Student Teaching Evaluation spring 2014
1. YOUR NAME*
2. Student Teacher Candidate's ID Number*
3. YOUR POSITION*
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4. Student Teacher Candidate's Name*
5. Program:*
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6.
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NOTE: In order to receive credit for student teaching, candidates must not have a rating of (1) Not
Proficient and must have at least 10 competencies in the (3) Proficient or (4) Highly Proficient range.
CCT Domain 2: Classroom Environment, Student Engagement and Commitment to Learning
7. Creating a class climate that is responsive to and respectful of the learning needs of students with
diverse backgrounds, interests and performance levels.
PTC: 1A, 1B
DIV: 5.1
Score:
Not Proficient (1)
Developing Proficiency (2) Proficient (3)
- Has low expectations for - Has inconsistent academic - Has high academic and
students based on
and/or behavioral
behavioral expectations
poverty, background,
expectations for some
for all students regardless
disability, or racial,
students based on poverty, of poverty, background,
cultural or language
background, disability, or
disability, or racial,
differences.
racial, cultural or language cultural or language
differences.
differences.
- Little indication that the
teacher considers
- Considers students’
- Selects content and
students’ backgrounds,
backgrounds, interests and designs learning
interests and skill levels skill levels when selecting opportunities which build
when selecting content
content and creating learning upon students’ diverse
and creating learning
opportunities.
backgrounds, interests
opportunities.
and skill levels.
- Treats all students with
- Does not address
respect.
- Creates a classroom
students in a respectful
environment in which all
manner.
students are treated with
respect regardless of
differences in
backgrounds, interests
and skill levels.
1
2
3
4
Highly Proficient (4)
- Has consistently high
academic and behavioral
expectations for all students
regardless of poverty,
background, disability, or
racial, cultural or language
differences.
- Selects content and designs
learning opportunities which
capitalize on students’ diverse
backgrounds and interests to
enrich the learning community.
- Creates a classroom
environment which supports
students in becoming role
models for treating others with
respect.
8. 2.2. Promoting engagement in and shared responsibility for the learning process including encouraging
opportunities for students to initiate their own questions and inquiry.
PTC: 1B, 2G
CNK: 1.1; PDK: 2.1, 2.3
Score:
Not Proficient (1)
- Directs most tasks and
students have few
opportunities to develop
independence.
Developing Proficiency (2)
- Asks students to take
responsibility for noninstructional tasks but are
given limited responsibilities
during instructional tasks.
- Some students are
consistently not engaged - Attempts to re-engage
in the learning activities students who are off-task.
and the candidate makes
few attempts to re-engage
students.
1
2
3
4
Proficient (3)
Highly Proficient (4)
- Provides some strategies - Students are involved in
and opportunities to set classroom decision making,
and monitor their own
encouraged to set personal
learning or behavior
goals and seek answers for their
goals.
own questions/problems and
inquiries.
- Uses a variety of
strategies and supports to - Students monitor or evaluate
consistently engage or re- their own learning process and
engage students in
progress.
learning activities.
- Students support one
another’s engagement in the
learning process.
9. 2.3. Providing explicit instruction about social skills to develop students’ social competence and
responsible and ethical behavior by using a continuum of proactive strategies that may be individualized
to student needs.
PTC: 3B, 3C
PDK: 2.1, 2.2
Score:
Not Proficient (1)
- Provides limited
modeling or explicit
teaching to facilitate the
acquisition of social
skills.
Developing Proficiency (2)
- Teacher interactions with
students and other adults
model socially competent
behavior.
- Articulates classroom
expectations for social skills
and introduces some
strategies to help students
develop socially competent
behavior.
Proficient (3)
- Provides explicit
instruction and support of
student mastery of
appropriate social skills
and ethical and
responsible behavior.
- Structures opportunities
(planned and “teachable
moments”) for students to
discuss, learn, practice
and reinforce appropriate
- Implements a limited range social skills.
of strategies or interventions
in response to student needs. - Designs and implements
targeted behavioral
strategies or interventions
in response to specific
student needs and
circumstances.
1
2
3
4
Highly Proficient (4)
- Incorporates explicit
instruction, reinforcement and
modeling of social skills and
ethical and responsible behavior
into daily practice and it is
evident in teacher-student and
student-student interactions.
- Designs and implements
strategies to support students’
independence in seeking to
improve their own social,
ethical and responsible
behavior.
10. 2.4. Fostering appropriate standards of behavior that support a productive learning environment for
all students.
PTC: 3A, 3B, 3D
PDK: 2.1, 2.2; DIV: 5.1
Score:
Not Proficient (1)
- Limited or inconsistent
communication of rules
and expectations for
behavior.
Developing Proficiency (2)
- Clearly communicates
rules and expectations for
behavior to students.
Proficient (3)
Highly Proficient (4)
- Considers students’
- Student behavior is consistent
input to create and
with established rules/norms.
monitor rules and
consequences across
- Students promote behavior
varied learning
- Promotes and reinforces
that supports a productive
- Student behavior
positive behavior consistent environments.
learning environment.
interferes with instruction with established
or others’ opportunity to expectations.
- Facilitates students’
learn.
perseverance in
demonstrating behavior
- Consequences are
- Student behavior
appropriate and applied in a consistent with
established expectations.
interferes with the
timely fashion.
emotional or physical
safety of others.
- Redirects student
behavior when necessary
and consistently enforces
- Consequences may be
appropriate consequences.
inappropriate and/or
inconsistently applied.
1
2
3
4
11. 2.5. Maximizing the amount of time spent on learning by effectively managing routines and
transitions.
PTC: 3D
PDK: 2.2
Score:
Not Proficient (1)
- Instructional time is lost
due to the lack of
established routines.
Developing Proficiency (2)
- Routines have been
established but may not be
efficient.
Proficient (3)
Highly Proficient (4)
- Manages established
- Manages established routines
routines and transitions to and transitions to maximize
increase learning time but student learning time and
some students may
promote student independence.
require
some
assistance
- Instructional time is lost - Instructional arrangements
from the teacher.
because instructional
are planned but some
arrangements have not
instructional time is lost
been pre-determined or because the teacher
- Materials are organized
there are not clear
continually redirects students and available and students
directions to guide
through transitions.
know how to access them
transitions.
with minimal direction
- Materials are available but from the teacher.
- All necessary
there are no established
instructional materials are procedures for their access
not readily available.
or use.
1
2
3
4
12. Please enter any additional data here. Please note this is REQUIRED for any ratings of NOT
PROFICIENT.
CCT Domain 3: Planning for Active Learning
13. 3.1. [Demonstrating appropriate discipline-specific knowledge and skills to promote student
conceptual understanding] and determining students’ prior knowledge to ensure that content
instruction is at an appropriate level of challenge and differentiated to meet their learning needs. [It
also includes 1.2 and 3.3]
CNK: 1.1; PDK: 2.1, 2.2, 2.3; INT: 3.1; 3.2
Score:
Not Proficient (1)
- Does not demonstrate
appropriate disciplinespecific knowledge and
skills to promote student
conceptual
understanding.
Developing Proficiency (2) Proficient (3)
Highly Proficient (4)
- Demonstrates limited
- Demonstrates
- Demonstrates in-depth
discipline-specific
discipline-specific
discipline-specific knowledge
knowledge and skills to
knowledge and skills to and skills to promote student
promote student conceptual promote student
conceptual understanding.
understanding.
conceptual
understanding.
- Analyzes student
- Uses general
performance data to determine
- Uses general
understanding of students’ - Uses multiple sources individual learning needs and
understanding of the
prior content knowledge
of data about students’ plan instruction.
content, not data about and skills to plan
prior knowledge, skills
the students’ learning
instruction.
and understanding of
- Instructional plans
needs, to plan
concepts to plan
incorporate a variety of
instruction.
- Instructional plans include instruction.
strategies that appropriately
some differentiation but
challenge all students,
- Instructional plans are may not ensure that
- Instructional plans
including differentiation of
generally not
instruction is at an
incorporate strategies for lesson content, process for
differentiated and/or not appropriate level of
differentiation but may developing understanding
at an appropriate level of challenge for all students. not ensure an appropriate and/or products to exhibit
challenge.
level of challenge for all student learning.
students.
1
2
3
4
14. 3.2. Developing and organizing coherent, [interdisciplinary], and relevant units, lessons and
learning tasks that build on students’ prior knowledge, skills and interests and engage students in the
work of the discipline [including discourse and/or inquiry-based learning]. [It also includes 3.6 &
3.8.]
PTC: 2G
PDK: 2.1, 2.2, 2.3; INT: 3.1, 3.2
Score:
Not Proficient (1)
- Develops discrete
lessons and activities
related to specific skills
in the curriculum.
- Students’ prior
knowledge, skills and
interests are ignored.
Developing Proficiency (2) Proficient (3)
Highly Proficient (4)
- Develops a sequence of - Develops and organizes - Develops and organizes
lessons and activities that lessons and units of
lessons and units of instruction
are based on curriculum and instruction that at times that appropriately challenge
build upon students’ prior incorporate higher level students, promote their
knowledge, skills and
learning of content skills independence and
interests.
or concepts to actively interdependence and that
engage students to think consistently incorporate higher
critically, creatively and level learning of content skills
solve problems by:
or concepts to actively engage
students to think critically,
creatively and solve problems
- using strategic
questions for discourse by:
or inquiry based
learning;
- using strategic questions for
discourse or inquiry-based
learning;
- anticipating and
teaching to content
misconceptions;
- anticipating and teaching to
content misconceptions;
- making real world,
career, or global
- making real world, career, or
connections with the
global connections with the
content; or
content; or
- making
interdisciplinary
connections.
1
2
3
4
- making interdisciplinary
connections.
15. 3.4. Selecting appropriate assessment strategies to monitor ongoing student progress.
PTC: 4C
PDK: 2.4; INT: 3.2
Score:
Not Proficient (1)
- Selects single measure
assessments that may or
may not measure criteria
and outcomes of the unit
related to learning goals.
Developing Proficiency (2) Proficient (3)
- Selects formative and
- Designs or selects a
summative assessments that variety of assessment
are aligned to curriculum tools and strategies
and content standards to
aligned to curriculum
monitor student progress. and content standards to
monitor and evaluate
- Plans to provide students students’ learning.
with information about their
current progress, including - Plans strategies to
general strengths and areas engage students in using
of need.
assessment criteria to
assess their own work.
- Plans include sharing
assessment criteria with
students.
Highly Proficient (4)
- Designs or selects a variety
of assessment tools and
strategies appropriate to
individual students’ needs to
monitor and evaluate learning.
- Plans strategies to engage
students in using assessment
criteria to reflect upon and
assess their own progress over
time.
1
2
3
4
16. 3.7. Designing or selecting academic/ behavioral interventions [and strategies] through
differentiated, supplemental, specialized instruction for students who do not respond to primary
instruction alone [individually or in groups]. [It also includes 3.5]
PTC: 1A, 2C, 3A
PDK: 2.2, 2.3; DIV: 5.1
Score:
Not Proficient (1)
- Identifies academic or
behavioral concerns
without a defined plan of
intervention.
1
2
3
4
Developing Proficiency (2) Proficient (3)
- Prepares to address
- Selects or designs
targeted academic or
supplemental or
behavioral concerns.
specialized instructional
or behavioral
interventions.
- Plans to document
anticipated responses to
strategy/use of materials.
- Discusses data with
colleagues to inform
planning for
interventions.
Highly Proficient (4)
- Selects or designs
supplemental or specialized
instructional or behavioral
interventions and strategies to
meet students’ diverse needs.
- Discusses multiple sources of
data with colleagues to
determine continued use of
intervention plan or need for
alternative interventions.
17. 3.9. Including strategies for teaching and supporting content area literacy skills, and when
appropriate, numeracy skills [across the curriculum]. [It also includes 1.1, 1.5, & 1.6]
L – Literacy
N-Numeracy
PTC: 2B
CNK: 1.1, PDK: 2.1, 2.2; INT: 3.1, 3.2
Score:
Not Proficient (1)
- Limited planning for
teaching content area
literacy or numeracy
skills.
Developing Proficiency
(2)
- (L) Plans to include use
of strategies and materials
that focus on either:
Proficient (3)
- (L) Plans to include use
of some strategies and
materials (including
multimodal, multimedia
- literal comprehension of and interdisciplinary) to
build students’ ability to
content, or
understand, make
- process and structure of meaningful connections to
writing/ communicating and/or communicate about
content-related text.
ideas.
Highly Proficient (4)
- (L) Plans to include use of
a variety of strategies,
materials and resources to
build students’ ability to
interpret, synthesize, and
respond to content-related
text.
- (N) Plans to include use of
a variety of resources to
build students’ ability to
- (N) Plans to include use represent, interpret and
- (N) Plans to include use
analyze data and/or to solve
of strategies and materials of some strategies,
materials
and
resources
mathematical problems.
that focus on representing
(including multimodal,
and/or solving
multimedia and
- (L &N) Plans to include
mathematical problems
interdisciplinary) to build use of resources to support
within the content area.
students’ ability to
students’ understanding of
represent, interpret and
concepts and application of
analyze data and/or to
learning to help them to
solve mathematical
make connections within
problems.
and among content areas
and help them to understand
the importance of literacy
and numeracy in the world
around them.
1
2
3
4
18.
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CCT Domain 4: Instruction for Active Learning
19. 4.1. Using a variety of evidence-based instructional strategies to enable students to apply and
construct new learning.
PTC: 2A
PDK: 2.2, 2.4
Score:
Not Proficient (1)
- Teaches content of the
general curriculum with
limited consideration of
student learning needs.
- Instruction engages
students primarily in
learning lower level
skills.
1
2
3
4
Developing Proficiency
(2)
- Uses strategies that are
based on general
knowledge or data about
student learning.
Proficient (3)
- Uses instructional strategies
that are explicit, varied, and
scaffold instruction based on
specific data about student
learning.
Highly Proficient (4)
- Uses instructional
strategies that are
explicit, varied, and
scaffold instruction; are
based on specific data
about student learning,
- Instruction engages
students primarily in
- Instruction engages students and consistently lead
learning and applying
in applying, analyzing, and students to generalize
lower level skills, with few evaluating their learning with critical-thinking and
opportunities for
opportunities to create new problem-solving
strategies to new or
analyzing, evaluating or
learning.
different content,
creating new learning.
applications or contexts.
20. 4.2. Using technological and digital resources [in a professional and ethical manner] strategically
to support learning. [It also includes 1.3, 1.4, & 6.9]
TTT: 4.1
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Uses technology
- Promotes use of
primarily as a teacher technological or digital
tool (create worksheets, resources to help students
record student grades, access, organize and
visual presentation of present information.
content, etc.)
- Acknowledges the
importance of being a
critical consumer of
information accessed
through a variety of media
formats.
Proficient (3)
Highly Proficient (4)
- Models strategic use of
technological or digital
resources to help students
analyze, interpret and
communicate information in
order to demonstrate and
apply learning.
- Promotes use of
technological and digital
resources to encourage
students to work
collaboratively, and to
engage them in
problem-solving and
critical thinking
activities.
- Provides guidance for
students to be critical
consumers of information
- Requires evidence that
accessed through a variety of students are critical
media formats.
consumers of
information accessed
through a variety of
media formats.
- Monitoring provides
ongoing support to help
students analyze,
interpret and
communicate
information to
demonstrate and apply
learning.
1
2
3
4
21. 4.3. Leading students to construct meaning through the use of active learning strategies such as
purposeful discourse and/or inquiry-based learning.
PTC: 1B, 2G
PDK: 2.1, 2.3
Score:
Not Proficient (1)
Developing Proficiency Proficient (3)
(2)
- Primarily provides
- Uses instructional
- Uses instructional strategies
information to students. strategies that focus on
that scaffold learning by
having students develop
focusing on a balance of
skills.
lower level and higher level
- Uses questions and
skills and concepts.
activities that focus on
recall and
- Discussions are generally
comprehension of
teacher directed and
- Engages students in active
information.
beginning to focus on more learning activities such as
open ended questions.
discourse or inquiry-based
learning activities with
teacher guidance.
Highly Proficient (4)
- Uses instructional
strategies that scaffold
learning, promote
curiosity about the
content, and lead
students to develop
questions and explore
solutions to problems.
- Consistently facilitates
students’ engagement in
active learning
strategies such as
discourse or inquirybased learning leading
to student
independence.
1
2
3
4
22. 4.4. Varying the student and teacher roles in ways that develop independence and interdependence
of learners with the gradual release of responsibility to students.
PDK: 2.1
Score:
Not Proficient (1)
- Primarily directs
students through learning
activities.
- Teacher takes
responsibility for
instructional and noninstructional tasks.
1
2
3
4
Developing Proficiency (2)
- Provides opportunities for
questioning/clarification of
content and to discuss
concepts presented.
Proficient (3)
- Provides opportunities for
students to collaborate with
each other to discuss and apply
skills and concepts presented.
- Provides opportunities for - Provides opportunities for
students to take
students to take responsibility
responsibility for nonfor some learning activities.
instructional tasks.
Highly Proficient (4)
- Provides opportunities
for students to work
individually and
collaboratively to
analyze, question and/or
develop new learning.
- Provides opportunities
for students to develop
and facilitate individual
and collaborative
learning activities.
23. 4.5. Using differentiated instruction and supplemental intervention to support students with
learning difficulties, disabilities and/or particular gifts and talents.
Note: Differentiated instruction applies to all students (tier one) and supplemental instruction applies
to students in tiers two and three.
PTC: 2A, 2F
PDK: 2.3; DIV: 5.1
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Provides instruction - Provides instruction
predominantly in whole based on students’ general
group arrangements.
learning needs for support
Differentiation is
or enrichment.
limited to providing
Differentiation includes
more time and/or
some varied learning tasks
lowering expectations and/or instructional
for performance or
strategies such as extra
achievement.
help and re-teaching.
Proficient (3)
Highly Proficient (4)
- Provides instruction based - Provides instruction
on students’ general and
based on students’
individual learning needs for individual learning
support and enrichment.
needs for support and
Differentiation includes the enrichment.
use of flexible grouping,
Differentiation includes
targeted levels of assignments the use of flexible
and/or modified
grouping, targeted
content/materials.
levels of assignments
and/or modified
content/materials and
- Supplemental
- Occasionally provides
- Routinely provides
addresses students’
intervention for students supplemental intervention supplemental intervention,
interests, motivation and
who need academic or for students who need
based upon data related to
readiness.
behavioral support is
academic or behavioral
student learning needs, is
provided solely by
supports, but intervention provided routinely for
others.
not provided in a
students who need academic - Routinely provides
systematic or routine
or behavioral supports.
supplemental
manner.
intervention, based upon
data related to student
learning needs for
students who need
academic or behavioral
supports, and is revised
based upon student
response.
1
2
3
4
24. 4.6. Monitoring student learning and adjusting teaching during instruction in response to student
performance and engagement in learning tasks.
PTC: 2D
PDK: 2.4
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Monitoring focuses on - Monitoring focuses on
task completion and/or whole class development
student engagement (not of skills.
student performance
relative to the learning - Instructional adjustments
objective).
(during and between
lessons) focus primarily on
- Few instructional
pacing and procedures.
adjustments are made.
Proficient (3)
Highly Proficient (4)
- Monitoring focuses
primarily on data relative to
progress of groups of
students.
- Monitoring focuses
primarily on specific
data relative to progress
of individuals and
groups of students.
- Instructional adjustments
(during and between lessons) - Instructional
of materials, explanations,
adjustments (during and
teaching strategies or the
between lessons)
addressing of student
include timely decisions
misconceptions (during and about whether
between lessons) are based on differentiation of
group struggles or progress instruction is needed for
with content or skills.
the whole group, small
groups or individual
students.
1
2
3
4
25. 4.7. Providing meaningful, appropriate and specific feedback to students during instruction to
improve their performance.
PTC: 2E
PDK: 2.4
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Provides feedback to - Provides feedback to
students about the
students about the quality
quality of their
of their work/performance
work/performance that that is consistent and
is general and may be accurate but often general.
inconsistent or
inaccurate.
1
2
3
4
Proficient (3)
Highly Proficient (4)
- Provides feedback to
- Provides feedback to
students about the quality of students about the
their work/performance that is quality of their
specific and accurate and
work/performance is
reinforces effective practices specific and accurate,
and understanding.
reinforces effective
practices, leads to
understanding, and
challenges students to
extend thinking.
26.
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CCT Domain 5: Assessment for Learning
27. 5.1 & 5.2. [Understanding the different purposes and types and of assessment and ] Using and/or
designing a variety of formative and summative assessments and criteria that directly align with the
learning objectives and value the diversity of ways in which students learn.
PTC: 4A, 4B, 4C
PDK: 2.4
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Does not demonstrate - Demonstrates limited
an understanding of the understanding of the
different purposes and different purposes and
types and of assessment. types and of assessment.
Proficient (3)
Highly Proficient (4)
- Demonstrate a clear
understanding of the different
purposes and types and of
assessment.
- Demonstrates an indepth understanding of
the different purposes
and types and of
assessment.
- Relies primarily on
summative (final)
assessments to report
performance or assign
grades.
- Uses formative and
summative assessment data
from pre- and postassessments to inform
subsequent planning and
instruction to help students
attain unit or curriculum
standards.
- Uses ongoing and
summative assessments to
measure how students
perform relative to daily
learning or unit objectives
that result in instruction
that is either repeated or
- Assessments do not
provide students varied continued with minimal
adjustment.
opportunities to
demonstrate their
learning in different
- Assessments are
ways.
occasionally varied to
provide different ways for
students to demonstrate
their learning.
1
2
3
4
- Uses formative and
summative assessments
for pre- and postassessment data to
continuously inform,
adjust and differentiate
instruction for
individual student needs
and provide students an
- Assessments provide
different ways for students to opportunity to learn
from their performance.
demonstrate their learning.
- Assessments are
designed to provide
students with alternative
ways to demonstrate
their learning.
28. 5.3. Using a comprehensive set of data that provides depth and breadth of understanding of
student achievement at a particular point in time and over time.
PDK: 2.4
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Assessments primarily - Assessments measure
measure recall of
knowledge and skills.
information.
- Provides written data on
- Provides data on
student growth, which
student growth, which is includes general
limited to summative
information and inferences
assessment grades and about student achievement
task completion,
or struggles with course
without analysis about curriculum standards.
how to help improve
student learning or
behavior.
Proficient (3)
Highly Proficient (4)
- Assessments measure
knowledge, skills and some
concepts.
- Assessments
continually measure
knowledge, skills and
critical concepts in the
content area.
- Compiles data on student
growth, based on multiple
measures, which include
specific information and
analysis about successes or
struggles with course
curriculum, literacy, or
organizational or behavioral
skills.
- Identifies general
instructional needs for
additional focus, support or
enrichment.
- Compiles data on
student growth, based
on multiple measures
which includes specific
information and analysis
about successes or
struggles with course
curriculum, literacy, or
organizational,
behavioral,
social/emotional skills,
with detailed evidence
and examples of
performances.
- Analyzes data to
inform design of
specific intervention
strategies, enrichment,
departmental/grade
level curriculum
changes, or school-wide
behavioral strategies to
support growth of
individual students and
groups of students.
1
2
3
4
29. 5.4. Collaborating with colleagues to review and interpret assessment data to monitor and adjust
instruction to ensure students’ progress.
PTC: 4D, 4E
PDK: 2.4; PRF: 6.1
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Meets with colleagues - Meets with colleagues to
to review assessment
review and interpret
data but does not use
assessment data and uses
information to inform data to plan instruction.
instruction.
1
2
3
4
Proficient (3)
Highly Proficient (4)
- Collaborates with
- Pro-actively
colleagues to review and
communicates student
interpret assessment data in assessment data with
order to plan and adjust
team and/or colleagues
instruction and assessments to and collaborates to
meet the needs of individuals improve grade level or
and/or small groups.
departmental
instructional or
assessment strategies to
meet school-wide as
well as individual
students’ needs.
30. 5.5. Providing students with assessment criteria and individualized, descriptive feedback to help
them improve their performance and assume responsibility for their learning.
PTC: 2E, 4B
PDK: 2.4
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Assessment criteria are - Criteria are
not clear and/or are
communicated prior to an
communicated after the assignment or assessment
assessment.
but focus primarily on task
completion (not learning
- Feedback is generally outcomes) and/or student
provided as numerical behaviors.
or letter grades.
- Feedback includes
numerical or letter grades
and some general
comments about students’
weaknesses.
1
2
3
4
Proficient (3)
- Criteria are clearly
communicated to students
prior to an assignment or
assessment and include
rubrics or exemplars of
student work.
Highly Proficient (4)
- Criteria are clearly
communicated to
students prior to an
assignment or
assessment, includes
rubrics or exemplars of
student work, and
- Teacher assists students in involves students in
developing the
assessing their own work
and/or the work of their peers. evaluation criteria or
their own goals for
achievement/progress.
- Feedback, in writing or
orally, describes strengths and
- Students evaluate their
weaknesses in the student
own work or the work
performance and includes
of their peers.
suggestions for
improvements.
- Feedback, in writing
or orally, describes
strengths and
weaknesses in the
student performance and
includes suggestions for
improvements.
31. 5.6. Supporting students’ progress by communicating academic and behavioral performance
expectations and results with students, their families and other educators.
PTC: 3B, 4D
PDK: 2.4; PRF: 6.1
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Communicates results - Communicates
to students and families, expectations and results
mainly through grades, with students and families
report cards and
through grades, report
mandated parent/teacher cards and mandated
conferences or when
parent/teacher conferences
issues reach critical
and when a student is
stage.
experiencing difficulty
with academics or
behavior.
- Occasionally consults
other educators for
possible strategies when
the teacher’s academic or
behavioral interventions
for students are not
successful.
1
2
3
4
Proficient (3)
Highly Proficient (4)
- Regularly communicates
expectations and performance
results with students, families
and/or other educators.
- Regularly
communicates
expectations and
performance results and
immediately addresses
needs with student,
families and/or other
colleagues, providing
detailed, in- depth
information.
- Proactively enlists the
support of other educators
and/or families to address
specific academic or
behavioral performance
needs.
- Proactively enlists the
support of other
educators and/or
families in addressing
academic or behavioral
needs for support or
enrichment and develop
performance
expectations.
32. 5.8. Using academic, behavioral and health data to select and/or design interventions, and assist in
the development of individualized educational programs for students with disabilities.
PTC: 4C
PDK: 2.4; DIV: 5.1
Score:
Not Proficient (1)
- Use of academic,
behavioral or health
data is not considered
on a regular basis or
over time to develop
intervention strategies
for students who exhibit
academic or behavioral
needs.
Developing Proficiency
(2)
- Uses data from limited
sources to develop
intervention strategies.
- If applicable, regularly
assists team and
contributes assessment
data, academic and/or
behavioral, in the
development of
- If applicable, has
individualized educational
limited participation in programs.
the development of
individualized
educational programs.
Proficient (3)
Highly Proficient (4)
- Uses multiple sources of
data to collaborate with grade
level or content colleagues in
the development of
interventions to monitor
progress.
- Uses multiple sources
of data and seeks
support from specialists
to monitor students'
progress and to design
or refine interventions,
including differentiated
instruction.
- If applicable, regularly
assists team and contributes
assessment data, academic
and/or behavioral, in the
development of
individualized educational
programs.
- If applicable, regularly
assists team and
contributes assessment
data, academic and/or
behavioral, in the
development of
individualized
educational programs.
1
2
3
4
33. Please enter any additional data here. This is REQUIRED for any ratings of NOT PROFICIENT.
CCT Domain 6: Professional Responsibilities and Teacher Leadership
34. 6.1 & 6.2 Continually engaging in reflection, self-evaluation and professional development
[formal and/or informal] to enhance their understandings of content, pedagogical skills, resources and
the impact of their actions on student learning.
PTC: 5E
PRF: 6.1
Score:
Not Proficient (1)
- Demonstrates a pattern
of unprofessional
behavior.
- No evidence of
continuous engagement
and reflection
Developing Proficiency (2)
- Sometimes demonstrates
an unprofessional behavior
even though the behavior
may not put students at
immediate risk.
Proficient (3)
- Demonstrates a pattern of
professional behavior.
Highly Proficient (4)
- Demonstrates a
consistent pattern of
professional behavior.
- Engages in reflection, selfevaluation and professional
- Continuously engages
development to enhance his/her in reflection, self- Engages in reflection, self- understandings of content,
evaluation and
evaluation and professional pedagogical skills, resources professional development
development to enhance
and the impact of his/her
to enhance his/her
his/her understandings of
actions on student learning.
understandings of
content, pedagogical skills,
content, pedagogical
and resources.
skills, resources and the
impact of his/her actions
on student learning.
1
2
3
4
35. 6.3 & 6.4 Collaborating with colleagues and administrators to examine student learning data,
instructional strategies, and curricula [to support student learning and positive school climate].
PTC: 5B
PRF: 6.1
Score:
Not Proficient (1)
Developing Proficiency
(2)
- Does not engage in
- Engages sporadically in
dialogue with
dialogue with colleagues
colleagues and
and administrators to
administrators to
examine student learning
examine student
data, instructional
learning data,
strategies, and curricula to
instructional strategies, support student learning.
and curricula to support
student learning.
1
2
3
4
Proficient (3)
Highly Proficient (4)
- Engages in regular dialogue
with colleagues and
administrators to examine
student learning data,
instructional strategies, and
curricula to support student
learning.
- Continuously engages
in dialogue with
colleagues and
administrators to
examine student
learning data,
instructional strategies,
and curricula to support
student learning and
positive school climate.
36. 6.5 & 6.10 Collaborating with colleagues, administrators, families, and special services staff [to
develop individualized student success plans (e.g. attending PPT and SRBI Data Team)] and to
monitor the impact of instructional or behavioral support and interventions.
PTC: 5A, 5B, 5C
DIV: 5.1; PRF: 6.1
Score:
Not Proficient (1)
- Does not attend the
PPT or SRBI Data
Team meetings.
- Does not collaborate
with colleagues,
administrators, families,
and special services
staff to develop
individualized student
success plans and to
monitor the impact of
instructional or
behavioral support and
interventions.
1
2
3
4
Developing Proficiency
(2)
- Attends at least one PPT
and one SRBI Data Team
meetings.
- Collaborates with
colleagues to develop
individualized student
success plans and to
monitor the impact of
instructional or behavioral
support and interventions.
Proficient (3)
Highly Proficient (4)
- Attends and actively
participates in at least one
PPT and one SRBI Data
Team meetings
- Regularly attends and
actively participates in
the PPT and SRBI Data
Team meetings.
- Collaborates with
- Continuously
colleagues, administrators,
Collaborates with
families, and special services colleagues,
staff to develop
administrators, families,
individualized student success and special services
plans and to monitor the
staff to develop
impact of instructional or
individualized student
behavioral support and
success plans and to
interventions.
monitor the impact of
instructional or
behavioral support and
interventions.
37. 6.6 Proactively communicating in culturally respectful and sensitive ways with families
[including the professional and ethical use of technology] in order to ensure their ongoing awareness
of student progress and encourage opportunities to support their child’s learning. [It also includes 1.4,
5.7 & 6.9]
PTC: 5D
TTT: 4.1; DIV: 5.1; PRF: 6.1
Score:
Not Proficient (1)
Developing Proficiency Proficient (3)
(2)
- Does not communicate - Does not exhibit a pattern - Exhibits a pattern of
in culturally respectful of culturally respectful and culturally respectful and
and sensitive ways with sensitive communication sensitive communication with
families.
with families in order to
families in order to ensure
ensure their ongoing
their ongoing awareness of
awareness
of
student
student progress and
- Does not use available
progress
and
encourage
encourage opportunities to
communication
opportunities
to
support
support their child’s learning.
technology in a
professional and ethical their child’s learning.
manner.
- Uses available
- Uses available
communication technology in
communication technology a professional and ethical
periodically.
manner.
Highly Proficient (4)
- Exhibits a pattern of
proactive culturally
respectful and sensitive
communication with
families in order to
ensure their ongoing
awareness of student
progress and encourage
opportunities to support
their child’s learning.
- Uses communication
technology in a
professional and ethical
manner to support
student learning and
positive school climate.
1
2
3
4
38. 6.7 Understanding the legal rights of students with disabilities and their families within the
intervention, referral, and individualized education plan process.
PTC: 5A
DIV: 5.1; PRF: 6.1
Score:
Not Proficient (1)
Developing Proficiency (2) Proficient (3)
- Does not demonstrate - Demonstrates limited
- Demonstrates a general
accurate understanding of understanding of the legal understanding of the legal
the legal rights of
rights of students with
rights of students with
students with disabilities disabilities and their families disabilities and their families
or their families within within the intervention,
within the intervention,
the intervention, referral, referral, and individualized referral, and individualized
and individualized
education plan process.
education plan process.
education plan process.
1
2
3
4
Highly Proficient (4)
- Demonstrates consistent
understanding of the legal
rights of students with
disabilities and their
families within the
intervention, referral, and
individualized education
plan process.
39. 6.8 & 5.7 Understanding how one’s race, gender and culture affect professional interactions with
students, families and colleagues [including the students with special needs].
PTC: 5D
DIV: 5.1; PRF: 6.1
Score:
Not Proficient (1)
Developing Proficiency (2)
- Does not demonstrate - Demonstrates limited
accurate understanding of understanding of how one’s
how one’s race, gender race, gender and culture
and culture affect
affect professional
professional interactions interactions with students,
with students, families
families and colleagues.
and colleagues.
Proficient (3)
- Demonstrates general
understanding of how one’s
race, gender and culture affect
professional interactions with
students, families and
colleagues.
- Demonstrates cultural
sensitivity.
Highly Proficient (4)
- Demonstrates consistent
understanding of how
one’s race, gender and
culture affect
professional interactions
with students, families
and colleagues.
- Demonstrates cultural
sensitivity and
appreciation.
1
2
3
4
40. 6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of
Professional Responsibility for Educators.
PTC: 5A-5E
PRF: 6.1
Score:
Not Proficient (1)
- Does not conduct
himself/herself as a
professional in
accordance with the
Connecticut’s Code of
Professional
Responsibility for
Educators.
Developing Proficiency (2)
- Adequately conducts
himself/herself as a
professional in accordance
with the Connecticut’s Code
of Professional
Responsibility for
Educators.
Proficient (3)
Highly Proficient (4)
- Conducts himself/herself as a - Consistently conducts
professional in accordance with himself/herself as a
the Connecticut’s Code of
professional in
Professional Responsibility for accordance with the
Educators.
Connecticut’s Code of
Professional
Responsibility for
Educators.
1
2
3
4
41. Please enter any additional data here. This is REQUIRED for any ratings of NOT PROFICIENT.