.

Media specialist communicates frequentlywith families and successfully engagesthem in the library/media program. Mediaspecialist conveys information to familiesabout individual learners in a culturallyappropriate manner.

Media specialists system for maintainingaccurate records is efficient and effective.

Maintains and improves a collection

development process while continuallyupdating plans to increase access andcirculation. Budget needs are anticipatedand identified, actively seeks outrecommendations for purchases from staffand students.Media specialist communicates frequentlyand sensitively with families and respondsto the individual and cultural needs offamilies. Media specialist successfullyengages families in the library/mediaprogram; learners participate incommunicating with families.

Media specialist makes a substantialcontribution to school and district eventsand projects, and assumes leadership withcolleagues.

4d: Contributing tothe School andDistrict

Media specialists relationships withcolleagues are negative or self-serving, and Media specialist avoidsbeing involved in school and districtevents and projects.

Media specialist does not participatein professional developmentactivities, even when such activitiesare clearly needed for thedevelopment of teaching skills.

Media specialists sense ofprofessionalism is low, and Mediaspecialist contributes to practicesthat are self-serving or harmful tolearners.

Media specialist participates actively inschool and district events and projects, andmaintains positive and productiverelationships with colleagues.

4e: Growing andDevelopingProfessionally

Media specialist seeks out opportunities forprofessional development based on anindividual assessment of need.

4f: DemonstratingProfessionalism

Media specialists attempts to servelearners are genuine but limited.

Media specialist makes genuine andsuccessful efforts to ensure that all learnersare well served by the school.

Media specialist actively pursuesprofessional development opportunities, andmakes a substantial contribution to theprofession through such activities as actionresearch and mentoring new Mediaspecialist.Media specialist assumes a leadership rolein ensuring that school practices andprocedures ensure that all learners,particularly those traditionally underserved,are honored in the school.


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Component Summary Speech & Language PathologistDomain 1: Planning and Preparation

Component1a: Demonstratingknowledge ofcontent

UnsatisfactorySLP displays little understandingof the subject or structure of thediscipline, or of studentcharacteristics.

BasicThe SLPs practice represents basicunderstanding of Speech Pathologybut does not extend to connectionswith other disciplines or to possiblestudent misconceptions.

The SLP demonstrates partialknowledge of studentsbackgrounds, cultures, skills, andinterests, and attempts to use thisknowledge in planning for thecaseload as a whole.SLPs goals are of moderate valueor suitability for students, consistingof a combination of goals andactivities, some of which permitviable methods of assessment.

SLP displays limited knowledge ofschool or district resources availableeither for teaching or for studentswho need them.

The lesson and student goals aremoderately valuable in either theirexpectations or conceptualunderstanding for students andreflect State learning standards.

ProficientSLP demonstrates solid understandingof the content and its prerequisiterelationships and connections withother disciplines. SLPs instructionalpractices reflect current best practices.

SLP demonstrates thorough knowledgeof students backgrounds, cultures,skills, and interests, and uses thisknowledge to plan for groups ofstudents.

SLPs goals represent valuablelearning and are suitable for moststudents; they reflect opportunities forintegration and permit viable methodsof assessment.

SLP is fully aware of school or districtresources available for teaching, andknows how to gain access to schooland district resources for students whoneed them.The lesson(s) have a clearly definedstructure, and goals are valuable intheir level of expectations. Techniquesand interventions necessary fortreatment of communication disorders

are evident; goals reflect State learning

standards.SLPs plan for student assessment isaligned with the instructional goals,and is appropriate to the needs ofstudents. The SLP uses assessmentresults to plan for future instruction forgroups of students, and the results arecommunicated to students.

DistinguishedSLPs knowledge of the content and pedagogy isextensive, showing evidence of a continuing searchfor improved practice. SLP actively builds onknowledge of prerequisites and misconceptionswhen describing instruction or seeking causes forstudent misunderstanding.The SLP demonstrates thorough knowledge ofstudents backgrounds, cultures, level ofdevelopment, skills, and interests, and uses thisknowledge to plan for individual student learning.

1b: Demonstratingknowledge ofstudents



The SLP makes little or noattempt to acquire knowledge ofstudents backgrounds, cultures,skills, or interests, and does notattempt to use such information inplanning.The SLPs goals represent triviallearning, are unsuitable forstudents, or are stated only asinstructional activities, and theydo not permit viable methods ofassessment.The SLP is unaware of school ordistrict resources available eitherfor teaching or for students whoneed them.

The lessons are not valuable andrepresent low expectations or noconceptual understanding forstudents. Goals do not reflectimportant learning, and are notgrounded in State learningstandards.SLPs approach to assessingstudent learning contains no clearcriteria or standards, lackscongruence with the instructionalgoals, or is i nappropriate to manystudents. Educator has no plansto use assessment results indesigning future instruction.

SLPs goals reflect high-level learning related tocurriculum standards; they are adapted, wherenecessary, to the needs of individual students, andpermit viable methods of assessment.


1f: Assessingstudent learning

SLPs plan for student assessment ispartially aligned with theinstructional goals and isinappropriate for at least somestudents. The assessment criteria arenot clear, and does not have studentinput.

SLP seeks out resources for teaching inprofessional organizations, on the Internet, and inthe community, and is aware of resources availablefor students who need them, in the school, thedistrict, and the larger community.All of the elements of the instructional designsupport the stated goals, will engage students inmeaningful learning, and show evidence of studentinput. The SLPs lesson (s) is highly coherent andhas a clear structure, and reflects State standards

and professional best practices for treatment of

communication disorders.SLPs plan for student assessment is fully alignedwith the instructional goals, with clear criteria andstandards that show evidence of studentparticipation in their development. Assessmentmethodologies may have been adapted forindividuals, and the educator uses assessmentresults to plan future instruction for individualstudents.


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Component Summary Speech & Language PathologistDomain 2: The Therapy Environment


UnsatisfactoryTherapy interactions, bothbetween the educator and studentsand among students, are negativeor inappropriate and characterizedby sarcasm, put-downs, orconflict.

BasicTherapy interactions are generallyappropriate and free from conflictbut may be characterized byoccasional displays of insensitivityor lack of responsiveness to culturalor development differences amongstudents.

The therapy environment reflectsonly a minimal culture for learning

with only modest or inconsistent

expectations for studentachievement, little SLP commitmentto the subject, and little studentpride in work. Both SLP andstudents are performing at theminimal level to get by.

Therapy routines and procedureshave been established but functionunevenly or inconsistently, withsome loss of instructional time.

The SLP makes an effort to establishstandards of conduct for students,monitor student behavior, andrespond to student misbehavior, butthese efforts are not alwayssuccessful.

SLPs room is safe, and essentiallearning is accessible to moststudents, but the furniturearrangement only partially supportsthe learning activities.

ProficientTherapy interactions, between educatorand students and among students,reflect general warmth and caring, andare respectful of the cultural anddevelopmental differences betweengroups of students.

DistinguishedTherapy interactions are highly respectful,reflecting genuine warmth and caring towardsindividuals and sensitivity to students cultures andlevels of development. Students themselves ensuremaintenance of high levels of civility amongmembers of the group.

2b: Establishing aculture for

learning

The therapy room does notrepresent a culture for learning

and is characterized by low

educator commitment to thesubject, low expectations forstudent achievement, and littlestudent pride in work.

The therapy environment represents agenuine culture for learning with

commitment to the subject by both

SLP and students, high expectationsfor student achievement, and studentpride in work and l earning.

The SLP conveys genuine value and enthusiasm forthe subject, and students demonstrate through

active participation and curiosity that they value

what is being taught and learned. Students aregiven opportunities to plan some learning activities.The SLP demonstrates a passionate commitment tothe subject.

2c: Managingclassroomprocedures

Therapy routines and proceduresare either nonexistent orinefficient, resulting in the loss ofmuch instructional time.

Student behavior is poor, with noclear expectation, no monitoringof student behavior, andinappropriate responses to studentmisbehavior.

Therapy routines and procedures havebeen established and functionsmoothly, with little loss ofinstructional time.

The SLP is aware of student behavior,has established clear standards ofconduct, and responds to studentmisbehavior in ways that areappropriate and respectful to students.

Therapy routines and procedures are seamless intheir operation, and students assume considerableresponsibility for their smooth functioning.

2d: Managingstudent behavior

Student behavior is entirely appropriate, withevidence of student participation in settingexpectations and monitoring behavior. The SLPsmonitoring of student behavior is subtle andpreventive, and the response to student misbehavioris sensitive to individual student needs.

The SLPs room is safe, and students contribute toensuring that the physical environment supports thelearning of all students, including those withspecial needs. Technology is available, asappropriate to the lesson.


SLP makes poor use of thephysical environment, resulting inunsafe or inaccessible conditionsfor some students or a significantmismatch between the furniturearrangement and the lessonactivities.

SLPs room is safe, and learning isaccessible to all students; educatoruses physical resources well andensures that the arrangement offurniture supports the learningactivities.


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Component Summary Speech & Language PathologistDomain 3: Instruction


UnsatisfactoryThe SLPs oral and writtencommunication contains errors or isunclear or inappropriate to studentscultures or levels of development.

BasicThe SLPs oral and writtencommunication contains no errors butmay not be completely appropriate tostudents cultures or levels ofdevelopment. It may require furtherelaboration to avoid confusion.

ProficientThe SLP communicates clearly andaccurately to students, both orally and inwriting. Communications are appropriate tostudents cultures and levels of development

DistinguishedThe SLPs oral and written communication isclear and expressive, appropriate to studentscultures and levels of development. It alsoanticipates possible student misconceptions.

3b: Engagingstudents in

learning

Students are not at all intellectuallyengaged in learning, as a result of

activities or materials inappropriate

to their cultures of levels ofunderstanding, poor representationsof content, or

St Charles IL Educator Evaluation Packet

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Transcript of St Charles IL Educator Evaluation Packet