Aurora Public Schools
Teacher Evaluation Draft
March 9, 2010
Planning and Preparation
Specific Indicators
Component
Teachers demonstrate
Comprehensive
knowledge of content,
Understanding of
standards, and pedagogy.
the Content
1
2
3
4
Teacher displays little
understanding of the subject
or structure of the discipline,
content standards or of
content-related pedagogy.
Teacher's knowledge of
content, content standards
and pedagogy represent
developing understanding but
do not extend to connections
with skills outside the
classroom.
Teacher demonstrates solid
understanding of content,
content standards, and
pedagogy. Teacher actively
builds on knowledge of
prerequisites and
misconceptions when
describing instruction or
seeking causes for student
misunderstanding. Teacher's
instructional practices reflect
current pedagological
knowledge.
Teacher demonstrates
thorough knowledge of
students' backgrounds, skills,
and interests, and uses this
knowledge to differentiate
and shelter instruction for
groups of students.
Teacher's knowledge of the
content, content standards
and pedagogy are
extensive. Teacher's
knowledge of content
extends to how the content
affects and is affected by
other disciplines and events
in the world at large.
Knowledge of
Students
Teachers demonstrate
knowledge of students in order
to plan, group, differentiate,
and/or shelter instruction.
Teacher makes little or no
attempt to acquire
knowledge of students'
backgrounds, skills, or
interests, and does not use
such information in planning.
Teacher demonstrates partial
knowledge of students'
backgrounds, skills, and
interests and attempts to use
this knowledge in planning for
whole class instruction and
some small group
instruction.
Designing
Instruction
Teachers demonstrate the
ability to design standardsbased instruction by
developing learning objectives,
utilizing resources, selecting
instructional
strategies/approaches for
effective student learning.
The instructional design is
not based on standards.
The design does not align
planning elements nor does
it engage students in
meaningful learning.
Teacher's lesson or unit
lacks defined structure.
The instructional design uses
some standards. The design
aligns some of the planning
elements and engages some
students in meaningful
learning. Teacher's lesson or
unit has a recognizable
structure.
The instructional design is
based on standards. The
design aligns most of the
planning elements and
engages most students in
meaningful learning.
Teacher's lesson or unit has
a clearly defined structure.
Assessment
Teachers effectively assess
student learning to plan for
instruction.
Teacher's approach to
assessing student learning
contains no clear criteria or
standards, and lacks
congruence with instructional
goals. Teacher has no plans
to use assessment results in
designing future
instruction.
Teacher's plan for student
assessment is partially
aligned with the instructional
goals and includes criteria
and standards that are not
entirely clear or understood
by students. Teacher uses
the assessment to plan for
future instruction for the class
as a whole.
Teacher's plan for student
assessment is aligned with the
instructional goals with clear
assessment criteria and
standards that have been
communicated to students.
Teacher designs instruction
and assessment which allows
for student self reflection and
self assessment. Teacher uses
the assessment for designing
instruction and for sheltering
and differentiating for groups of
students.
Teacher demonstrates
thorough knowledge of
students' backgrounds,
skills, and interests, and
uses this knowledge to
differentiate and shelter for
groups of students as well
as for individual student
learning.
The instructional design is
based on standards. The
design aligns the planning
elements and shows
evidence of student input
and effective engagement.
Teacher's lesson or unit is
highly coherent
and has a clear structure.
Teacher's plan for student
assessment is fully aligned
with instructional goals,
containing clear assessment
criteria and standards that
are not only understood by
students but also requires
evidence of student self
reflection and self
assessment.
Classroom Environment
Component
Specific Indicators
Expectations for learning
Creating an
and achievement
Environment of
Respect and
Rapport that
Establishes a
Culture for Learning
Management of
Managing
instructional groups or
Classroom
individual students
Procedures and
Student Behavior
Organizing Physical
Space
1
2
3
4
Instructional goals and
activities, interactions, and
the classroom environment
convey only modest
expectations for student
achievement.
Instructional goals and
activities, interactions, and
the classroom environment
convey inconsistent
expectations for student
achievement.
Instructional goals and
activities, interactions, and
the classroom environment
convey high expectations
for student achievement.
Both student and teacher
establish and maintain high
expectations for student
achievement.
Students are not
productively engaged and
the teacher is not
responding to the situation.
Tasks for individuals or
groups are partially
organized and explicit.
Students are mostly
engaged with some off-task
behavior.
Transitions or noninstructional duties are
fairly efficient resulting in
little loss of instructional
time.
Standards of conduct
appear to have been
established for most
situations, and most
students seem to
understand them.
Teacher is generally aware
of student behavior and
attempts to respond to
misbehavior with uneven
results.
Tasks for individual or
groups are organized and
explicit. Students are
engaged.
Tasks for individual or
groups are organized and
explicit. Students are
actively engaged
Transitions or noninstructional duties are
efficient resulting in minimal
loss of instructional time.
Transitions are efficient
with students assuming
responsibility.
Standards are established
and clear to most students.
Standards of conduct are
clear to students.
Teacher is consistently
alert to student behavior
and response to student
behavior is appropriate.
Teacher initiate
preventative measures and
students monitor their own
and peer behaviors
The classroom is safe, and
classroom furniture is
adjusted for a lesson, or if
necessary, a lesson is
adjusted to the furniture,
but with effectiveness.
Teacher uses physical
resources effectively, and
learning is accessible to
students.
The classroom is safe, and
the furniture arrangement is
a resource for learning
activities.
Management of transitions
and non-instructional duties
Considerable time is lost
due to non-instructional
duties or transitions.
Expectations
No standards of conduct
appear to have been
established, or students are
confused as to what the
standards are.
Monitoring and response to
student behavior
Student behavior is rarely
monitored, and teacher is
unaware of what students
are doing.
Safety and arrangement of
furniture
The classroom, within
teacher’s control, is unsafe
and the furniture
arrangement is not suited
to the lesson, or both.
The classroom, within
teacher’s control, is unsafe
or the furniture
arrangement is not suited
to the lesson,.
Accessibility to learning and
use of physical resources
Teacher uses physical
resources poorly, or
learning is not accessible to
some students.
Teacher uses physical
resources adequately, and
essential learning is
accessible to most
students.
Teacher uses physical
resources effectively, and
learning is accessible to all
students.
Instruction
Component
Communicating
Clearly and
Accurately
Specific Indicators
1
2
3
4
Directions and procedures
Oral and written language
Teacher spoken and written
directions and procedures
are confusing to most
students.
Teacher spoken and written
directions and procedures
are clarified after initial
student confusion.
Teacher spoken and written
directions and procedures
are clear to students and
contain an appropriate
amount of detail.
Using Questioning
Quality of questions
Teacher‘s questions are of
low quality.
Teacher’s questions are a
combination of low and
high quality.
Engaging Students
in Learning
Engagement of students
Grouping of students
Structure and pacing
Few students engaged in
active learning.
Instructional groups are not
productive. The lesson has
no clearly defined structure.
The pacing is too slow or
rushed, or both.
At least half of the students
engaged in active learning.
Instructional groups are
partially productive. The
lesson has a recognizable
structure. Pacing of the
lesson is inconsistent.
Most of the teacher’s
questions are of high
quality and help the teacher
assess student learning.
Most students engaged in
active learning.
Instructional groups are
productive. The lesson has
a clearly defined structure.
Pacing of the lesson is
consistent.
Providing Feedback
to Students
Quality of feedback
Timeliness of feedback
Feedback is either not
provided and/or it is of low
quality.
Feedback is inconsistent in
quality and not provided in
a timely manner.
Feedback is of high quality
and provided in a timely
manner.
Teacher spoken and written
directions and procedures
are clear to students and
teacher is prepared to
anticipate possible student
misunderstanding.
Teacher‘s questions are of
uniformly high quality and
help the teacher assess
student learning.
All students are engaged in
active learning.
Instructional groups are
productive. The lesson’s
structure is designed to
give students the
opportunity to meet and/or
exceed the learning goal.
Pacing of the lesson is
appropriate.
Feedback is consistently of
high quality and provided in
a timely manner.
Professional Responsibilities
Component
Specific Indicators
Instruction effectiveness
Reflecting on
Meeting student learning
Teaching
goals
Improvement on instruction
1
2
3
4
Teacher does not know if
his/her instruction was
effective or achieved its
goals, or profoundly
misjudges the success of
his/her instruction. Teacher
has no suggestions for how
instruction may be
improved.
Teacher has an accurate
impression of his/her
instructional effectiveness
and the extent to which
student learning goals were
met. Teacher has ideas for
how instruction may be
improved, but does not
implement these ideas into
daily practice.
Teacher participates in
some of the school’s
required activities for
communication, and
responds to stakeholder
concerns.
Teacher has an accurate
impression of his/her
instructional effectiveness
and the extent to which
student learning goals were
met. Teacher has ideas for
how instruction may be
improved, and implements
these ideas into daily
practice.
Teacher participates in the
school’s required activities
for communication, and
responds to stakeholder
concerns on a timely basis.
Teacher communicates
both success and
concerns.
Teacher has an accurate
impression of his/her
instructional effectiveness
and the extent to which
student learning goals were
met. Teacher actively
shares their analysis and
reflection with colleagues.
Communicating
with Stakeholders
Participation in
communication activities
Timely response to
stakeholder concerns
Communicates successes
and concerns about
students
Teacher does not
participate in the school’s
required activities for
communication, and does
not respond to stakeholder
concerns.
Teacher participates
beyond the school’s
required activities for
communication and teacher
responds to stakeholder
concerns on a timely basis.
Teacher creates and
executes additional lines of
communication.
Teacher creates and
executes a professional
learning plan which
includes a capstone or
significant event. Teacher
can reflect on how the
professional learning plan
has enhanced
student learning.
Growing and
Developing
Professionally
Creating and executing a
professional learning plan
Professional learning plan
is related to student
learning
Teacher does not create a
plan for professional
learning that is either
aligned with school goals or
approved by the supervisor
or the teacher creates a
professional learning plan
but does not execute the
plan.
Teacher creates and
executes a professional
learning plan. Teacher can
not reflect on how the
professional learning plan
has enhanced student
learning.
Teacher creates and
executes a plan for
professional learning that is
either aligned with the
school goals or approved
by the supervisor. Teacher
can reflect on how the
professional learning plan
has enhanced student
learning.
Collaboration with
Colleagues
Positive interactions with
colleagues
Participates in collegial
activities
Teacher collaborates in
collegial activities that are
designed to enhance their
student’s learning. Teacher
does not interact in a
positive and productive
manner with colleagues.
Teacher interactions with
colleagues are positive and
productive. Teacher
collaborates in collegial
activities that are designed
to enhance their student’s
learning.
Teacher interactions with
colleagues are positive and
productive. Teacher
collaborates in collegial
activities that are designed
to enhance school or
district student learning.
Advocacy
Advocacy for student
success
Teacher does not
collaborate in collegial
activities that are designed
to enhance their student’s
learning. Teacher does not
interact in a positive and
productive manner with
colleagues.
Teacher does not know
students and does not
advocate for their future
success.
Teacher knows students
but can only address and
relate to a specific group of
students, and advocates for
their future success.
Teacher knows and relates
to students and can
advocate for their future
success.
Teacher knows and relates
to students and does
advocate for their future
success.