A:
B:
C:
D:
E:
F:
G:
C1
2b
3a
3c
Centering instruction on high expectations for student achievement.
Establishing a culture for learning
3
3
3
Communicating with students
1
2
3
2
Engaging students in learning
2
3
3
3
3
2
3
3
C2
3b
4a
Demonstrating effective teaching practices
Using questioning and discussion techniques
Reflecting on teaching
3
3
3
3
3
3
C3
1b
3e
3.1
3.2
C4
Observation Cycle 1
Learning Walk 1
Observation Cycle 2
Learning Walk 2
Artifact Summary Score/Student Growth Scores
Component Summary Score
Criteria Summary Score
Observations & Additional
Artifacts
Criterion/
Component
Comprehensive Final Summative Report
Teacher: John Doe
A
1
3
B
2
C
3
3
D
E
3
Recognizing individual student learning needs and developing strategies to
address those needs.
Demonstrating knowledge of students
3
3
3
Demonstrating flexibility and responsiveness
3
3
4
Establish Student Growth Goal(s)
3
Achievement of Student Growth Goal(s)
3
F
G
3
3
1c
1d
1e
Providing clear and intentional focus on subject matter content and curriculum.
Demonstrating knowledge of content and
2
3
3
3
pedagogy
3
Setting instructional outcomes
3
3
3
3
Demonstrating knowledge of resources
3
3
3
3
Designing coherent instruction
2
3
3
3
C5
2a
2c
2d
2e
Fostering and managing a safe, positive learning environment.
Creating an environment of respect and rapport 2
3
3
Manages classroom procedures
3
3
3
Manages student behavior
3
4
4
Organizes physical space
4
4
4
1a
C6
1f
3d
4b
6.1
6.2
2
3
4
4
3
3
4
4
Using multiple student data elements to modify instruction and improve student
learning.
Designing student assessments (1f)
4
3
3
Using assessment in instruction (3d)
4
3
3
3
3
Maintaining accurate records (4b)
3
3
Establish Student Growth Goal(s)
3
3
Achievement of Student Growth Goal(s)
3
3
3
3
3
C7
4c
C8
4d
4e
4f
8.4
Communicating and collaborating with parents and the school community.
Communicating with families (4c)
4
4
Exhibiting collaborative and collegial practices focused on improving
instructional practice and student learning.
Participating in a professional community (4d)
Growing and developing professionally (4e)
Showing professionalism (4f)
Establish student growth goals, implement, and
monitor growth
Unsatisfactory
Criterion Score
8-14
Basic
Criterion Score
15-21
Proficient
Criterion Score
22-27
4
3
4
4
3
4
3
3
Distinguished
Criterion Score
29-32
Criteria = 26 Overall Comprehensive Evaluation Rating: 3: Proficient
Low
Student Growth
5-12
Average
Student Growth
13-17
Student Growth = 15 Student Growth Impact Rating: Average
High
Student Growth
18-20
4
4
Strengths :
Criterion 1:Centering instruction on high expectations for student achievement.
 2b: Establishing a Culture for Learning: Miss. Carter conveys genuine enthusiasm for the
content, and students demonstrate consistent commitment to its value. Miss. Carter shares
with her students’ personal learning experiences, such as a new technique or strategy she is
trying, or a book she has read. She reinforces the important of work with charts and posters
that convey high expectations. She provides opportunities for students to choose their own
projects and methods for demonstrating their learning.
 3c: Engaging Students in Learning: Miss. Carter’s lessons have a clearly defined structure
around which the activities are organized and pacing is generally appropriate. Students do not
have downtime waiting for others to finish and she invites students to contribute ways to use
time effectively.
Miss. Carter has the suitable instructional materials necessary for the lesson available for all
students. These include textbooks, readings, maps, charts, videos, workbooks or access to the
Internet.
Criterion 3: Recognizing individual student learning needs and developing strategies to
address those needs.
 1b: Demonstrating Knowledge of Students: Miss. Carter displays accurate knowledge of the
typical developmental characteristics of third grade students as well as exceptions to the
general patterns. She plans learning activities and experiences that reflect an understanding of
third graders. She describes, orally or in writing how the exceptions to the general development
of third graders are relevant to a lesson or unit.
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
 1c: Selecting Instructional Outcomes: Miss. Carter uses state and district standards as the basis
for her instructional outcomes and they are cognitively challenging. Miss. Carter is intentional
when writing or sharing orally the connection of individual lesson outcomes to the standards.
Her outcomes are scaffolded, built on prior learning, and establish a foundation for future
learning.
Areas for Growth
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional
practice and student learning.
 4d: Participating in a Professional Community: In schools teachers help facilitate an
environment to promote the learning of students. Miss. Carter maintains cordial relationships
with colleagues to fulfill duties that the school or district requires. She becomes involved in the
school’s culture of professional inquiry when specifically asked.
Criterion 7:Communicating and collaborating with parents and the school community.
 4c: Communicating with Families: The ability of families to participate in their child’s learning
varies widely. Miss. Carter makes some attempts to communicate with families about the
instructional program and about the progress of individual students but does not engage
families in the instructional program.
Next Steps
Criterion 3: Recognizing individual student learning needs and developing strategies to
address those needs.

1b: Demonstrating Knowledge of Students: Miss. Carter is on the “cutting edge” of
distinguished teaching related to 1b: Demonstrating Knowledge of Students. She will develop
strategies that move her from “group” knowledge of the development characteristics of third
graders to knowledge of “individual” third graders. She will continue to develop lessons that
are intellectually, emotionally, and socially appropriate for third graders but will modify these
lessons for individual students who do not follow the general pattern of development. She will
experience cultural traditions and practices firsthand, such as attending an event at the local
cultural center, and use this experiential learning when designing lessons. She will include in
her lesson plans student-initiated ideas that reflect culturally relevant activities and
assignments.
Criterion 7:Communicating and collaborating with parents and the school community.

4c: Communicating with Families: Miss. Carter will work towards moving from “basic to
proficient” teaching related to engaging parents on a consistent basis in the instructional
program (4c). She will send home an introductory letter to families during the summer that
describes expectations for the school year; lists the teacher’s contact information if the parents
have any questions; and includes refresher activities, such as summer reading strategies,
writing tips or math strategies. She will create a Web page for the class that includes a
calendar, updates on classroom activities and includes information about the learning that
precedes the homework or current class learning experiences.
We have participated in a conversation on the above items.
Teacher signature ___________________________________________________________
Administrator signature ______________________________________________________