Las Cruces Public Schools
Evaluation for Instructional Specialist
Professional Development Center
Division of Learning, Teaching & Research
Revised: November, 2014
Instructional Specialist:
________________________________
School: _____________________________
School Year: ___________
Years of IS Experience:________________
Date of Evaluation: ___________________
Element 1 A: Demonstrating Knowledge of Content - To what level is content communicated in the lesson plan and resulting lesson?
Learning Design - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Implementation - Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for
implementation of professional learning for long term change.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Description
Instructional Specialist’s plans display little knowledge of the
content and no alignment to Learning Forward standards for
professional learning.
Level of Performance with Comments
Instructional Specialist’s plans reflect some knowledge of the
content and partial alignment to Learning Forward standards
for professional learning.
Instructional Specialist’s plans reflect solid knowledge of the
content and are clearly aligned to Learning Forward
standards for professional learning. Instructional Specialist
demonstrates familiarity with resources to enhance own
knowledge in each core area.
Instructional Specialist’s plans reflect extensive knowledge of
the content in core areas. Instructional Specialist’s
instructional plans incorporate research and resources
related to the Learning Forward standards for professional
learning.
Instructional Specialist’s plans reflect extensive knowledge of
content. Instructional specialist incorporates current research
resources to support Learning Forward standards for
professional learning. Instructional Specialist contributes to
the refinement and development of the approved NM adopted
standards-aligned curriculum.
1
Element 1B: Designing Coherent Instruction - To what level are activities meaningfully sequenced to support learning?
To what level are a variety of learning strategies used within the instructional plan?
Learning Design - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Category
Ineffective
Minimally Effective
Effective
Description
The sequence of learning experiences is poorly aligned with
Learning Forward standards for professional learning.
Level of Performance with Comments
The sequence of learning experiences demonstrates partial
alignment with Learning Forward standards for professional
learning
The lesson is designed to implement instructional targets
aligned to Learning Forward standards for professional
learning as follows:
 Creating explicit connections between previous learning and
new concepts and skills; contains substantive learning tasks;
structure learning tasks progressively to develop teachers’
cognitive abilities and skills. The sequence of learning
experiences is aligned to NM adopted standards, instructional
learning targets and is differentiated by scaffolding content
and academic language for diverse learners.
Highly Effective
Exemplary
Instructional specialist designs pedagogical practices, including
teacher grouping, differentiated instruction based on teacher
level, and prepared questions to reinforce and extend teacher
learning to include real world, application-based experiences.
The instructional specialist shows evidence of designing
coherent instruction in a collaborative manner by intentionally
demonstrating awareness and processes for engaging all
teachers.
2
Element 1C: Setting Instructional Outcomes - How are daily learning goals communicated to teachers?
To what level do learning goals directly align to content standards?
Outcomes – Professional learning that increases educator effectiveness and results for all students aligns its outcome with educator performance and student
curriculum standards.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Description
Instructional targets are not aligned to Learning Forward
standards for professional learning.
Level of Performance with Comments
Instructional targets are moderately aligned to Learning
Forward standards for professional learning, but not explicitly
stated to teachers.
Instructional targets are aligned to Learning Forward
standards for professional learning and stated as measurable
and observable goals for teacher learning. Instructional
processes and activities address teacher’s varying abilities, and
are aligned to instructional targets.
Instructional targets are aligned to NM adopted content, and
are translated into teacher accessible learning objectives. The
instructional process and learning activities are rigorous and
aligned to Learning Forward standards for professional
learning and instructional outcomes, and include plans for
modifications to ensure teacher are able to implement the
targeted objective.
The Instructional Specialist has a deep understanding of gradelevel NM Adopted standards, Learning Forward standards for
professional learning and appropriate pedagogy to ensure all
teachers are making progress toward deep understanding and
proficiency in NM adopted content and learning targets.
3
Element 1D: Demonstrating Knowledge of Resources -
What resources have been provided to teachers to support learning?
How does the Instructional Specialist utilize skills and content learned
from Professional Development opportunities?
Resources – Professional learning that increases educator effectiveness that results for all students requires prioritizing, monitoring, and coordinating resources
for educator learning.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Description
Instructional Specialist demonstrates little or no familiarity with
resources to enhance own content knowledge, to use in
teaching, or for teachers who demonstrate need.
Level of Performance with Comments
Instructional Specialist demonstrates some familiarity with
resources to enhance own content knowledge, to use in
teaching, or for teachers who demonstrate need.
Instructional Specialist fully utilizes existing resources,
including support materials, textbooks, supplementary
materials, to enhance content knowledge, to use in teaching, or
for teachers who demonstrate need.
Instructional Specialist seeks out and uses resources beyond
school/district, in professional organizations, internet, and
community to enhance content knowledge, to use in teaching, or
for teachers who demonstrate need.
The Instructional Specialist actively engages colleagues and
provides resources to them in areas that are pertinent to their
needs. The Instructional Specialist also collects and shares
content specific research studies and practices, and shares
outside resources. Instructional Specialist provides and trains
staff for school-wide initiatives.
4
Element 1E: Demonstrating Knowledge of Students - To what level have teacher learning styles been addressed in the lesson?
How has teacher achievement data been used to design activities to support
content acquisition?
Leadership – Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and
create support systems for professional learning.
Data – Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system
data to plan, assess, and evaluate professional learning.
Category
Ineffective
Description
Instructional Specialist demonstrates little or no knowledge of
teacher’s backgrounds, cultures, skills, academic language
development, interests, and special needs.
Minimally Effective
Instructional Specialist demonstrates some knowledge of
teacher’s backgrounds, cultures, skills, academic language
development, interests, and special needs.
Effective
Instructional Specialist demonstrates solid knowledge of
teacher’s backgrounds, cultures, skills, academic language
development, interests, and special needs.
Highly Effective
Exemplary
Level of Performance with Comments
Instructional Specialist demonstrates extensive knowledge of
teacher’s backgrounds, cultures, skills, academic language
development, interests, and special needs, and incorporates
culturally-sensitive strategies into instructional planning and
practice.
The Instructional Specialist provides novice and struggling
teachers with understanding, resources, and mentorship for
addressing the unique needs of individual teachers. The
Instructional Specialist provides ongoing support to
administration in demonstrating linguistically-and culturallyappropriate instructional programs for the school site.
5
Element 1F: Designing Student Assessment -
To what level has the Instructional Specialist incorporated formative assessment
techniques throughout the lesson?
How are students assessed to determine understanding of the learning target at the
end of the lesson?
Data – Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system
data to plan, assess, and evaluate professional learning.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Description
Instructional Specialist’s plan for assessing teacher learning
contains no clear criteria, is poorly aligned with the school’s
instructional outcomes, or is inappropriate to many teachers.
Level of Performance with Comments
Instructional Specialist’s plan for assessing teacher learning is
partially aligned with the school’s instructional outcomes, and is
appropriate to some teachers.
Instructional Specialist’s plan for assessing teacher learning is
aligned with the school’s instructional outcomes, success criteria
and the assessment tools. Instructional Specialist uses clear
criteria to produce evidence that enables the teachers to make
instructional adjustments and provide feedback to move student
learning forward. Formative assessments are explicitly analyzed
with teachers for each incremental learning step to ensure
student learning outcomes.
There is full alignment between the instructional outcomes, the
success criteria, and the assessment tools. Instructional
Specialist uses clear criteria to determine growth toward
specific student learning outcomes.
The Instructional Specialist helps implement school-wide
training and implementation for understanding and using
assessment data. Professional development is provided to
support teachers in assessing students in multiple ways, using a
variety of approaches to show what they know and where they
are in their learning.
6
NMTEACH 2A: Creating an Environment of Respect and Rapport - To what level are interactions in the classroom positive and
productive?
To what level are all teacher groups respected and valued in the
classroom?
Learning Communities - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed
to continuous improvement, collective responsibility, and goal alignment.
Category
Ineffective
Minimally
Effective
Effective
Highly Effective
Description
Interaction both between the Instructional Specialist and
teachers, are inappropriate or insensitive to students’ or
staff’s cultural backgrounds, and may include the following:
 Sarcasm.
 Put-downs.
 Conflict.
Interactions, both between the Instructional Specialist and
teachers,are generally positive, but may include these:
 Some conflict.
 Occasional displays of insensitivity.
 Occasional lack of responsiveness to cultural or
developmental differences among students.
Interactions, between Instructional Specialist and teachers,
are as follows:
 Are polite and respectful.
 Demonstrate knowledge of cultural and
developmental differences among groups of teachers.
 Disagreements are handled respectfully.
Interactions among the Instructional Specialist and individual
teachers are as follows:
 Are highly respectful.
 Reflect warmth and caring.
 Practice reflects sensitivity to teachers’ cultures and
levels of development.
 Respectful discourse.
Level of Performance with Comments
7
Exemplary
In addition to all the requirements to be highly effective, the
Instructional Specialist as a leader demonstrates the
following:
 Helps create a school-wide environment of respect for
the campus, the stakeholders, and the rules.
 Works with colleagues on developing support for
teachers in need.
 Helps to create school-wide interventions, and
support programs.
8
NMTEACH 2B: Organizing Physical Space -
To what level do all teachers have equal access to learning resources and materials?
To what level does the classroom environment support the day’s lesson?
Resources – Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources
for educator learning.
Category
Ineffective
Minimally
Effective
Effective
Highly Effective
Description
The physical environment is as follows:
 Unsafe.
 Teachers do not have access to learning.
 Poor alignment between the environment and the
lesson activities.
The classroom space is safe as follows:
 Essential learning is accessible to most teachers.
 The Instructional Specialist’s use of physical
resources, including technology, is moderately
effective.
 Instructional Specialist is partially effective in
modifying the environment to suit learning activities.
The classroom space is safe as follows:
 Learning is accessible to all teachers.
 Instructional Specialist ensures that the physical
arrangement is appropriate to the learning activities.
 There is posted evidence of teacher learning.
 Instructional Specialist makes effective use of
available physical resources, including technology.
The classroom space is safe as follows:
 Teachers contribute to the use or adaptation of the
physical environment to advance learning.
 Technology is used skillfully, by Instructional
Specialists as appropriate to the lesson.
Level of Performance with Comments
9
Exemplary
In addition to all the requirements to be highly effective, the
Instructional Specialist as a leader does the following:
 Instructional Specialist uses the classroom space to
model or demonstrate for other teachers or
Instructional Specialists.
 Helps colleagues arrange their environment so
learning is accessible to all.
 Technology is used skillfully, by Instructional
Specialists and teachers as appropriate to the lesson.
NMTEACH 2C: Establishing a Culture for Learning
To what level do teachers exhibit a learning energy during the lesson that
supports engagement?
To what level are teachers encouraged to communicate with others to address
learning goals?
Leadership – Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and
create support systems for professional learning.
Category
Ineffective
Minimally
Effective
Description
The classroom space environment conveys a negative culture
for learning as follows:
 Low Instructional Specialist commitment to the
subject.
 Low expectations for teacher achievement.
 Little or no teacher effort.
Attempts to create a culture for learning and is partially
successful as follows:
 Some Instructional Specialist commitment to the
subject.
 Modest expectations for teacher achievement.
 Some teacher effort.
 Instructional Specialist and teachers appear to be
“going through the motions.”
Level of Performance With Comments
10
Effective
Highly Effective
Exemplary
The classroom space culture is characterized by high
expectations for all teachers.
 The Instructional Specialist establishes norms and
participant structures in which teachers can learn
with and from each other, i.e. teacher grouping,
teacher presentations, and peer editing.
 Instructional Specialist conveys content relevance.
 Demonstrated commitment to the subject by both
Instructional Specialist and teachers.
 Teachers demonstrate pride in their efforts.
Culture for learning in which everyone shares a belief in the
importance of the subject as follows:
 High levels of teacher excitement and Instructional
Specialist passion for the subject.
 Teachers hold themselves to high standards of
performance
 Teachers initiate improvements to their efforts.
In addition to all the requirements to be highly effective, the
Instructional Specialist as a leader does the following:
 Promotes and organizes school-wide learning
program(s) and learning culture among all
stakeholders.
11
NMTEACH 2D: Managing Classroom Procedures -
To what level is the classroom culture and routine maximizing Instructional
time?
To what level does the Instructional Specialist use developmentally
appropriate procedures to maximize instructional time?
Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Category
Description
Ineffective
Instructional time is lost.
 Inefficient classroom space routines.
 Inefficient procedures for transition.
 Inefficient use of supplies.
Minimally Effective
Some instructional time is lost.
 Partially-effective classroom space routines
and procedures
 Partially-effective routines for transition
 Partially-effective use of supplies
Effective
Little instructional time is lost.
 Effective classroom space routines and
procedures.
 Instructional Specialist leads effective
routines for transition.
 Effective use of supplies.
Highly Effective
Teachers themselves contribute to the seamless
operation of the classroom space.
 Routines and procedures are evident.
 Effective transitions and use of supplies.
 Teachers lead effective routines for
transition.
Level of Performance With Comments
12
Exemplary
In addition to all the requirements to be highly
effective, the Instructional Specialist as a leader
helps to create a culture of teacher ownership of
school-wide operations.
NMTEACH 2E: Managing Teacher Behavior -
To what level are teacher behavior expectations consistently monitored and
reinforced?
Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Category
Ineffective
Minimally Effective
Effective
Description
No evidence that standards of conduct have been
established.
 Little or no Instructional Specialist monitoring of
teacher behavior.
 Response to teacher misbehavior is repressive
or disrespectful of teacher dignity.
Instructional Specialist has made an effort to establish
standards of conduct for teachers
 Effort made with inconsistent results to monitor
teachers’ behavior.
 Response to teacher misbehavior is inconsistent.
Standards of conduct are designed to create an
atmosphere conducive to learning, with a focus on selfdiscipline, respecting the rights of others, and
cooperating with one another.
 Standards are clear to teachers.
 Instructional Specialist holds teachers
responsible for maintaining behavioral
standards.
 Instructional Specialist response to teacher
misbehavior is appropriate and respects the
teachers’ dignity.
Level of Performance With Comments
13

Highly Effective
Exemplary
Instructional Specialist response is consistent.
In addition to standards being clear to teachers are
these elements:
 Evidence of teacher participation in setting
conduct standards.
 Instructional Specialist’s monitoring of teacher
behavior is highly effective.
 Instructional Specialist’s response to teacher
misbehavior is sensitive to individual needs.
 Teachers take an active role in monitoring the
standards of behavior.
In addition to all the requirements to be highly
effective, the Instructional Specialist as a leader
demonstrates the following:
 Actively engages in the monitoring of teacher
behavior school-wide.
 Serves as a model of positive behavior for
stakeholders.
 Instructional Specialist promotes system(s) of
school-wide positive behavioral support that
encourages stakeholders to promote and
monitor a safe and healthy environment.
14
NM TEACH 3 A: Communicating with Teachers -
To what level are directions clearly delivered and understandable?
To what level is content communicated in a clear, concise manner?
Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Description
Does not deliver clear expectations for learning,
directions, procedures, and explanations of content to
teachers
Level of Performance With Comments
Limited expectation for learning, directions, procedures,
and explanation of content
Instructional Specialist uses clear communication
employing a range of vocabulary to ensure learning
expectations are comprehensible to all teachers.
Instructional Specialist allows for teachers clarification
and feedback.
Expectation for learning, directions, procedures, and
explanation of content are evident, consistent, and
anticipate possible teacher misconceptions
The highly-effective Instructional Specialist promotes
ongoing and consistent communication with students.
Teachers are provided multiple opportunities and/or
modalities to express concepts being taught in class and
are clearly aware of their progress with those concepts
15
NM TEACH 3 B: Using Questioning and Discussion Techniques -
To what level do all teachers have an opportunity to answer
questions?
To what level are questions thought provoking and rigorous?
Learning Design – Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human
learning to achieve its intended outcomes.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Description
Instructional Specialist questioning techniques are not
aligned to content and provide no opportunity for
teacher engagement.
Level of Performance With Comments
Instructional Specialist questioning techniques are lowlevel with minimal teacher engagement.
The Instructional Specialist’s questioning techniques
elicit a deep response and allows for sufficient time for
teachers to answer through active engagement with
peers.
The Instructional Specialist promotes consistent
analytical and collaborative approaches to
understanding, uses questioning techniques that scaffold
instruction for deep understanding of concepts, allowing
for discussion and debate of key concepts.
Questioning techniques are engaging and reflect a high
level of thinking in a culturally and developmentally
appropriate environment. Teachers engage in deep
meaningful conversations using academic language.
16
NM TEACH 3 C: Engaging Teachers in Learning -
To what level are teachers engaging in the lesson’s activities? To What level
are activities sequential and aligned to the daily learning target? To what level
are teachers required to be intellectually engaged with the course content?
Implementation - Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for
implementation of professional learning for long term change.
Category
Ineffective
Minimally
Effective
Effective
Highly Effective
Description
Activities, assignments, materials, and grouping of teachers are
inappropriate to the instructional outcomes, resulting in no
intellectual engagement.
 The lesson has no structure and/or is poorly paced.
Activities, assignments, materials, and grouping of teachers are
somewhat appropriate to the instructional outcomes, resulting in
moderate intellectual engagement.
 The lesson does not connect to prior understanding.
 The lesson has a recognizable structure, but is not fully
maintained.
 The lesson does not have clear learning goals (more specific
than broad standard).
Activities, assignments, materials, and grouping of teachers are
fully appropriate to the instructional outcomes.
 The lesson explicitly connects to prior understanding.
 All students are engaged.
 The lesson’s structure is coherent and paced appropriately.
 The lesson has specific learning goals aligned to the
standard.
 The lesson allows for teacher reflection.
Level of Performance With Comments
Activities, assignments, materials, and grouping of teachers are
designed to support challenging instructional outcomes.
 Teachers are highly intellectually engaged.
 The lesson is adapted as needed to the readiness of each
teacher and the structure and pacing allow for students’
reflection and closure.
17

Exemplary
The lesson allows for formative assessment.
Expectations of teachers are at an advanced level to engage
learners to obtain depth of knowledge.
 The Instructional Specialist formatively assesses teacher
engagement, understanding, and ability to analyze, and
immediately adapts methods for improved learning.
NM TEACH 3 D: Assessment in Instruction - To what level does the Instructional Specialist determine the understanding and
needs of each teachers during the lesson? To what level are teachers aware of how they will demonstrate understanding of the
content/lesson?
Data - Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system
data to plan, assess, and evaluate professional learning.
Category
Description
Ineffective
Assessments are not used in instruction.
 Teachers are unaware of assessment criteria.
 The Instructional Specialist does not monitor
teacher progress or offer feedback.
Minimally Effective
Assessments are occasionally used in instruction.
 Teachers are minimally aware of the assessment
criteria.
 The Instructional Specialist occasionally monitors
teachers’ progress and provides limited or
irrelevant feedback.
Level of Performance With Comments
18
Effective
Assessments are consistently used in instruction.
 There are clear goals and performance criteria,
communicated effectively to teachers.
 The assessment strategies are aligned to the goal
and criteria, and elicit evidence during instruction.
 Instructional Specialist uses adaptive instruction
including descriptive feedback.
 teacher involvement occurs through self and peer
assessment
Highly Effective
Assessments are used in a sophisticated manner to drive
instruction:
 The Instructional Specialist establishes, supports,
and models the use of consistent assessment of
progression and development as a tool for
improved learning to stakeholders
Exemplary
Students analyze and evaluate assessment data, and
information, and apply same to improved learning.
 The Instructional Specialist involves teachers in
establishing the assessment criteria and provides
high quality feedback from a variety of sources.
19
NM TEACH 3 E: Demonstrating Flexibility and responsiveness -
To what level does the Instructional Specialist modify
instruction within the lesson/class period?
Leadership – Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and
create support systems for professional learning.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Description
Instructional Specialist adheres to the instructional plan,
even when a change would maximize learning.
 The Instructional Specialist disregards teachers’
learning challenges.
 The Instructional Specialist blames the teachers or
their environment for lack of academic progress.
Level of Performance With Comments
Instructional Specialist accepts responsibility for student
success.
 Instructional Specialist attempts to modify the
lesson and responds to teacher questions with
moderate success, but has a limited repertoire of
strategies to draw upon
Instructional Specialist promotes the successful learning
of all students.
 The Instructional Specialist adjusts instructional
plans and makes accommodations for teacher
questions, needs, and interests.
 Instructional Specialist utilizes a variety of
strategies.
Instructional Specialist seizes an opportunity to enhance
learning by building on a spontaneous event or student
interests.
 Instructional Specialist applies teacher interest to
current learning goal.
 The Instructional Specialist ensures the success of
all teachers, using an extensive repertoire of
instructional strategies.
20
Exemplary
The Instructional Specialist identifies unique “teachable
moments” that relate current lessons/standards to
individual and teacher groups.
 The instructional strategy enhances depth of
knowledge and cultural or learning relevance.
NM TEACH 4A: Communicating with Families -
How well does the Instructional Specialist engage families in the instructional
program?
To what level is the Instructional Specialist’s communication (both formal &
informal) with families frequent and culturally appropriate?
Learning Community - Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Description
The instructional specialist does not attempt to engage
families in the instructional program.
 Instructional specialist communication with
families is sporadic or culturally inappropriate.
Level of Performance With Comments
The instructional specialist makes minimal attempts to
engage families in the instructional program.
 Instructional specialist communication is not
always appropriate to the cultures of families.
The instructional specialist successfully engages families
in the instructional program.
 Instructional specialist communicates with
families in a culturally appropriate manner.
 Instructional specialist frequently communicates
with families.
The instructional specialist successfully engages families
in the instructional program.
 Instructional specialist’s communications are
21
Exemplary
sensitive to cultural traditions, and students
participate in the communication.
 Instructional specialist communicates frequently and
effectively with families.
The instructional specialist helps promote school-wide
activities that increase family and community
understanding of the instructional program.
 Instructional specialist helps promote school-wide
activities that increase family involvement.
 Instructional specialist actively seeks out and
engages with stakeholders within the community,
and becomes a part of the community.
NM TEACH 4B: Participating in a Professional Community - How willing and eager is the Instructional Specialist to participate in
the professional community?
How collegial and productive are Instructional Specialist’s relationships
with their colleagues?
Learning Community – Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
Category
Description
Ineffective
The instructional specialist does not participate in a
professional community or in school and district events
and projects.
 Instructional specialist’s relationships with
colleagues are negative or self-serving.
Minimally Effective
The instructional specialist participates in a professional
community and in school and district events and projects
when specifically requested.
 Instructional specialist’s relationships with
colleagues are cordial but relationships do not
lead to productive work that benefits students.
Level of Performance With Comments
22
Effective
Highly Effective
Exemplary
The instructional specialist participates actively in
professional community, and in school/ district events
and projects.
 Instructional specialist maintains positive and
productive relationships with colleagues.
The instructional specialist makes a substantial
contribution to the professional community, to
school/district events and projects.
 Instructional specialist assumes a leadership role
among the stakeholders.
The instructional specialist is actively engaging in
ongoing research, leads study groups, and identifies new
practices for school and district implementation.
 Instructional specialist serves as an instructional
leader, and is accepted by faculty for exceptional
skills in delivering professional development and
mentorship.
NM TEACH 4C: Reflecting on Teaching -
How detailed, accurate, and thoughtful is the Instructional Specialist’s reflection on
their instructional practices?
Data - Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system
data to plan, assess, and evaluate professional learning.
Outcomes - Professional learning that increases educator effectiveness and results for all students aligns its outcome with educator performance and student
curriculum standards.
Category
Ineffective
Description
Instructional specialist does not accurately assess the
effectiveness of the instructional practices.
 Instructional specialist has no idea about how the
instructional practices could be improved.
Level of Performance With Comments
23
Minimally Effective
Effective
Highly Effective
Exemplary
Instructional specialist provides a partially accurate and
objective description of the instructional practices with
some evidence.
 Instructional specialist makes only general
suggestions as to how the instructional practices
might be improved.
Instructional specialist provides an accurate and
objective description of own and other instructional
practices with specific evidence.
 Instructional specialist makes some specific
suggestions as to how the instructional practices
might be improved.
Instructional specialist’s reflection on instructional
practices is thoughtful and accurate with specific
evidence.
 Instructional specialist draws on an extensive
repertoire to suggest alternative strategies and
predicting the likely success of each.
Instructional specialist’s reflection is ongoing and
immediate.
 The instructional specialist demonstrates
immediate understanding of effectiveness of
instructional practices.
 Instructional specialist modifies and adapts as
necessary.
24
NM TEACH 4D: Demonstrating Professionalism -
How high are the Instructional Specialist s professional standards and
practices?
To what level is the Instructional Specialist willing to comply with district and
school rules and regulations?
Leadership - Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and
create support systems for professional learning.
Category
Ineffective
Minimally Effective
Effective
Highly Effective
Description
The instructional specialist displays a lack of
professionalism.
 Instructional specialist contributes to practices
that are self-serving or harmful to students or
teachers.
 Instructional specialist fails to comply with
regulations and timelines.
The instructional specialist displays minimal
professionalism.
 Instructional specialist complies inconsistently
with regulations, doing just enough to “get by.”
The instructional specialist displays a high level of
professionalism in dealings with both students and
colleagues
 Instructional specialist complies fully and
voluntarily with regulations.
 Instructional specialist promotes safe
environment for students/teachers when
monitoring students and activities.
The instructional specialist is proactive and assumes a
leadership role in ensuring the highest-level of
professional practices by all colleagues.
 Instructional specialist helps ensure that school
practices honor all stakeholders.
 Instructional specialist helps colleagues comply
with rules and regulations.
Level of Performance With Comments
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Exemplary
The instructional specialist proactively and in a positive
way seeks to continually improve the culture of the
school by consistently raising expectations for adults and
students, raising the engagement of adults and students
and contributing to the efficacy of adults and students.
NM TEACH 4E: Growing and Developing Professionally -
To what level does the Instructional Specialist seek out, implement, and
share professional learning?
How well does the Instructional Specialist utilize feedback?
Outcomes - Professional learning that increases educator effectiveness and results for all students aligns its outcome with educator performance and student
curriculum standards.
Category
Ineffective
Minimally Effective
Effective
Description
The instructional specialist does not participate in
professional development activities.
 Instructional specialist makes no effort to share
knowledge with colleagues.
 Instructional specialist is resistant to feedback
from supervisors or colleagues.
The instructional specialist participates in professional
development activities that are convenient or are
required.
 Instructional specialist makes limited attempts to
share knowledge with colleagues.
 Instructional specialist accepts feedback from
supervisors and colleagues with some reluctance.
The instructional specialist accepts opportunities for
professional development after an individual
assessment of need.
 Instructional specialist implements PD strategies.
 Instructional specialist welcomes and
implements feedback from supervisors and
colleagues.
Level of Performance With Comments
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Highly Effective
Exemplary
The instructional specialist actively pursues professional
development opportunities.
 Instructional specialist initiates activities to share
expertise with others.
 Instructional specialist seeks out feedback from
supervisors and colleagues.
The instructional specialist is an established leader in
the school.
 Instructional specialist is able to provide
feedback to colleagues and supervisors in a
manner that is welcomed and utilized by all
stakeholders.
NM TEACH 4F: Maintaining Accurate Records - How efficient and accurate are the Instructional Specialist’s record-keeping systems?
Data - Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system
data to plan, assess, and evaluate professional learning.
Category
Ineffective
Minimally Effective
Effective
Description
The instructional specialist’s systems for maintaining
both instructional and non-instructional records are
either nonexistent or in disarray.
 Information from records contains errors and
causes confusion.
The instructional specialist’s systems for maintaining
both instructional and non-instructional records are
rudimentary and partially successful.
 Information from records is mostly accurate and
not up to date.
The instructional specialist’s systems for maintaining
both instructional and non-instructional records are
efficient and successful.
 Information from records is accurate and up to
date.
 Information is used by instructional specialist to
Level of Performance With Comments
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Highly Effective
Exemplary
make decisions regarding students.
The students contribute to the maintenance of the
efficient and successful systems for both
Instructional and non-instructional records.
Information from records is accurate, up to date, and
used constructively by students and instructional
specialist.
The instructional specialist’s system is recognized by the
school community as efficient and used as a model for
other instructional specialists.
Comments:
Next Steps:
Action Plan Implementation Comments:
Post-Conference Date:________________________________________
Signature of Instructional Specialist upon Post-Conference:____________________________________________________
Signature of Evaluator upon Post-Conference:_______________________________________________________________
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