WETHERSFIELD
CUSD #230
TEACHER EVALUATION
PLAN
AMENDED: April 15, 2015
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TABLE OF CONTENTS
Teacher Evaluation Plan
Pages 3-8
Definitions
Page 3
Formal Observations
Page 4
Non-tenured/Tenured Teacher Observation Requirements
Page 5
Formal Observation Pre-Conference Requirements
Page 6
Post-Observation Reflection Conference Requirements
Page 6
Formal Observation Post-Conference Requirements
Page 7
Informal Observations
Page 7
Written Notice
Page 7-8
“Needs Improvement” or “Unsatisfactory Rating
Page 9-10
Deficiencies Deemed Irremediable
Page 11
Teacher Job Description
Appendix A
Rubric- Teacher Performance Standards
Appendix B
Domain Weights, Component Weights, Determining Rating
Appendix C
Formative Evaluation Form
Appendix D
Summative Evaluation Form
Appendix D
Pre-Conference Observation Form
Appendix E
Post-Observation Reflection Form
Appendix F
Teacher Self Evaluation Form
Appendix G
Pre-Observation Data Form
Appendix H
Summary of Formal Observation Process
Appendix I
Evaluation Timelines- Tenured and Non-Tenured
Appendix J
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PROFESSIONAL PERSONNEL- Teacher Evaluation Plan
A. PREAMBLE
Article 5/24A of Chapter 105 of the Illinois Combined Statutes entitled The Evaluation of
Certified Employees is the authority by which teachers are evaluated. Wethersfield CUSD #230
is committed to providing the best educational experience for all of the students we serve. This
commitment is emphasized by the ongoing process of professional appraisal for all teachers. To
reach this commitment the Wethersfield Board of Education and the Wethersfield Education
Association have agreed to the following teacher Evaluation Plan.
B. PLAN DEVELOPMENT
Members of the District Evaluation Team who were responsible for designing the Wethersfield
CUSD #230 Evaluation Plan are Paul Alepra, Kelly Camey, Janean Friedman, Jay Hagaman,
Karen Horack, Paula Horsley, Jeremiah Johnston, Shane Kazubowski, and Shane Tucker.
C. STATEMENT OF PURPOSE
The purposes of this plan are to:
 Provide a transparent system for teacher evaluations
 Provide meaningful feedback that focuses on professional two-way conversation between
the evaluator and teacher
 Improve the performance of our teaching staff
 The overall goal of the plan is to improve student achievement
D. IDENTIFICATION OF EVALUATORS
Each building principal is responsible for evaluating his immediate staff. In the event of a
principal's prolonged absence which would make it impossible to meet time requirements for
evaluation, the Superintendent shall appoint another administrator within the district to conduct
the evaluations.
E. DEFINITIONS
A. Qualified Evaluator- A district administrator who has completed the prequalification
process required under Section 24A-3 of the School Code and successfully passed the
State-developed assessments specific to evaluation of teachers. Each qualified evaluator
shall maintain his/her qualifications by completing the retraining requirements under
Section 24A-3 of the School Code.
B. Teacher- means full-time or part-time professional employees of the school district who
are required to hold a teaching certificate issued in accordance with Article 21 of the
School Code or a professional educator’s license endorsed for a teaching field issued in
accordance with Article 21B of the School Code.
C. Formal Observation- a specific window of time that is scheduled with the teacher for the
qualified evaluator, at any point during that window of time, to directly observe
professional practice in the classroom or in the school.
D. Window of Time- a set period of time (i.e. 8:45am-9:30am), class period (i.e. 3rd period),
or academic subject (i.e. English 2) and specified by a period of days up to and including
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E.
F.
G.
H.
I.
5 days (i.e. Monday-Friday the week of November 4 or Wednesday-Tuesday starting on
November 6) in which a formal observation can take place.
Informal Observation- an observation of a teacher by a qualified evaluator that are not
announced in advance of the observation and not subject to a minimum time requirement.
Performance Evaluation Rating- the final rating of a teacher’s performance using the
rating levels of Unsatisfactory, Needs Improvement, Proficient, or Excellent as required
by School Code. The rating is received during the teacher’s summative evaluation.
Formative Evaluation- an evaluation which requires a formal observation and follows the
formal observation process and does not provide a performance evaluation rating to the
teacher. A formal evaluation is usually used, but not limited to, evaluations which are
performed prior to the final summative evaluation.
Summative Evaluation- an evaluation which requires a formal observation and follows
the formal observation process and provides a performance evaluation rating to the
teacher.
School Days- For purposes of the evaluation plan, school day shall mean any student
attendance day.
F. TEACHER’S PROFESSIONAL PRACTICE
A. The district’s evaluation plan shall use the Charlotte Danielson Professional Practice
Frameworks for Teaching which is research based regarding effective instruction and
addresses planning, instructional delivery, classroom management, and aligns to the
Illinois Professional Teaching Standards.
1. See Appendix A for teacher’s duties and responsibilities
2. See Appendix B for the performance standards rubric for which the teacher is
expected to perform.
3. See Appendix C for domain weights, component weights, and determining a
teacher’s summative rating
B. The evaluation plan shall also consider:
1. The teacher’s attendance
2. The teacher’s competency in the subject matter taught
3. Will specify the teacher’s strengths and weaknesses and the reasons for
identifying the areas as such.
C. Evidence of the teacher’s professional practice shall be collected through the use of
multiple observations that include both formal and informal observations.
1. See Appendix D for the district’s evaluation plan document
G. FORMAL OBSERVATIONS
A. A formal observation of the teacher in his or her classroom shall be for a length of time
equivalent to one of the following:
1. A minimum of 45 minutes at a time
2. An observation during a complete lesson
3. An observation during an entire class period
B. A formal observation shall not be conducted on the day preceding or following a legal
holiday where students are not in session.
C. A formal observation shall not be conducted on Thanksgiving week or on the week
before/after Christmas Break.
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D. A minimum of 20 calendar days shall elapse between each formal observation unless a
teacher is placed on a remediation or professional growth plan.
H. NON-TENURED STAFF MEMBER (not in contractual continued service)
A. A teacher not in contractual continued service (i.e. non-tenured) shall be evaluated at
least once every year.
1. A minimum of three observations shall be required each year the teacher is not in
contractual continued service.
a. At least two of the three observations shall be formal observations.
i.
The final formal observation shall be a summative evaluation with,
in most cases, the proceeding formal observations being a
formative evaluation.
ii.
There is no limit to the number of informal observations that can
occur.
iii. The qualified evaluator reserves the right to conduct formal
observations as often as he or she deems necessary.
B. The final summative evaluation shall be completed by March 1 each year.
I. TENURED STAFF MEMBER (in contractual continued service)
A. A teacher in contractual continued service (i.e. tenured) shall be evaluated at least once
every two years, however, a tenured teacher who obtained a “needs improvement” or
“unsatisfactory” rating on the previous year’s evaluation shall be evaluated in the next
school year after receiving that rating.
1. A tenured teacher who received either an “excellent” or “proficient” performance
evaluation rating on his or her last performance evaluation shall be required to
have a minimum of two observations during the cycle in which the current
evaluation is conducted.
a. At least one of the two observations shall be a formal observation.
i.
The final formal observation shall be a summative evaluation.
ii.
There is no limit to the number of informal observations that can
occur.
iii. The qualified evaluator reserves the right to conduct formal
observations as often as he or she deems necessary but not more
than 3 per year.
2. A tenured teacher who received either a “needs improvement” or “unsatisfactory”
performance evaluation rating on his or her last performance evaluation shall be
required to have a minimum of three observations in the school year immediately
following the year in which the “needs improvement” or “unsatisfactory” rating
was assigned.
a. At least two of the three observations shall be a formal observation.
i.
More than 1 qualified evaluator may be used to conduct the
informal and formal observations.
ii.
The final formal observation shall be a summative evaluation.
a. The qualified evaluator(s) reserves the right to conduct
summative evaluations on the observations proceeding the final
formal observation.
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iii.
There is no limit to the number of informal observations that can
occur.
iv.
The qualified evaluator(s) reserves the right to conduct formal
observations as often as he or she deems necessary.
a. A tenured teacher who receives a Needs Improvement rating as a component
rating(s), professional growth SMART goals will be created collaboratively
between the evaluator and the teacher for the respective component(s). If the
teacher fails to achieve the SMART goal and move the component rating from
Needs Improvement to Satisfactory or above by the staff member's next
evaluation cycle, the component rating(s) for which the Needs Improvement was
given becomes an Unsatisfactory rating for that respective component(s).
J. FORMAL OBSERVATION PRE-CONFERENCE
A. Each formal observation shall be preceded by a conference between the qualified
evaluator and the teacher.
1. In advance of the pre-conference, the teacher will submit electronically to the
qualified evaluator the Pre-Conference Data Form (Appendix H) documenting
evidence collected by the teacher for the various components in Domains 1 and 4.
2. At the pre-conference, the teacher shall present to the qualified evaluator the
requested documents/artifacts listed on the Pre-conference form (Appendix E) as
well as the Pre-conference form with all questions on the form answered.
3. At the pre-conference, the teacher shall present to the qualified evaluator a copy
of the Teacher Self Evaluation Form (Appendix G) with the form filled out by
the teacher.
a.The teacher will make recommendations for areas on which the qualified
evaluator should focus during the observation.
b.The qualified evaluator and teacher shall discuss the lesson or unit plan or
instructional planning and any areas on which the qualified evaluator
should focus during the observation.
c.The qualified evaluator and teacher shall discuss the pre-conference
questions from Appendix E along with the Teacher Self Evaluation Form
(Appendix G).
K. POST OBSERVATION REFLECTION CONFERENCE
A. A Post Observation Reflection Conference between the qualified evaluator and teacher
shall take place within 7 school days following the official classroom observation.
1. The qualified evaluator and teacher shall meet to:
a.Discuss the evidence collected about the teacher’s professional practice.
b.Discuss and reflect on the Post-Observation Reflection Form Appendix F
c.Discuss and reflect on the additional artifacts requested by the qualified
evaluator on the electronic Pre-Conference Data Form Appendix H
d.Allow the teacher to consider (reflect upon) his or her instruction, and, if
applicable, the teacher may provide the qualified evaluator additional
information or explanations about the lesson presented.
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e.Allow the qualified evaluator to provide feedback to the teacher about the
teacher’s professional practice, including evidence specific to the area(s)
of focus designated during the Pre-conference (see J-2-a above).
f. Allow the teacher to work with the qualified evaluator to identify areas for
improvement.
L. FORMAL OBSERVATION POST-CONFERENCE
B. A Post-conference between the qualified evaluator and teacher shall take place within 10
school days following the official classroom observation.
1. The qualified evaluator and teacher shall meet to:
a.Have the qualified evaluator provide feedback to the teacher, in writing
(electronic or paper), and provide the teacher the opportunity to discuss
the feedback with the evaluator.
b.Allow the qualified evaluator to provide feedback to the teacher about the
teacher’s professional practice, including evidence specific to the area(s)
of focus designated during the Pre-conference (see J-2-a above).
c.If the qualified evaluator determines that the evidence collected to date
may result in the teacher receiving either a “needs improvement” or
“unsatisfactory” performance evaluation rating, then the qualified
evaluator shall notify the teacher of that determination.
d.Allow the teacher to work with the qualified evaluator to identify areas for
improvement.
M. INFORMAL OBSERVATIONS
A. Evidence gathered during informal observations may be considered in determining the
performance evaluation rating provided:
1. The evidence is documented in writing (electronic or paper)
2. The teacher was provided an opportunity to meet in-person with a qualified
evaluator to discuss the evidence.
a. A teacher making the decision not to meet with the qualified evaluator to
discuss the evidence from the informal observation(s) does not exclude the
evidence from being used in determining the performance evaluation
rating.
N. WRITTEN NOTICE
A. At the start of the school term (i.e. the first day students are required to be in attendance),
the school district shall provide written notice (either electronic or paper), that a
performance evaluation will be conducted in that school term to each teacher affected or,
if the affected teacher is hired after the start of the school term, then no later than 30 days
after the contract is executed.
1. The written notice shall include:
a.A copy of the rubric (Appendix B) to be used to rate the teacher against
identified standards and goals and other tools to be used to determine a
performance evaluation rating.
b.A summary of the manner in which the various components of the rubric
will be used in the evaluation to determine the performance evaluation
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ratings of “excellent”, “proficient”, “needs improvement”, and
“unsatisfactory” (Appendix C).
c.A summary of the district’s procedures related to the provision of
professional development in the event a teacher receives a “needs
improvement” or remediation in the event a teacher receives an
“unsatisfactory” rating to include evaluation tools to be used during the
remediation period.
i.
Any professional development provided as part of a professional
development or remediation plan under Section 24A-5 of the
School Code shall align to Standards for Professional Learning
(2011) published by Learning Forward and posted at
www.learningforward.org/standards/index.cfm
O. A principal shall not be prohibited from evaluating any teachers (tenured or non-tenured) within
a school during his or her first year as principal of such school
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PROCEDURES FOR A TENURED TEACHER RECEIVING A
SUMMATIVE EVALUATION RATING OF
“Needs Improvement” or “Unsatisfactory”
In addition to the above, Chapter 105 ILCS 24A-5 of the Illinois Statutes shall govern the evaluation
procedure used by the district. The following are the requirements of the professional development
plan procedure for a tenured teacher who receives a performance rating as “needs improvement” and
the remediation procedure for a tenured teacher who receives a performance rating as “unsatisfactory”
as a result of the observation and evaluation process:
NEEDS IMPROVEMENT RATING
1. Within 30 school days after the completion of an evaluation rating a teacher in contractual
continued service as “needs improvement”, development by the evaluator, in consultation with
the teacher, and taking into account the teacher’s on-going professional responsibilities
including his or her regular teaching assignments, of a professional development plan directed
to the areas that need improvement and any supports that the district will provide to address
the areas identified as needing improvement.
2. Failure to strictly comply with the time requirements contained in Section 24A-5 [105 ILCS
5/24A-5] shall not invalidate the results of the professional development plan.
UNSATISFACTORY RATING
1. Within 30 days after completion of an evaluation rating a teacher in contractual continued
service as “unsatisfactory”, development and commencement by the district of a remediation
plan designed to correct deficiencies cited, provided the deficiencies are deemed remediable. In
all school districts the remediation plan for unsatisfactory, tenured teachers shall provide for 90
schools days of remediation within the classroom. Evaluations shall be issued within 10 days
after the conclusion of the respective remediation plan. However, the school board or other
governing authority of the district shall not lose jurisdiction to discharge a teacher in the event
the evaluation is not issued within 10 days after the conclusion of the respective remediation
plan.
2. Participating in the remediation plan by the teacher in contractual continued service rated
“unsatisfactory”, an evaluator and a consulting teacher selected by the evaluator of the teacher
who was rated “unsatisfactory”, which consulting teacher is an educational employee as defined
in the Educational Labor Relations Act, has at least 5 years teaching experience, and a
reasonable familiarity with the assignment of the teacher being evaluated, and who received an
“excellent” rating on his or her most recent evaluation. Where no teachers who meet these
criteria are available within the district, the district shall request and the applicable regional
office of education shall supply, to participate in the remediation process, an individual who
meets these criteria.
The Wethersfield Education Association may, if it so chooses, supply a roster of qualified
teachers from whom the consulting teacher is to be selected. That rooster shall, however,
contain the names of at least 5 teachers, each of whom meets the criteria for consulting
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teacher with regard to the teacher being evaluated, or the names of all teachers so qualified
if that number is less than 5. In the event of a dispute as to qualification, the State Board
shall determine qualification.
3. A mid-point and final evaluation by an evaluator during and at the end of the remediation
period, immediately following receipt of a remediation plan provided for under subsections (i)
and (j) of 105 ILCS 5/24A-5 of the School Code. Each evaluation shall assess the teacher’s
performance during the time period since the prior evaluation; provided that the last evaluation
shall also include an overall evaluation of the teacher’s performance during the remediation
period. A written copy of the evaluations and ratings, in which any deficiencies in performance
and recommendations for correction are identified, shall be provided to and discussed with the
teacher within 10 school days after the date of the evaluation. These subsequent evaluations
shall be conducted by an evaluator. The consulting teacher shall provide advice to the teacher
rated “unsatisfactory” on how to improve teaching skills and to successfully complete the
remediation plan. The consulting teacher shall participate in developing the remediation plan,
but the final decision as to the evaluation shall be done solely by the evaluator. Evaluations at
the conclusion of the remediation process shall be separate and distinct from the required
annual evaluations of teachers and shall not be subject to the guidelines and procedures relating
to those annual evaluations. The evaluator may but is not required to use the forms provided
for the annual evaluation of teachers in the district’s evaluation plan.
4. Reinstatement to the evaluation schedule set forth in the district’s evaluation plan for any
teacher in contractual continued service who achieves a rating equal to or better than
“satisfactory” or “proficient” in the school year following a rating of “needs improvement” or
“unsatisfactory”.
5. Dismissal in accordance with Section 24-12 or Section 24-16.5 or 34-85 of the School Code [105
ILCS 5/24-12 or 105 ILCS 5/34-85] of any teacher who fails to complete any applicable
remediation plan with a rating equal to or better than a “proficient” rating. Districts and
teachers subject to dismissal hearings are precluded from compelling the testimony of
consulting teachers at such hearings under subsection (d) of Section 24-12 or Section 24-16.5 or
34-85 of the School Code, either as to the rating process or for opinions of performances by
teachers under remediation.
6. After the implementation date of an evaluation system for teachers in a district as specified in
Section 24A-2.5 of the School Code, if a teacher in contractual continued service successfully
completes a remediation plan following a rating of “unsatisfactory” and receives a subsequent
rating of “unsatisfactory” in any of the teacher’s annual or biannual overall performance
evaluation ratings received during the 36-month period following the teacher’s completion of
the remediation plan, then the school district may forego remediation and seek dismissal in
accordance with subsection (d) of Section 24-12 or Section 34-85 of the School Code.
7. Failure to strictly comply with the time requirements contained in Section 24A-5 [105 ILCS
5/24A-5] shall not invalidate the results of the remediation plan.
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DEFICIENCES DEEMED IRREMEDIABLE
1. Nothing in 105 ILCS 5/24A-5 or Section 24A-4 [105 ILCS 5/24A-4] shall be construed as
preventing immediate dismissal of a teacher (tenured or non-tenured teacher) for deficiencies
which are deemed irremediable or for actions which are injurious to or endanger the health or
person of students in the classroom or school, or preventing the dismissal or non-renewal of
teachers not in contractual continued service for any reason not prohibited by applicable
employment, labor, and civil rights laws. Failure to strictly comply with the time requirements
contained in Section 24A-5 [105 ILCS 5/24A-5] shall not invalidate the results of the remediation
plan.
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APPENDIX A- TEACHER JOB DESCRIPTION
TEACHER DUTIES AND RESPONSIBILITIES
QUALIFICATIONS:
REPORTS TO:
As established by the State and the Local Board of Education.
The Building Principal
JOB GOAL(S): Focus of our energy, programs, services, and available resources to provide every student with the
opportunity to acquire the knowledge, skills, and understanding to become a productive citizen of our world.
PERFORMANCE RESPONSIBILITIES:
1. The teacher shall meet and instruct all assigned classes in the locations and at the times designated.
2. The teacher shall develop and maintain a classroom environment conducive to effective learning.
3. The teacher shall show evidence of being academically prepared to meet each class.
4. The teacher shall enforce the standards of student behavior as set forth in the Discipline Code, student
handbook, and Activity Code.
5. The teacher shall know and reflect the district’s philosophy of education and instructional goals District
Policies 6-001, 7-100 and 2-100 (see attached).
6. The teacher shall make every reasonable effort to protect students, equipment, materials, and facilities.
7. The teacher shall evaluate student progress fairly, on a regular basis, and on a timely manner.
8. The teacher shall maintain timely and accurate student grade and attendance records as required by law,
district policy, and administrative guidelines.
9. The teacher shall uphold administrative regulations, administrative guidelines, and Board Policy.
10. The teacher shall constructively attend faculty meetings, student/parent meetings, 504 meetings, and IEP
meetings.
11. The teacher shall, upon request, cooperate with other staff members in the review, evaluation and
planning of instructional programs including but not limited to goals, objectives, strategies, and
curriculums.
12. The teacher shall, when requested, cooperate with other staff members in the selection of books,
equipment, and instructional materials.
13. The teacher shall accept a share of the responsibility for building and district committees and activities.
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14. The teacher shall make every effort to establish open lines of communication with parents concerning
the academic and behavioral progress and/or problems of students.
15. The teacher shall participate in on-going professional growth activities and compliance expectations
through reading, participating in district level in-service activities, attending workshops and conferences,
and/or taking course work.
16. The teacher shall participate and cooperate in the district’s efforts to plan, implement, and maintain
educational and operational reforms.
17. The teacher shall establish and maintain a cooperative relationship with colleagues.
18. The teacher shall assess the learning abilities of students on a regular basis and seek the assistance of the
RtI team and special education teachers/staff when necessary.
19. The teacher shall reference the Wethersfield CUSD #230 Evaluation Plan, and specifically the
performance rubric, for guidance on effective professional practice.
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APPENDIX B- PERFORMANCE STANDARDS RUBRIC
DOMAIN 1: PLANNING AND PREPARATION
COMPONENT
Unsatisfactory
Needs
Improvement
Proficient
Excellent
1a: Demonstrating
knowledge of content
and pedagogy
In planning and practice,
the teacher makes content
errors or does not correct
errors made by students.
The teacher displays little
understanding of
prerequisite knowledge
important to student
learning of the content. The
teacher displays little or no
understanding of the range
of pedagogical approaches
suitable to student learning
of the content.
The teacher is familiar with
the important concepts in
the discipline but displays a
lack of awareness of how
these concepts relate to one
another. The teacher
indicates some awareness
of prerequisite learning,
although such knowledge
may be inaccurate or
incomplete. The teacher’s
plans and practice reflect a
limited range of
pedagogical approaches to
the discipline or to the
students.
The teacher displays
solid knowledge of the
important concepts in the
discipline and how these
relate to one another. The
teacher demonstrates
accurate understanding of
prerequisite relationships
among topics. The
teacher’s plans and
practice reflect
familiarity with a wide
range of effective
pedagogical approaches
in the subject.
1b: Demonstrating
Knowledge Of
Students
The teacher displays
minimal understanding of
how students learn—and
little knowledge of their
varied approaches to
learning, knowledge and
skills, special needs, and
interests and cultural
heritages—and does not
indicate that such
knowledge is valuable.
The teacher displays
generally accurate
knowledge of how students
learn and of their varied
approaches to learning,
knowledge and skills,
special needs, and interests
and cultural heritages, yet
may apply this
knowledge not to
individual students but to
the class
as a whole.
The teacher understands
the active nature of
student learning and
attains information about
levels
of development for
groups of students. The
teacher also purposefully
acquires knowledge from
several sources about
groups of students’
varied approaches
to learning, knowledge
and skills, special needs,
and interests and cultural
heritages.
1c: Setting
Instructional
Outcomes
The outcomes represent low
expectations for students
and lack of rigor, and not all
of these outcomes reflect
important learning in the
discipline. They are stated
as student activities, rather
than as outcomes for
learning. Outcomes reflect
only one type of learning
and only one discipline or
strand and are suitable for
only some students.
Outcomes represent
moderately high
expectations and rigor.
Some reflect important
learning in the discipline
and consist of a
combination of outcomes
and
activities. Outcomes reflect
several types of learning,
but the teacher has made no
effort at coordination or
integration. Outcomes,
based on global
Most outcomes represent
rigorous and important
learning in the discipline
and are clear, are written
in the form of student
learning, and suggest
viable methods of
assessment. Outcomes
reflect several different
types of learning and
opportunities for
coordination, and they
are differentiated, in
whatever way is needed,
The teacher displays
extensive knowledge of
the important concepts in
the discipline and how
these relate both to one
another and to other
disciplines. The
teacher demonstrates
understanding of
prerequisite
relationships among
topics and concepts and
understands the link to
necessary cognitive
structures that ensure
student understanding.
The teacher’s plans and
practice reflect familiarity
with a wide range of
effective pedagogical
approaches in the
discipline and the ability
to anticipate student
misconceptions.
The teacher understands
the active nature of
student learning and
acquires information
about levels
of development for
individual students. The
teacher also
systematically acquires
knowledge from several
sources about individual
students’ varied
approaches to learning,
knowledge and skills,
special needs, and
interests and cultural
heritages.
All outcomes represent
high-level learning in the
discipline. They are clear,
are written in the form of
student learning, and
permit viable methods of
assessment.
Outcomes reflect several
different types of learning
and, where appropriate,
represent both
coordination and
integration. Outcomes are
differentiated, in whatever
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1d: Demonstrating
Knowledge of
Resources
The teacher is unaware of
resources to assist student
learning beyond materials
provided by the school or
district, nor is the teacher
aware of resources for
expanding one’s own
professional skill.
1e: Designing
Coherent Instruction
Learning activities are
poorly aligned with the
instructional
outcomes, do not follow an
organized progression, are
not designed to engage
students in
active intellectual activity,
and have unrealistic time
allocations. Instructional
groups are not suitable to
the activities and offer no
variety.
1f: Designing
Student Assessments
Assessment procedures are
not congruent with
instructional outcomes and
lack criteria by which
student performance will be
assessed. The teacher has
no plan to incorporate
formative assessment in the
lesson or unit.
assessments of student
learning, are suitable for
most of the
students in the class.
The teacher displays some
awareness of resources
beyond those provided by
the school or district for
classroom use and for
extending one’s
professional skill but does
not seek to expand this
knowledge.
for different groups of
students.
way is needed, for
individual students.
The teacher displays
awareness of resources
beyond
those provided by the
school or district,
including those on the
Internet, for classroom
use and for extending
one’s professional skill,
and seeks out such
resources.
Some of the learning
activities and materials are
aligned with the
instructional outcomes and
represent moderate
cognitive challenge, but
with no differentiation for
different students.
Instructional groups
partially support the
activities, with some
variety. The lesson or unit
has a recognizable
structure; but the
progression of activities is
uneven, with only some
reasonable time allocations.
Assessment procedures are
partially congruent with
instructional outcomes.
Assessment criteria and
standards have been
developed, but they are not
clear. The teacher’s
approach to using
formative assessment is
rudimentary, including
only some of the
instructional outcomes.
Most of the learning
activities are aligned with
the instructional
outcomes and follow an
organized progression
suitable to groups of
students. The learning
activities have reasonable
time allocations; they
represent significant
cognitive challenge, with
some
differentiation for
different groups of
students and varied use
of instructional groups.
The teacher’s knowledge
of resources for classroom
use and for extending
one’s professional skill is
extensive,
including those available
through the school or
district, in the community,
through professional
organizations and
universities, and on the
Internet.
The sequence of learning
activities follows a
coherent
sequence, is aligned to
instructional goals, and is
designed to engage
students in high-level
cognitive activity. These
are appropriately
differentiated for
individual learners.
Instructional groups are
varied appropriately, with
some opportunity for
student choice.
All the instructional
outcomes may be
assessed by the proposed
assessment plan;
assessment
methodologies may have
been adapted for groups
of students.
Assessment criteria and
standards are clear. The
teacher has a welldeveloped strategy for
using formative
assessment and has
designed particular
approaches to be used.
All the instructional
outcomes may be
assessed by the proposed
assessment plan, with
clear criteria for assessing
student work. The plan
contains evidence
of student contribution to
its development.
Assessment
methodologies have been
adapted
for individual students as
the need has arisen. The
approach to using
formative assessment is
well designed and
includes student as well as
teacher use of the
assessment information.
Proficient
Excellent
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT
2a: Creating An
Environment of
15
Unsatisfactory
Patterns of classroom
interactions, both between
teacher and students and
Needs
Improvement
Patterns of classroom
interactions, both between
teacher and students and
Teacher-student
interactions are friendly
and demonstrate general
Classroom interactions
between teacher and
students and among
Respect and Rapport
among students, are mostly
negative, inappropriate, or
insensitive to students’ ages,
cultural backgrounds, and
developmental levels.
Student interactions are
characterized by sarcasm,
put-downs, or conflict. The
teacher does not deal with
disrespectful behavior.
among students, are
generally appropriate but
may reflect occasional
inconsistencies, favoritism,
and disregard for students’
ages, cultures, and
developmental levels.
Students
rarely demonstrate
disrespect for one another.
The teacher attempts to
respond to disrespectful
behavior, with uneven
results. The net result of the
interactions
is neutral, conveying
neither warmth nor conflict.
2b: Establishing A
Culture For Learning
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning,
and/or little or no
investment of student
energy in the task at hand.
Hard work and the precise
use of language are not
expected or valued. Medium
to low expectations for
student achievement are the
norm, with high
expectations for learning
reserved for only one or two
students.
2c: Managing
Classroom
Procedures
Much instructional time is
lost due to inefficient
classroom routines and
procedures. There is little or
no evidence of the teacher’s
managing instructional
groups and transitions
and/or handling of materials
and supplies effectively.
There is little evidence that
students know or follow
established routines.
2d: Managing
Student Behavior
There appear to be no
established standards of
conduct, or students
challenge them. There is
The classroom culture is
characterized by little
commitment to learning by
the teacher or students. The
teacher appears to be only
“going through the
motions,” and students
indicate that they are
interested in the completion
of a task rather than the
quality of the work. The
teacher conveys that
student success is the result
of natural ability rather than
hard work, and refers only
in passing to the precise use
of language. High
expectations for learning
are reserved for those
students thought to have a
natural aptitude for the
subject.
Some instructional time is
lost due to partially
effective classroom
routines and procedures.
The teacher’s
management of
instructional groups and
transitions, or handling of
materials and supplies, or
both, are inconsistent,
leading to some disruption
of learning. With regular
guidance and prompting,
students follow
established routines.
Standards of conduct
appear to have been
established, but their
implementation is
16
caring and respect. Such
interactions are
appropriate to the ages,
cultures, and
developmental
levels of the students.
Interactions among
students are generally
polite and respectful, and
students exhibit respect
for the teacher. The
teacher responds
successfully
to disrespectful behavior
among students. The net
result of the interactions
is polite, respectful, and
businesslike, though
students may be
somewhat cautious about
taking intellectual risks.
The classroom culture is
a place where learning is
valued by all; high
expectations for both
learning and hard work
are the norm for most
students. Students
understand their role as
learners and consistently
expend effort to learn.
Classroom interactions
support learning, hard
work, and the precise use
of language.
students are highly
respectful,
reflecting genuine
warmth, caring, and
sensitivity to students as
individuals. Students
exhibit respect for the
teacher and contribute to
high levels of civility
among all members of the
class. The net result is an
environment where all
students feel valued and
are comfortable taking
intellectual risks.
There is little loss of
instructional time due to
effective classroom
routines and procedures.
The teacher’s
management of
instructional groups and
transitions, or handling of
materials and supplies, or
both, are consistently
successful. With minimal
guidance and prompting,
students follow
established classroom
routines.
Student behavior is
generally appropriate.
The teacher
monitors student
Instructional time is
maximized due to
efficient and seamless
classroom routines and
procedures. Students take
initiative in the
management of
instructional groups and
transitions, and/or the
handling of
materials and supplies.
Routines are well
understood and may be
initiated by students.
The classroom culture is
a cognitively busy place,
characterized by a shared
belief in the importance
of learning. The teacher
conveys high
expectations
for learning for all
students and insists on
hard work; students
assume responsibility for
high quality by initiating
improvements, making
revisions,
adding detail, and/or
assisting peers in their
precise use of language.
Student behavior is
entirely appropriate.
Students take an active
role in monitoring their
2e: Organized
Physical Space
little or no teacher
monitoring of student
behavior, and response to
students’ misbehavior is
repressive or disrespectful
of student dignity.
inconsistent. The teacher
tries, with uneven results,
to monitor student
behavior and respond to
student misbehavior.
behavior against
established standards of
conduct. Teacher
response to student
misbehavior is consistent,
proportionate, and
respectful to students and
is effective.
The classroom environment
is unsafe, or learning is not
accessible to many. There is
poor alignment between the
arrangement of furniture
and resources, including
computer technology, and
the lesson activities.
The classroom is safe, and
essential learning is
accessible
to most students. The
teacher makes modest use
of physical resources,
including computer
technology. The teacher
attempts to adjust the
classroom furniture
for a lesson or, if necessary,
to adjust the lesson to the
furniture, but with limited
effectiveness.
The classroom is safe,
and students have equal
access
to learning activities; the
teacher ensures that the
furniture arrangement is
appropriate to the
learning activities and
uses physical resources,
including computer
technology, effectively.
own behavior and/or that
of other students against
standards of
conduct. Teacher
monitoring of student
behavior is subtle and
preventive. The teacher’s
response to student
misbehavior is sensitive
to individual student
needs and respects
students’ dignity.
The classroom
environment is safe, and
learning is accessible to
all students, including
those with
special needs. The
teacher makes effective
use of physical resources,
including computer
technology. The teacher
ensures that the physical
arrangement
is appropriate to the
learning activities.
Students contribute to the
use or adaptation of the
physical environment to
advance learning.
DOMAIN 3: INSTRUCTION
COMPONENT
3a: Communicating
With Students
17
Unsatisfactory
Needs
Improvement
Proficient
Excellent
The instructional purpose of
the lesson is unclear to
students, and the directions
and procedures are
confusing. The teacher’s
explanation of the content
contains major errors and
does not include any
explanation of strategies
students might use. The
teacher’s spoken or written
language contains errors of
grammar or syntax. The
teacher’s academic
vocabulary is inappropriate,
vague, or used incorrectly,
leaving students
confused.
The teacher’s attempt to
explain the instructional
purpose has only limited
success, and/or directions
and procedures must be
clarified after initial
student confusion. The
teacher’s explanation of
the content may contain
minor errors; some
portions are clear, others
difficult to follow. The
teacher’s explanation does
not invite students to
engage intellectually or to
understand strategies they
might use when working
independently. The
teacher’s spoken language
is correct but uses
vocabulary that is either
limited or not fully
appropriate to the students’
ages or backgrounds.
The teacher rarely takes
opportunities to explain
The instructional purpose
of the lesson is clearly
communicated
to students, including
where it is situated
within broader learning;
directions and
procedures are
explained clearly and
may be modeled. The
teacher’s explanation of
content is scaffold, clear,
and accurate
and connects with
students’ knowledge and
experience. During the
explanation of content,
the teacher focuses, as
appropriate, on strategies
students
can use when working
independently and
invites student
intellectual engagement.
The teacher’s spoken and
written language is clear
The teacher links the
instructional purpose of the
lesson to the larger
curriculum; the directions
and
procedures are clear and
anticipate possible student
misunderstanding. The
teacher’s explanation of
content is thorough and
clear, developing
conceptual
understanding through
clear scaffolding and
connecting
with students’ interests.
Students contribute to
extending the content by
explaining concepts to
their classmates and
suggesting strategies that
might be used. The
teacher’s spoken and
written language is
expressive, and the teacher
finds opportunities to
academic
vocabulary.
3b: Using
Questioning And
Discussion
Techniques
The teacher’s questions are
of low cognitive challenge,
with single correct
responses, and are asked
in rapid succession.
Interaction between the
teacher and students is
predominantly recitation
style, with the teacher
mediating all questions and
answers; the teacher accepts
all contributions without
asking students to explain
their reasoning. Only a few
students participate in the
discussion.
The teacher’s questions
lead students through a
single path of inquiry, with
answers seemingly
determined in advance.
Alternatively, the teacher
attempts to ask some
questions designed to
engage students in
thinking,
but only a few students are
involved. The teacher
attempts to engage all
students in the discussion,
to encourage them to
respond to one another,
and to explain their
thinking, with uneven
results.
3c: Engaging
Students In Learning
The learning
tasks/activities, materials,
and resources are poorly
aligned with the
instructional outcomes, or
require only rote responses,
with only one approach
possible. The groupings of
students are unsuitable to
the activities. The lesson
has no clearly defined
structure, or the pace of the
lesson is too slow or
rushed.
The learning tasks and
activities are partially
aligned with the
instructional outcomes but
require only minimal
thinking by students and
little opportunity for them
to explain their thinking,
allowing most students to
be passive or merely
compliant. The groupings
of students are moderately
suitable to the activities.
The lesson has a
recognizable structure;
however, the pacing of the
lesson may not provide
students the time needed to
be intellectually engaged
or may be so slow that
many students have a
considerable amount of
“downtime.”
3d: Using
Assessment In
Instruction
Students do not appear to
be aware of the assessment
criteria, and there is little or
no monitoring of student
Students appear to be only
partially aware of the
assessment
criteria, and the teacher
18
and correct and is
suitable to students’ ages
and interests. The
teacher’s use
of academic vocabulary
is precise and serves to
extend student
understanding.
While the teacher may
use some low-level
questions, he poses
questions designed to
promote student thinking
and understanding. The
teacher creates a genuine
discussion among
students, providing
adequate time for
students to respond and
stepping aside when
doing so is appropriate.
The teacher challenges
students to justify their
thinking and successfully
engages most
students in the
discussion, employing a
range of strategies
to ensure that most
students are heard.
The learning tasks and
activities are fully
aligned with the
instructional outcomes
and are designed to
challenge student
thinking, inviting
students to make their
thinking visible. This
technique results in
active intellectual
engagement by most
students with important
and challenging content
and with teacher
scaffolding to support
that engagement. The
groupings of students are
suitable to the activities.
The lesson has a clearly
defined structure, and the
pacing of the lesson is
appropriate,
providing most students
the time needed to be
intellectually engaged.
Students appear to be
aware of the assessment
criteria, and the teacher
monitors student learning
extend students’
vocabularies, both within
the discipline
and for more general use.
Students contribute to the
correct use of academic
vocabulary.
The teacher uses a variety
or series of questions or
prompts to challenge
students cognitively,
advance high-level
thinking and discourse, and
promote metacognition.
Students formulate many
questions, initiate topics,
challenge one another’s
thinking, and make
unsolicited contributions.
Students themselves ensure
that all voices are heard in
the discussion.
Virtually all students are
intellectually engaged in
challenging content
through well-designed
learning tasks and
activities that require
complex thinking by
students. The teacher
provides suitable
scaffolding and challenges
students to explain their
thinking. There is evidence
of some student initiation
of inquiry and student
contributions to the
exploration of important
content; students may
serve as resources for one
another. The lesson has a
clearly defined structure,
and the pacing of the
lesson provides students
the time needed not only to
intellectually engage with
and reflect upon their
learning but also to
consolidate
their understanding.
Assessment is fully
integrated into instruction,
through extensive use of
formative assessment.
3e: Demonstrating
Flexibility and
Responsiveness
learning; feedback is absent
or of poor quality. Students
do not engage in self- or
peer assessment.
monitors student learning
for the class as a whole.
Questions and assessments
are rarely used to diagnose
evidence of learning.
Feedback to students is
general, and few students
assess their own work.
for groups of students.
Questions and
assessments are regularly
used to diagnose
evidence of learning.
Teacher feedback to
groups of students is
accurate and specific;
some students engage in
self-assessment.
The teacher ignores
students’ questions; when
students have difficulty
learning, the teacher blames
them or their home
environment for their lack
of success. The teacher
makes no attempt to adjust
the lesson even
when students don’t
understand the content.
The teacher accepts
responsibility for the
success of all students but
has only a limited
repertoire of
strategies to use.
Adjustment of the lesson in
response to assessment is
minimal or ineffective.
The teacher successfully
accommodates students’
questions and interests.
Drawing on a broad
repertoire of strategies,
the teacher persists in
seeking approaches for
students who have
difficulty learning. If
impromptu measures are
needed, the teacher
makes a minor
adjustment to the lesson
and does so smoothly.
Students appear to be
aware of, and there is some
evidence that they have
contributed to, the
assessment criteria.
Questions and assessments
are used regularly to
diagnose evidence of
learning by individual
students. A variety of
forms of feedback, from
both teacher and peers, is
accurate and specific and
advances learning.
Students self-assess and
monitor
their own progress. The
teacher successfully
differentiates instruction to
address individual
students’
misunderstandings.
The teacher seizes an
opportunity to enhance
learning, building on a
spontaneous event or
students’
interests, or successfully
adjusts and differentiates
instruction to address
individual student
misunderstandings. Using
an extensive repertoire of
instructional strategies and
soliciting additional
resources from the school
or community, the teacher
persists in seeking
effective approaches for
students
who need help.
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
COMPONENT
4a: Reflecting On
Teaching
19
Unsatisfactory
Needs
Improvement
Proficient
Excellent
The teacher does not know
whether a lesson was
effective
or achieved its instructional
outcomes, or the teacher
profoundly misjudges the
success of a lesson. The
teacher has no suggestions
for how a lesson could be
improved.
The teacher has a
generally accurate
impression of a lesson’s
effectiveness and the
extent to which
instructional outcomes
were met. The teacher
makes
general suggestions about
how a lesson could be
improved.
The teacher makes an
accurate assessment of a
lesson’s effectiveness and
the extent to which it
achieved its instructional
outcomes and can cite
general references to
support the judgment.
The teacher makes a few
specific suggestions of
what
could be tried another
time the lesson is taught.
The teacher makes a
thoughtful and accurate
assessment
of a lesson’s effectiveness
and the extent to which it
achieved its instructional
outcomes, citing
many specific examples
from the lesson and
weighing the relative
strengths of each. Drawing
on
an extensive repertoire of
skills, the teacher offers
specific alternative actions,
4b: Maintaining
Accurate Records
The teacher’s system for
maintaining information on
student completion of
assignments and student
progress in learning is
nonexistent or in disarray.
The teacher’s records for
non-instructional activities
are in
disarray, the result being
errors and confusion.
4c: Communicating
With Families
The teacher provides little
information about the
instructional program to
families; the teacher’s
communication
about students’ progress is
minimal. The teacher does
not respond, or responds
insensitively, to parental
concerns.
4d: Participating In
The Professional
Community
The teacher’s relationships
with colleagues are
negative or self-serving.
The teacher avoids
participation in a
professional culture of
inquiry, resisting
opportunities to become
involved. The teacher
avoids becoming involved
in school events or school
and district projects.
4e: Growing And
Developing
Professionally
The teacher engages in no
professional development
activities to enhance
knowledge or skill. The
teacher resists feedback on
teaching performance from
either supervisors or more
experienced colleagues.
The teacher makes no effort
to share knowledge with
20
The teacher’s system for
maintaining information
on student completion of
assignments and student
progress in learning is
rudimentary and only
partially
effective. The teacher’s
records for noninstructional activities are
adequate but inefficient
and, unless given frequent
oversight by the teacher,
prone to errors.
The teacher makes
sporadic attempts to
communicate with
families about the
instructional program and
about the progress of
individual students but
does not
attempt to engage families
in the instructional
program. Moreover, the
communication that does
take
place may not be
culturally sensitive to
those families.
The teacher maintains
cordial relationships with
colleagues
to fulfill duties that the
school or district requires.
The teacher participates in
the school’s culture
of professional inquiry
when invited to do so. The
teacher participates in
school events and school
and district projects when
specifically asked.
The teacher’s system for
maintaining information
on student completion of
assignments, student
progress in
learning, and noninstructional records is
fully effective.
The teacher participates to
a limited extent in
professional
activities when they are
convenient. The teacher
engages in a limited way
with colleagues and
supervisors in professional
conversation about
practice, including some
The teacher seeks out
opportunities for
professional
development to enhance
content knowledge and
pedagogical skill. The
teacher actively engages
with colleagues and
supervisors in
professional conversation
complete with the probable
success of different courses
of action.
The teacher’s system for
maintaining information on
student completion of
assignments, student
progress
in learning, and noninstructional records is
fully effective. Students
contribute information and
participate in maintaining
the records.
The teacher provides
frequent and appropriate
information to families
about the instructional
program and conveys
information about
individual student
progress in a culturally
sensitive manner. The
teacher makes some
attempts to engage
families in the
instructional program.
The teacher communicates
frequently with families in
a culturally sensitive
manner, with students
contributing to the
communication. The
teacher
responds to family
concerns with professional
and cultural sensitivity.
The teacher’s efforts to
engage families in the
instructional program are
frequent
and successful.
The teacher’s
relationships with
colleagues are
characterized
by mutual support and
cooperation; the teacher
actively participates in a
culture of professional
inquiry. The teacher
volunteers to participate
in school events and in
school and district
projects, making a
substantial contribution.
The teacher’s relationships
with colleagues are
characterized by mutual
support and cooperation,
with the teacher taking
initiative in assuming
leadership among the
faculty. The teacher takes a
leadership role in
promoting a culture of
professional
inquiry. The teacher
volunteers to participate in
school events and district
projects, making a
substantial contribution
and assuming a leadership
role in at least one aspect
of school or district life.
The teacher seeks out
opportunities for
professional
development and makes a
systematic effort to
conduct action research.
The teacher solicits
feedback on practice from
both supervisors and
colleagues. The teacher
others or to assume
professional
responsibilities.
feedback on teaching
performance. The teacher
finds limited ways to
assist other teachers and
contribute to the
profession.
4f: Showing
Professionalism
The teacher displays
dishonesty in interactions
with colleagues, students,
and the public. The teacher
is not alert to students’
needs and contributes to
school practices that result
in some students being ill
served by the school. The
teacher makes decisions
and recommendations that
are based on self-serving
interests. The teacher does
not comply with school and
district regulations.
The teacher is honest in
interactions with
colleagues, students, and
the public. The teacher’s
attempts to serve students
are inconsistent, and
unknowingly contribute to
some students being ill
served by the school. The
teacher’s decisions and
recommendations are
based on limited though
genuinely professional
considerations. The
teacher must be reminded
by supervisors about
complying with school
and district regulations.
4g: Attendance
13 or more days absent for
the year
9-12 Days Absent for the
year
QUALIFIERS FOR
ATTENDANCE




21
about practice, including
feedback about practice.
The teacher participates
actively in assisting other
educators and looks for
ways to contribute to the
profession.
The teacher displays high
standards of honesty,
integrity, and
confidentiality in
interactions with
colleagues, students, and
the public. The teacher is
active in serving students,
working to ensure that all
students receive a fair
opportunity to succeed.
The
teacher maintains an open
mind in team or
departmental decision
making. The teacher
complies fully with
school and district
regulations.
4-8 Days Absent for the
year
initiates important
activities to contribute to
the profession.
The teacher can be counted
on to hold the highest
standards of honesty,
integrity, and
confidentiality and takes a
leadership role with
colleagues. The teacher is
highly proactive in serving
students, seeking out
resources when needed.
The teacher makes a
concerted effort to
challenge negative
attitudes
or practices to ensure that
all students, particularly
those traditionally
underserved, are honored
in the school. The teacher
takes a leadership role in
team
or departmental decision
making and helps ensure
that such decisions are
based on the highest
professional standards. The
teacher complies fully with
school and district
regulations, taking a
leadership role with
colleagues.
0-3 Days Absent for the
year
Family Medical Leave Act absence does not count towards days absent for the year
Professional Leave does not count towards days absent for the year
Leave to attend a funeral for a member of the teacher’s immediate family as defined by the WEA contract
does not count towards days absent for the year
If a teacher uses 2 or more dock days in a year, the highest rating the teacher can receive for this component
is a Proficient.
APPENDIX C- DOMAIN WEIGHTS, COMPONENT WEIGHTS,
DETERMINING SUMMATIVE EVALUATION RATING
Rating
EXCELLENT
PROFICIENT
NEEDS IMPROVEMENT
UNSATISFACTORY
Point
Value
4
3
2
1
DOMAIN 1: PLANNING AND PREPARATION
Component
1a
1b
1c
1d
1e
1f
Description
Demonstrating Knowledge Of Content and Pedagogy
Demonstrating Knowledge Of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessments
Weight
2%
2%
4%
2%
5%
5%
20% of overall rating
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component
2a
2b
2c
2d
2e
Description
Creating An Environment of Respect and Rapport
Establishing a Culture For Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Weight
7%
7%
5%
7%
3%
29% of overall rating
DOMAIN 3: INSTRUCTION
Component
3a
3b
3c
3d
3e
Description
Communicating With Students
Using Questioning and Discussion
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Weight
5%
9%
10%
8%
2%
34% of overall rating
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component
4a
4b
4c
4d
22
Description
Reflecting on Teaching
Maintaining Accurate Records
Communicating With Families
Participating In The Professional Community
Weight
2%
4%
2%
2%
4e
4f
4g
Growing and Developing Professionally
Showing Professionalism
Attendance
2%
4%
1%
17% of overall rating
To determine the summative evaluation rating for a teacher, the component weight is multiplied by the point
value of the rating the teacher received for each respective component. The teacher then receives a component
score for each respective component of the evaluation plan.
I.E.- If a teacher receives a Proficient rating for component 3b: Using Questioning and Discussion- The
component score the teacher would receive for 3b is: 3 x 9% = .27.
I.E.- If a teacher receives an Excellent rating for component 2d: Student Behavior- The component score the
teacher would receive for 2d is: 4 x 7% = .28.
The individual component scores for all of the components are then added together for a final summative
evaluation score.
The teacher receives a Summative Evaluation Rating by: 1) The summative evaluation rubric OR 2) The
Component Rating Qualifiers. If one of the Component Rating Qualifiers is meet, the teacher is given a
Summative Evaluation Rating based on the Component Rating Qualifier and NOT the summative evaluation
rubric (i.e. the Component Rating Qualifiers override the summative evaluation rubric score if one of the
qualifiers is met).
SUMMATIVE EVALUATION RUBRIC
Low End Final Summative
Evaluation Score
High End Final Summative
Evaluation Score
Unsatisfactory
1.00
1.85
Needs Improvement
1.86
2.72
Proficient
2.73
3.59
Excellent
3.60
4.0
COMPONENT RATING QUALIFIERS



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In order to receive an EXCELLENT summative evaluation rating- no component rating in any of the
domains can be below a PROFICIENT rating.
If 4 or more NEEDS IMPROVEMENT component ratings appear in any combination of domains 2 or 3,
the summative evaluation rating cannot be above a NEEDS IMPROVEMENT.
If 2 or more UNSATISFACTORY component ratings appear in any combination of domains 2 or 3, the
summative evaluation rating will be UNSATISFACTORY.


24
If 3 or more UNSATISFACTORY component ratings appear in any combination of the domains, the
summative evaluation rating will be UNSATISFACTORY.
For any/all component rating(s) that are a NEEDS IMPROVEMENT, professional growth SMART
goals will be created collaboratively between the evaluator and the staff member for the respective
component(s). If the staff member fails to achieve the SMART goal and move the component rating
from Needs Improvement to Satisfactory or above by the staff member's next evaluation cycle, the
component rating(s) for which the Needs Improvement rating was given becomes an Unsatisfactory
rating for that respective component(s).
APPENDIX D- Formative Evaluation Form
WETHERSFIELD CUSD #230 EVALUATION PLAN
FORMATIVE EVALUATION FORM
SCHOOL YEAR:
TEACHER:
EVALUATOR:
OBSERVATION
DATE:
E= Excellent
CONFERENCE DATE:
P= Proficient
NI= Needs Improvement
U= Unsatisfactory
DOMAIN 1: PLANNING AND PREPARATION
RATING
1a: Demonstrating Knowledge of content and pedagogy
-
1b: Demonstrating Knowledge of students
-
1c: Setting Instructional Outcomes
-
1d: Demonstrating Knowledge of Resources
-
1e: Designing Coherent Instruction
-
1f: Designing Student Assessments
DOMAIN 1 STRENGTHS:
DOMAIN 1 AREAS FOR IMPROVEMENT
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DOMAIN 2: THE CLASSROOM ENVIRONMENT
RATING
2a: Creating an Environment of Respect and Rapport
-
2b: Establishing a Culture For Learning
-
2c: Managing Classroom Procedures
-
2d: Managing Student Behavior
-
2e: Organizing Physical Space
DOMAIN 2: STRENGTHS
DOMAIN 2: AREAS FOR IMPROVEMENT
26
DOMAIN 3: INSTRUCTION
RATING
-
3a: Communicating With Students
-
3b: Using Questioning and Discussion
-
3c: Engaging Students in Learning
-
3d: Engaging Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
DOMAIN 3: STRENGTHS
DOMAIN 3: AREAS FOR IMPROVEMENT
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-
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
RATING
4a: Reflecting on Teaching
-
4b: Maintaining Accurate Records
-
4c: Communicating With Families
-
4d: Participating In The Professional Community
-
4e: Growing and Developing Professionally
-
4f: Showing Professionalism
-
4g: Attendance
DOMAIN 4: STRENGTHS
DOMAIN 4: AREAS FOR IMPROVEMENT
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Teacher Signature:
Date:
Evaluator
Signature:
Date:
* The teacher has the right to attach a written response to this evaluation.
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APPENDIX D Summative Evaluation Form
WETHERSFIELD CUSD #230 EVALUATION PLAN
SUMMATIVE EVALUATION FORM
SCHOOL YEAR:
TEACHER:
EVALUATOR:
OBSERVATION
DATE:
E= Excellent
CONFERENCE DATE:
P= Proficient
NI= Needs Improvement
U= Unsatisfactory
DOMAIN 1: PLANNING AND PREPARATION
RATING
-
Component
Weight
2%
1b: Demonstrating Knowledge of students
-
2%
1c: Setting Instructional Outcomes
-
4%
1d: Demonstrating Knowledge of Resources
-
2%
1e: Designing Coherent Instruction
-
5%
1f: Designing Student Assessments
-
5%
1a: Demonstrating Knowledge of content and pedagogy
DOMAIN 1 STRENGTHS:
DOMAIN 1 AREAS FOR IMPROVEMENT
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Numerical
Value
DOMAIN 2: THE CLASSROOM ENVIRONMENT
RATING
-
Component
Weight
7%
2b: Establishing a Culture For Learning
-
7%
2c: Managing Classroom Procedures
-
5%
2d: Managing Student Behavior
-
7%
2e: Organizing Physical Space
-
3%
2a: Creating an Environment of Respect and Rapport
DOMAIN 2: STRENGTHS
DOMAIN 2: AREAS FOR IMPROVEMENT
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Numerical
Value
DOMAIN 3: INSTRUCTION
3a: Communicating With Students
RATING
-
Component
Weight
5%
-
9%
-
10%
-
8%
-
2%
3b: Using Questioning and Discussion
3c: Engaging Students in Learning
3d: Engaging Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
DOMAIN 3: STRENGTHS
DOMAIN 3: AREAS FOR IMPROVEMENT
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Numerical
Value
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
RATING
-
Component
Weight
2%
4b: Maintaining Accurate Records
-
4%
4c: Communicating With Families
-
2%
4d: Participating In The Professional Community
-
2%
4e: Growing and Developing Professionally
-
2%
4f: Showing Professionalism
-
4%
4g: Attendance
-
1%
4a: Reflecting on Teaching
DOMAIN 4: STRENGTHS
DOMAIN 4: AREAS FOR IMPROVEMENT
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Numerical
Value
Mathematical Summative Score:
0
Mathematical Summative Rating:
Alternative Rating Based on
Qualifiers? YES or NO
#N/A
NO
IF YES, Alternative Rating:
QUALIFIERS
* In order to receive an EXCELLENT summative evaluation rating- no component rating in any of the domains can be below a Proficient
rating
* If 4 or more NEEDS IMPROVEMENT component ratings appear in any combination of domains 2 or 3, the summative evaluation rating
cannot be above a NEEDS IMPROVEMENT
* If 2 or more UNSATISFACTORY component ratings appear in any combination of domains 2 or 3, the summative evaluation rating will
be UNSATISFACTORY
* If 3 or more UNSATISFACTORY component ratings appear in any combination of the domains, the summative evaluation rating will be
UNSATISFACTORY
* For any/all component rating(s) that are a NEEDS IMPROVEMENT, professional growth SMART goals will be created collaboratively
between the evaluator and the staff member for the respective component(s). If the staff member fails to achieve the SMART goal and
move the component rating from NEEDS IMPROVEMENT to SATISFACTORY or above by the staff member's next evaluation cycle,
the component rating(s) for which the NEEDS IMPROVEMENT rating was given becomes an UNSATISFACTORY rating for that respective
component(s).
NO
PROFESSIONAL GROWTH GOAL(s) NEEDED?
PROFESSIONAL GROWTH GOAL(s)
SUMMATIVE
RATING:
Teacher Signature:
34
#N/A
Date:
Evaluator Signature:
Date:
* The teacher has the right to attach a written response to this evaluation.
35
APPENDIX E
WETHERSFIELD PRE-CONFERENCE OBSERVATION FORM
If you are schedule for an evaluation, please submit the requested information listed below prior to the preconference and bring the requested information listed below to the pre-conference.
Teacher: ___________________________________
Date/Time of Conference: ____________________
Class/Subject: _________________________________
Observer: _____________________________
Window of time for Observation: ______________________________________________________________
(i.e. 4th period the week of May 3-May 8, 1:30-2:15 Tuesday, May 4-Monday, May 10, Alg 1 the week of May 3-May 8)
SUBMIT THE FOLLOWING DOCUMENTS TO THE OBSERVER AT YOUR PRE-CONFERENCE







Copy of lesson plans cross referenced to the Common Core/Power Standard for the window of time
being observed (1c, 1d, 1e)
Unit Plans for the class/subject being observed (1e, 1c, 1d, 1f)
Copy of assessments (both formative and summative) for the class/subject being observed (1f)
A copy of the data from your latest quarterly assessment for the class/subject being observed (1f, 4f, 1b,
1e)
An analysis of the data from you pre-assessment for the unit test or quarterly assessment for the unit
being observed (1a, 1b, 1c, 1d, 1e, 1f)
This Pre-Conference Observation Form (Appendix E) with answers to the questions below for the
class/subject being observed
The pre-observation data form for Domains 1 and 4 (Appendix I) submitted electronically to the observer
PRIOR TO your pre-conference
What domain(s) component(s) do you want the evaluator to focus on during the observation? __________
(This question will be filled out during your pre-conference)
DISCUSSION QUESTIONS DURING YOUR PRE-CONFERENCE. Domains listed may all not be covered
during the lesson.
1. What teaching methods, resources, materials and supports will you use and why did you choose to use
these? (1a, 1d, 1e))
2. For the objective(s) you will be teaching, what areas have your past students traditionally struggled in
learning the objectives you are teaching and what instructional strategies and cautions do you provide
students to assist them in the struggles past students have experienced? (1a, 1c, 1e)
36
3. Are there students in this particular class/subject that typically struggle with learning new concepts and
if so what strategies and/or interventions do you employ to assist these struggling students? (1b, 1c, 1e)
4. What do you want students to know at the end of this unit and how will you know if the students know
what you want them to know? (1c, 1f, 3c)
5. What do you do when you find a small group AND a large group of students in your class not learning
your stated objectives? (1e)
6. What adjustments to your lesson plan might you make if you see some students struggling with the
objective(s) during your lesson? (3d, 3e)
7. How will you provide feedback to students and check for student understanding during the lesson? (3d)
8. How might you provide remediation and support after the lesson for students who do not learn the
objective(s)? (3e)
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APPENDIX F
WETHERSFIELD TEACHER POST-OBSERVATION REFLECTION
Teacher: _________________________________Post-Observation Reflection Date/Time: ________________
Date Observation Occurred:________________
Grade/Subject Observed:________________________
FILL OUT THIS FORM AND BRING TO YOUR POST-OBSERVATION REFLECTION CONFERENCE.
POSITIVES- What went well with the lesson?
CHALLENGES- What concerns did you have
with the lesson?
NEXT STEPS- If you were to teach this lesson again, what changes would you make and why?
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APPENDIX G
WETHERSFIELD POST-OBSERVATION REFLECTION CONFERENCE
TEACHER: ____________________________________ OBSERVER: ______________________________
POST OBSERVATION REFLECTION MEETING DATE/TIME: ____________________________
Date and Time for final Formal Post-Conference: ____________________________________________
Please bring the following to the Post-Observation Reflection Conference.


Any evidence of artifacts requested by the evaluator from the pre-observation data form (Appendix H)
you submitted to the evaluator electronically
The Wethersfield Teacher Post-Observation Reflection Form filled out and ready to discuss (Appendix
F)
AFTER YOUR OBSERVED LESSON BRING THIS FORM TO YOUR POST-OBSERVATION
REFLECTION CONFERENCE AND BE READY TO DISCUSS THE FOLLOWING QUESTIONS.
Domains listed may all not be covered during the lesson.
1. Did the students learn what you intended for them to learn? How do you know? (3b, 3d)
2. Elaborate on your classroom procedures, student conduct, and your use of physical space. To what
extent did these contribute to student learning and to what extent did these take away from student
learning? (2a, 2b, 2c, 2d, 2e)
3. Did you have to make adjustments to your original lesson plan and if so how and why? (3c, 3d, 3e, 1b,
1c, 1e, 2e)
4. How do you feel your student questioning went? Did you involve all students during the class and if not
what could you do differently to engage all students in the lesson? (3b, 3c, 3d, 3e, 4a)
5. Do you have any evidence artifacts you would like to share or discuss that did not come out during the
pre-conference, observed lesson, or post reflection conference?
39
APPENDIX I
WETHERSFIELD CUSD #230
Summary of the Formal Observation Process
1. A minimum of 1 week prior to the pre-observation conference, the evaluator will provide
the teacher to be evaluated with:
a. A hard copy of the Pre-conference Observation Form (Appendix E) which
communicates the date and time of the pre-conference
b. An electronic copy of Pre-Observation Data Form (Appendix H): May want to
save a copy of this form to your hard drive at the beginning of the school year and
fill out electronically throughout the school year
i. Teacher should fill out the electronic copy of Pre-Observation Data Form
(Appendix H) and send back ELECTRONICALLY to the evaluator prior
to the scheduled pre-conference
ii. Teacher should fill out the Pre-conference Observation Form (Appendix
E) and bring to the schedule pre-conference
2. At the Pre-observation Conference, among other things, the evaluator will provide the
teacher with:
a. The Post-Observation Reflection Form (Appendix F) to be filled out by the
teacher after the observation occurs
b. The Post-Observation Conference Form (Appendix G) to be filled out by the
teacher after the observation occurs
3. Within 7 school days after the formal observation, the teacher and evaluator will hold a
Post-Observation Reflection Conference. At the Reflection Conference, among other
things:
a. The teacher and evaluator will discuss the Post-Observation Reflection Form
(Appendix F)
b. The Post-Observation Conference Form (Appendix G)
4. Within 10 school days after the formal observation, and after the Post-Observation
Reflection Conference, the teacher and evaluator will meet to discuss and reflect upon the
formal observation write up.
40