Building Leadership
KSDE Assessment #2
Teacher Evaluation Program Development Including Individual Reflection
Rubric
Wichita State University
School District:
Unacceptable” indicates that the team did not meet the criteria and the achievement of the
outcome is unacceptable.
“Acceptable” indicates progress at an acceptable level; however, achievement of the outcome is
not at the desired level for terminal assessment.
“Target” indicates that the team did meet the criteria at the desired level.
Satisfactory completion of the assignment requires that all of components be rated at the
Acceptable or Target.
Component
Format
Citations
Quality of
Report
Report
Structure
Evaluation
Process
Addressing
the Standard
Teacher Evaluation Program Paper
Unacceptable
Acceptable
The team never or
The team occasionally
seldom used APA.
used APA.
The team never or
The team sometimes
seldom included
included citations to
appropriate citations to
support a position.
support a position.
The team presented a
The team presented a
poorly written document paper that was mostly
that was difficult to
well written &
follow; lacked
organized, contained
coherence &
ideas presented clearly
organization, clarity of
with a few minor
ideas, numerous
spelling, punctuation, or
spelling, punctuation, or grammatical errors.
grammatical errors.
The team never or
The team frequently
seldom wrote topic
wrote topic sentences
sentences that reflected
that reflected the content
the content of the
of the paragraph, used
paragraph, used correct
correct verb tense, and
verb tense, or clear and
clear and concise
concise sentence
sentence structure.
structure.
The team did not
The team adequately
articulate how the
articulated how the
evaluation process
evaluation process
promotes the success of promotes the success of
all students by
all students by
advocating, nurturing,
advocating, nurturing,
EL 823 Changing the Culture in an Environment of Collaboration and Partnership
Target
The team consistently
used APA.
The team consistently
included appropriate
citations to support a
position.
The team presented a
paper that was well
written: ideas were clear,
coherent, organized, with
very few spelling,
punctuation, or
grammatical errors.
The team consistently
wrote topic sentences that
reflected the content of
the paragraph, used
correct verb tense, and
clear and concise
sentence structure.
The team clearly
articulated how the
evaluation process
promotes the success of
all students by
advocating, nurturing,
2/15/2008
Building Leadership
Descriptions
of
Performance
and
Expectations
Descriptions
of
Instructional
Responsibiliti
es
Evaluation
Design
and sustaining a
building climate and
instructional programs
conducive to student
learning and staff
professional growth.
The team did not
describe such items as
weighting of each
criterion, descriptions of
levels of performance on
each criterion, and
performance
expectations for stages
of career, or did not
identify other criteria for
evaluation.
The team did not
describe such items as
instructional planning
material, data from
observations of
classroom environment
and instructional
practices, data
supporting professional
responsibilities, and data
concerning efforts that
culminated in promotion
of student learning.
The team did not
describe the process
used to design the
evaluation. Such items
as timelines, actions,
KSDE Assessment #2
and sustaining a
building climate and
instructional programs
conducive to student
learning and staff
professional growth.
The team adequately
described such items as
weighting of each
criterion, descriptions of
levels of performance on
each criterion, and
performance
expectations for stages
of career.
and sustaining a
building climate and
instructional programs
conducive to student
learning and staff
professional growth.
The team clearly
described criteria to be
used during the
evaluation. The criteria
included such items as
weighting of each
criterion, descriptions of
levels of performance on
each criterion, and
performance expectations
for stages of career.
The team adequately
The team clearly
described such items as described sources of data
instructional planning
to be used in the
material, data from
evaluation process.
observations of
Sources included such
classroom environment
items as instructional
and instructional
planning material, data
practices, data
from observations of
supporting professional classroom environment
responsibilities, and data and instructional
concerning efforts to
practices, data supporting
professional
promote student
responsibilities, and data
learning at an
optimum level.
concerning efforts to
promote the success of
all students by
advocating, nurturing,
and sustaining a
building climate and
instructional programs
conducive to student
learning and
professional
development.
The team adequately
The team clearly
described process used
described the process
to design the evaluation, used to design the
Items such as timelines, evaluation. Description of
actions, and responsible the design process
EL 823 Changing the Culture in an Environment of Collaboration and Partnership
2/15/2008
Building Leadership
KSDE Assessment #2
and responsible persons
(school staff, evaluation
committee, and district
staff) were not included
in the design process
that culminated in
promotion of student
learning.
persons (school staff,
evaluation committee,
and district staff) were
included, but not clearly
defined to promote
student learning at an
optimum level.
included such items as
timelines; actions; and
responsible persons
(school staff, evaluation
committee, and district
staff) for actions to
promote student
learning.
Procedures
for
Professional
Development
The team did not
describe procedures for
working with beginning
teachers, professional
track teachers, and
teacher s requiring
assistance that
culminated in promotion
of student learning.
The team adequately
described procedures for
working with beginning
teachers, professional
track teachers, and
teachers requiring
assistance to promote
student learning at an
optimum level.
Reflection
The student wrote an
individual reflection that
did not describe his or
her learning and
feelings about the new
knowledge.
Reflections are assessed
only as Target or
Unacceptable. The aim
is not to assess the
content of person’s
reflection, but to
determine if an in-depth
thought process
occurred.
The team clearly
described procedures for
working with beginning
teachers, professional
track teachers, and
teacher s requiring
assistance to promote
student learning. Other
terms may be used to
describe levels.
The student wrote an
individual reflection that
clearly described his or
her learning and feelings
about the new knowledge.
Comments:
EL 823 Changing the Culture in an Environment of Collaboration and Partnership
2/15/2008