360 Degree Teacher Assessment
Competencies and Questions
©Educational Impact 2007
360 Degree Teacher Assessment Responses
Below is a list of the questions that appear in the Educational Impact 360 Degree Teacher
Assessment. The questions are connected with 38 teacher competencies that were
developed using the Danielson framework and other state teaching standards
Responses to all Competency questions are:
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
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In depth knowledge/ very capable
Considerable knowledge / capable
Basis knowledge / somewhat capable
Little knowledge / not very capable
No evidence of knowledge / incapable
Each Competency question also requires that the respondent answer the
following question:
How important is this competency for the success in this person’s position?
 Mission Critical
 Very Important
 Somewhat useful / nice to have
 Less Important
 Not Important
Questions for 360 Degree Teacher Assessment
(There are three different types of competencies)
Instructional Competencies
1. Content Knowledge
Displays extensive content knowledge; understands the central concepts of the discipline
and is able to create learning experiences that make the subject matter meaningful for all
students
2. Establishing Instructional Goals
Establishes appropriate instructional goals for each lesson; instructional goals are capable
of assessment and clearly align with curriculum framework and standards; teacher solicits
information about students’ experiences, learning behaviors, and progress from former
teachers and parents and considers these inputs in formulating appropriate instructional
goals.
3. Creating Learning Activities
Uses learning activities that are highly relevant to the students and the instructional goals;
activities emphasize “problem based learning” and are designed to encourage student
choice, initiative and higher level thinking. Learning activities include both group and
individual interaction
4. Instructional Materials and Resources
Demonstrates the ability to evaluate the resources and curriculum materials for
appropriateness; uses materials and resources that support the instructional goals and
engage the student in meaningful learning.
5. Engages Students in Learning
Demonstrates the ability to conduct classroom lessons that include discussions that
actively engage the students in their own learning; students formulate questions and make
significant contributions to the classroom discussion.
6. Structure and Pacing
Demonstrates the ability to conduct classroom lessons that have a clearly defined
structure around which learning activities are organized; pacing of lessons is appropriate
for all students; students do not feel rushed in their work, nor does time drag while
students are completing their assignments
7. Assessment
Selects, constructs, and uses assessments that are appropriate for measuring all
instructional goals and learning outcomes; appropriate assessment types (i.e. standardized
tests, peer and student self assessments, surveys, performance tasks, interviews, student
work, teacher made tests, etc) are selected based on the learning outcomes.
8. Differentiated Instruction
Is effective in differentiating instruction; can create assignments and learning activities to
meet the needs of diverse students; can assist in the design of instruction that meets the
needs of students with varying learning skills.
9. Special Needs Students / Differentiated Instruction
Understands the unique requirements of special needs students; effectively plans for their
inclusion in the classroom; is effective in differentiating instruction, creating assignments
and learning activities to meet the needs of diverse student groups; can assist in the
design of instruction that meets the needs of students with varying learning skills,
including gifted students
10.Technology Integration
Has a good understanding of how to use technology; whenever appropriate integrates the
use of technology into classroom lessons, assignments and student learning; encourages
students to use technology for problem solving; uses a variety of media and
communication tools to enrich learning opportunities
11.Classroom Management
Standards of conduct are clear to all students; monitoring by teacher is subtle and
preventative. The classroom is arranged purposefully for learning activities; routines for
handling materials and supplies are seamless; transitions are seamless; resources are
equally accessible to all students
12.Brain Based Instruction
Demonstrates knowledge of brain based research and how it applies to student learning;
adjusts instruction to accommodate different learning styles (i.e. Auditory, Visual and
Kinesthetic learners).
13.Intervening with Struggling Students
Actively uses comprehension checks, assessment, and other instructional strategies to
identify struggling students; using an extensive repertoire of strategies, persists in seeking
alternative approaches for students who need help. Where appropriate, seeks additional
assistance from other teachers and/or special education specialists.
14.Data Utilization
Demonstrates knowledge of how to use student data (test results, observations, student
work, etc) to drive instruction; is able to measure student performance and evaluate the
results based on the data - then make thoughtful and accurate assessments of ones own
teaching and instruction; has demonstrated the flexibility to make changes to instruction,
learning activities, and lesson plans based on the ongoing evaluation of student data
15.Providing Student Feedback
Feedback to students is consistently provided in a timely manner and is pertinent to the
ongoing instruction or learning activity; encourages students to make prompt use of the
feedback in their learning.
16.Using Graphic Organizers and Visual Tools
Demonstrates knowledge of all types of graphic organizer and visual tools; understands
their application and which visual tools are appropriate for specific situations; actively
integrates visual tools and graphic organizers into classroom instruction to enhance
student understanding; Encourages students to use visual tools to organize their thinking
and comprehension.
17.Teaching “English as a Second Language” students
Demonstrates knowledge of specific instructional strategies needed to teach ESL
students; uses extra-linguistic cues, sheltered lessons, linguistic modifications,
comprehension checks and cooperative learning to effectively provide instruction to the
ESL students.
18.Creating Opportunities for Self Directed Learning
Provides opportunities for students to assume responsibility for their own learning;
students are responsible for identifying and choosing self directed learning opportunities
that are relevant to them. Makes self directed learning available to students.
19.Preventing Student Cheating
Demonstrates knowledge of student cheating techniques; actively employs assessment
and classroom strategies to prevent cheating; is aware of the opportunities for plagiarism
made available via the internet. Clearly establishes and communicates polices and
penalties for students who engaged in academic dishonesty.
20.Teaching AD/HD Students
Demonstrates the ability to recognize the signs that a student has AD/HD; is able to
employ specific instructional strategies geared toward teaching AD/HD students: has a
working knowledge of the prescribed treatments for AD/HD including both
pharmacological and behavioral approaches
21.Interdisciplinary Approaches
Demonstrates the ability to create lessons and learning activities in multiple disciplines
that link together; when appropriate, works with other teachers to maximize
interdisciplinary opportunities
Interpersonal Competencies
22.Teacher / Student Interaction
Demonstrates genuine caring and respect for individual students; maintains a positive
learning environment that is conducive to learning and open communication; student’s
exhibit respect for teacher;
23.Managing Defiant Students
Demonstrates the ability to deal effectively with disruptive students; is not afraid to deal
with disruptive students head on; willing to take a tough stance with a disruptive student,
if necessary.
24.Enthusiasm
Conveys genuine enthusiasm for the subject being taught; encourages students to actively
participate and take pride in their work. Enjoys working hard; is action oriented and full
of energy for the day to day job of being a school teacher
25.Communicating
Demonstrates the ability to provide clear directions, instructions and explanations to
students; communications contain an appropriate level of detail; teacher is expressive
with well chosen vocabulary that is understood by all students.
26.Dealing with Parents
Frequently provides parents with information about instructional programs and their
child’s academic progress; engages with parents to collaboratively encourage student
learning; is not afraid to involve parents in decision making when necessary; makes
optimum use of technology to improve communication with parents
27.Collaboration with Colleagues
Demonstrates the ability to effectively work with school faculty members and school
administrators; can work through complex situations that involve collaboration with other
faculty members; uses diplomacy and tact; is open to suggestions when appropriate; can
represent his/her own interest yet be fair to others involved in the process.
28.Resolving Student Conflict
Is effective in resolving student conflicts and disagreements; can hammer out tough
agreements and settle disputes equitably; can find common ground and get cooperation;
acts fairly and doesn’t give preferential treatment when reaching a resolution
29.Student Motivation
Effectively encourages and motivates students to reach their potential; creates a climate
where each student feels that their work is important; can access each student’s “hot
button” to get the best out of them; creates relevance for students by linking learning with
students real life experiences
30.Student Social Development
Encourages student social development and understands the role of the school in
influencing student character and personal responsibility; is interested in the non school
lives of students and encourages them to be positive members of the community
31.Diversity
Displays knowledge of the interests or cultural heritage of each student; demonstrates the
ability to deal effectively with students and other teachers of all races and ethnic origin;
supports equal and fair treatment of all regardless of nationality, culture; age or sex.
When appropriate, uses knowledge of different cultural contexts within the community
(socio-economic, ethnic, and cultural) to create multiple perspectives within each
classroom lesson and activity.
Professional and School Wide Competencies
32.Mentoring
Demonstrates ability to act as a mentor to another teacher and/or a student teacher;
capable of judging quality teaching and provides constructive feedback to other teachers
seeking assistance.
33.School Law
Has a good working knowledge of basic school law as it relates to the student / teacher
interactions; considers legal implications when making decisions; demonstrates
knowledge of the documentation that is required for serious inappropriate student
conduct.
34.School Safety
Understands the importance of school safety and actively addresses anything that
threatens the safety of students within his/her class. Understands proper procedure to
follow in the event of a crisis; knows when it is appropriate to involve law enforcement
35.Supervisions of Volunteers and Paraprofessionals
Insures that volunteers and paraprofessionals make a substantive contribution to the
classroom environment
36.Professional Development
Is committed to the continuous improvement of him/herself and life long learning; seeks
out opportunities for professional development to enhance content knowledge and
pedagogical skills; considers a variety of delivery systems to maximize learning options
and retention
37.Professional Responsibilities
Volunteers to participate in school events, making substantial contributions; assumes a
leadership role in at least some aspect of school life
38.Professionalism / Integrity
Exhibits professionalism in dealing with all school stakeholders; acts with integrity,
fairness and in an ethical manner; is widely trusted; is seen as a truthful individual; keeps
confidences; does not misrepresent him/herself for personal gain; adheres to an
appropriate and effective set of core values regardless of the circumstances