Formative Evaluation
Professional Growth, Reflection and Evaluation Plan
Observation and Evaluation Form
Teacher Name: __________________________________________
Supervisor Name: ___________________________________
Grade Level: _____________________
Subject: __________________________
Date: _______________________________
Year of Teaching: _____________
Probationary Teacher: _____
Continuing Track Teacher:____
First Observation _______
Second Observation _____
Planning and Preparation for Learning - Lessons
Rubric #1, c.
Exemplary
Designs lessons with
clear, measurable
goals closely aligned
with state and
district standards
and unit outcomes.
Proficient
Designs lessons
focused on
measurable
outcomes aligned
with most state and
district standards
and unit goals.
Working to
Improve
Designs lessons
only with unit goals
in mind.
Improvement
Necessary
Designs lessons
aimed primarily
at entertaining
students or
covering
textbook
chapters.
Artifacts
(please describe)
Working to
Improve
Designs lessons
that only consider
some students
learning needs and
styles.
Improvement
Necessary
Designs lessons
that do not
consider student
learning needs
and styles.
Artifacts
(please describe)
Reflection:
Planning and Preparation for Learning - Differentiation
Rubric #1, f.
Exemplary
Designs lessons that
break down
complex tasks and
addresses all
learning needs and
styles.
Proficient
Designs lessons that
consider most
student learning
needs and styles.
1
Reflection:
Classroom Management - Expectations
Rubric #2, a.
Exemplary
Is direct, specific,
consistent and
tenacious in
communicating and
implementing high
expectations for
student behavior
both in and out of
the classroom.
Proficient
Clearly
communicates and
consistently
implements
expectations for
student behavior.
Working to
Improve
Announces and
posts classroom
rules and
consequences and
expects students to
follow them.
Improvement
Necessary
Comes up with
ad hoc rules and
consequences as
events unfold;
rules are
inconsistently
enforced.
Artifacts
(please describe)
Proficient
Conveys to
students: This is
important, you can
do it, and I’m not
going to give up on
you.
Working to
Improve
Tells students that
the subject matter
is important and
they need to work
hard.
Improvement
Necessary
Has few learning
expectations and
gives up on some
students.
Artifacts
(please describe)
Improvement
Necessary
Artifacts
(please describe)
Reflection:
Delivery of Instruction - Expectations
Rubric #3, a.
Exemplary
Exudes high
expectations and
convinces all
students that they
will master the
material.
Reflection:
Delivery of Instruction - Clarity
Rubric #3, e.
Exemplary
Proficient
Uses clear
Working to
Improve
2
Always presents
material clearly and
succinctly with
relevant and
engaging examples.
explanations,
appropriate
language and
relevant example to
present material.
Provides
explanations and
examples, but
material may
occasionally be
unclear.
Does not explain
material or
provide
examples.
Reflection:
Delivery of Instruction - Engagement
Rubric #3, g.
Exemplary
Highly involves all
students in focused
work in which they
are active learners
and problemsolvers.
Proficient
Students actively
think about,
discuss, and use the
ideas and skills
being taught.
Reflection:
Summary Comments:
Teacher Comments:
3
Working to
Improve
Works to actively
involve students,
but some are
disengaged.
Improvement
Necessary
Mostly lectures
to students or
has them plod
through
textbooks and
worksheets.
Artifacts
(please describe)
This report is a summary of the observation, evaluation and conference.
Principal or Supervisor: ____________________________________________________
Date: _____________
My signature below represents that I have received this evaluation conference summary.
Teacher: ________________________________________________________________
4
Date: _____________