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Status" .: :TenIJ l9d '., .i.: .. ; Dale Observation Dates' ....4123/201'f ::.

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Evaluation Rubric for the 13-14 School Year - Final VIlrsion
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IComDonent 18 Demonatratlno Knowledae of Content : an e v. ~e geo e !!.
oml2!!] ~: I s;! g ru, na
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mggne :
!!isigolng Cghertnt Inatrul<ti!l!l, CI!!!!Q!l!lent 1e: Assessing Stugilnt ~aming
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Teacher displays solid content knowledge
Knowledge of ~eacher displays basic content
Teacher displays solid content and makes connectiOns between the
Content and the
~eacher makes content errors or
knowledge but oannot articulate
knowledge and makes connections content and other parts of the disoipllne
Structure of the
does not correct content errors
connections w~h other parts of the
between the content and other parts and other disciplines. Teacher has depth 4
Discipline (24)
students make
discipline or with other disciplines
of the discipline and other of content beyond textbooks and can
disciplines. approach subject matter from a variety of
perspectivas.
r-eacher displays little understanding jTeacher displays basic pedagogical
Pedagogical practices reflect
Knowledge of Cl8rent research on best eacher displays continuing search for
Content-Related lo t pedagogical issues involved in knowledge but does not anticipate pedagogical practice wfthin the best practice and antiCipates students 3.5
Pedagogy ($3 & 44) student learning of the content student misconceptions. discipline but without anticipating misconceptions.
student misCOnceptions.
Knowledge of r-eacher displays little a no
~eaCher recognizes the value of
lTeaCher recognizes that value c:I
Students' SkIlls, knowledge of students' skills,
understanding students' skills,
undetstanding students' skills,
eacher displays understanding c:I
Knowledge, and knowledge. and language
knowledge, and language
knowledge, and language
individual students' Skills, knowledge, and
3.5
Language profICiency and does not indicate
profICiency but displays this
prc:liciency and displays this
language profICiency and has a s1rategy
Pi'oflclency (63) hat such knowledge is valuable.
knowledge only for the class as a
knowledge fa groups of students
for maintaining such information.
f,.mola.
Learning goals are evident but not
Learning goals are evident in lesson Learning goals are developed and
Value, Sequences. reflective of standards. Learning
and Alignment (73 & Learning goals are not evident goals are only moderately clear or
plans, reflective of standards, represent high expectations for student
3
posted In the classroom and wr~n learning. All learning goals perm~ viable
77,87) include a combination of goals and
in student friendly language. methods of assessment.
activfties.
Only some of the learning activities Most of the learning activ~ies are Learning activities are highly relevant to
Learning activities are not suitable are suitable to students or su~ble to students and ins1ructional goals and perm~ student
Leamlng Activities o students or instructional goals. instructional goals. Progression of ins1ructional goals. Progression of choice. They progress coherently,
3.5
(11e) hey do no t follow an organi231ional activities in the unit is uneven. and activ~ies in the unit I s fairly even, producing a uniliad whole and reflecting
professional research. only some actlv~ies renect and most activities reflect recent recent professional research. Activities are
professional research. professional research. differentiated for individual learners.
f'lssessment cr~eria and standards
Teacher utilizes a vartety of assessment
Content and assessment do not Assessment cr~erla and standards types. Assessment cr~eria and standards
Criteria and
match Instructional goals. The
have been developed, match some
are clear. match the instructional are clear and have been clearly
Standards (137 & of the ins1ructional goals, but they 3.5
142)
proposed approach contains no
are e~her not clear 0( have not been
goals and have been clearly com:nunicated to students. Students are
clear cr~eria or standards.
clearly comroonicated to students.
communicated to students. challenged and engaged in seW
assessment.
The assessment resuits do not
[The assessment r&suits affect futLl'e
r-eacher uses assessment results to plan Use for Plamlng planning minimally. Teacher usas Teacher uses assessment results to
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(163) affect planning. assessment results to plan fO( the plan fa groups of students. or individual students.
class as a Whole.
Domain Score 3.571
It is clearly evident that Mrs. Hauck is a content expert and has a deep understanding of math and how to teach those concepts to OLl' learners. Andrea is very experienced and is
able to effectively take assassment data gathered and apply that data to the classroom to tailor the instruction provided to the learners. Mrs. Hauck continues to explOre ways to
Comments end bring math to lifa fO( the learners tt<ough the use of PrBL and relevant projects. The day of the observation, Andrea was launching a new projact In statistics and she was able to
Evidence for engage a large majority of the learners bacause the topic centered around "Textlng" while driving. The learners were interested Inthe topic and wanted to dive Into the content
Domain 1 and this was mainly because o f the topic that was used to introduce the topiC. An area for Andrea to develop is clearly identifying the learning goals for the day. There were
questiOns ask about the goal, but ~was nOl clearly articulated In the agenda for the day. Iwould also encourage a daily ex~ticket or check for understanding for the lessons. I
would also expect Mrs. Hauck to continue to search for ways to engage relevant business partners into the math curriculum where appropriate.
Domain 2:The Classroom Environment
!
Component 2a: Creating en Environment of Respect and Rapport, Component 2b: Eatabliahlng e CUlture for learning, Component 2c: Managing Cia_com Procedures, Component 2d:
Managing Student Behavior, Componant 2e: Organizing Physical Space
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eachar interaction w~h at least Teacher-student Interactions ara aacher-student interactions are
some students is negativa. generally appropriate but may friendly and demonstrate general iTeacher demonstrates genuine caring and
Teacher Interaction demeaning. sarcastic. or r9fJ ectoccastonal inconsistancies, warrnh, caring, and respect. Such respect for individual students. Students
3
with Students (1M) inappropriate to the age or culture 01favoritism, or disregard for students' interactions ara appropriate to exhibit respect fO( teacher as an
he students; which results in cultures. Students exhib~ only developmental and cultural no rms. individua~ beyond that for the rOle.
students' disrespect for the teacher. minimal respect for teacher. Students exhibft respect for teacher.
Student interactions Student interactions are Students do not demonstrate
Students demons1rate genuine caring for
wfth Other Students characterized by conflict, sarcasm, disrespectful behavior toward one
Student interactions are generally one another and mon~or one another's
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polite and respectful. Itreatment of peers, correcting classmates
(1119) or put-downs. another.
respectfully when needed.
Importanca of tna
iTeacher oonveys genuine Students take inftiative through their
Content &
r-aacher oonveys a negative attitude sacher oommunicates importance enthusiasm fO( the oontent and active participation, CLl'iosity, and taking
Expectations for
oward the content, suggesting that of the work but wfth I~ conviction conveys high expectations for inftlative that they value the oontents
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Leamlng (177 &
he contant is not Important or is and only minimal apparent buy-in by student achievement. Most importance. All students appear to hava
181)
mandated by others. the students. studants demonstrate consistent internalized high expectatIOns for learning
comm~ment to ~ value. o utco mes.
Domain 1;Prepertljbo and Plaming
dP daooa ComDonent1b: DennDnatratlno Kn I d f Stud nt C ent 1 Sel tin Inat tlo I Go al Co nt ld i
Confidential
6115/14
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Management o f Students no t workirg with tile Students in only some groups are
Small-group work is well organized, Small-group work is well organized, and
instructional Qro upt eacher are no t productively productively engaged in learning
and most students are productively students are productively engaged at all
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(197) ~ngaged in learning. while unsupervised by tile teacher
engaged in learning while times, wfth students assuming
unsupervised by the teacher. responsibilfty for productivtty.
Management of
r<anSftions ,nchaotic, with much
Only some trans~ions are efficient,
Trans~ions o cc... smoothly, with Transftions are seamless, with students
Classroom resu~ing in some toss of
Procedures,
lme lost between activities or
instructional time. Routines for
little loss of instructional time. assuming so me responsibllfty for efficient
Transhlons and
lesson sagments. Materials are
handling materials functiOn
Routines for handlirg materials operation. Routines for handling materials 4
Materials. (201, 205
handled .neffiClentiy resu~ong onloss
moderately well but w~h so me loss
occurs smoothly, with little loss of are seamless, with students assumng
&209)
of instruction.
of instructional time.
instructio nal time. some responsibility fo<efficient operation.
~eachor is gBnerally aware of
MoMo<ing by teacher Is subtie and
Monhorlng and Teacher is alert to student behavior preventive. ResponsB to misbehavior I s
Reapo nae,o
Student behavior is no t monftO<ed, stud<J nt behavior but may rriss the
at all times. Response to highly effective, and sensftlve to students
and the taacher is unaware of what activfties of some students. Teacher
3
Student Behavior
students are doing. Inconsistently responds to student
misbehavior is appropriate and needs. Students monftor their own and
(224 &228) respects the students' dignfty. their peers' behavior, correcting one
misbehavior.
another respectlully.
~he classroom is safe, and at least
The classroom is safe, welcoming,
The classroom is safe, welcorring and
organizing Ph)l!llcal !ThB classroom is unsafe, or learning and learning is equally accesslblB to
students wfth the teacher adjust the
essential learning is accessible to learning space to consistently maxirrize 3
Space (236 &240) Is not accessible to some students.
most students.
all students. Student wo<k is
learning. Students assume responsibilfty
displayed.
fo<displayed work.
Domain Score 3286
Once ag.in, Mrs. Hauck is a very experienced teacher that operates an effw::ient classroom The lessons run smoothly with learners empowered to make decisions and lead the
!class when appropriate. In the lesson I observed, tile collection of the knows and need to knows was conducted by two de the Ie.rners. This is clear evidence of learner
Comment. and
~mpow ... ment and use of protocols. Mrs. Haock ask large variety of questions and incaporated "think time for .11the learners to have the time to construct his 0< her
Evidence for
esponse. I was very impressed that every single learner in the dass I observed had a chance to ocntribute dtectly through questioning. I would enco .... ge Mrs. Hauck to
Doma .. 2
!continue to explore the diff .... nt strategies through the PSL model .nd protocols to keep all learners erg.ged and eiirrinate the sid<J bars that are sometimes present I also
!wonder what can be done to get learners into class on time as class started with an unusually high numb..- of learners corning in late. Mrs. Hauck also indicated mo st mornings
his Is diflicu~. I wonder if something lika timed warm up oculd be used to help with getting the learners engaged into da ss in timely fashion. Ialso enco ...age Mrs. Hauck to
urthor utilize the trust c..-d to manage thirgs like tardies and respectful behavior in the studio.
Do main 3: I nstructio n
Component 38:Communicating Clearly and Accu-ately, Component 3b:Using Questioning and Discussion Techniques, Component 30: Engeglng Students In Leeming, Component 3d:
Providing Feedback to Students, Component 38:Demonstrating Flexibilhy and Responsiveness
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Te.cher directions and procedures
eacher drections and procedures Teacher directions and procedures are
Directions and eacher directions and procedures are cl.rifoed after in~lal student
are clear to students and contain an cl""r to students and anticipate possible 3.5
Procedures (2511) are oonfusing to students. confusion or are excessively
detailed.
appropriate level Of detail. student misunderstanding.
Delivery of content I s inconsistent In
Delivery of content Is appropriate
Delivery of content I s appropriate and
Explanations 01 Delivery of content I s in.ppropriate qualfty: Some is done skilWully, wfth
and links well with students'
links well with students' knowledge and
4
Content (2e1) and unclear or uses poor examples. good examples; other portions are
knowledge and exporience.
experiences. Teacher enco ... ages
difficutt to follow. stud<J nts to deliver content effectively.
eacher's questions are virtually all IT'eacher'squestions are a
Most of teacher's questions are of eacher's questions ara varied and of
Qual~y of Questions
of poor qualfty. Te.cher is unaware combination of low and high qu.l~y.
high qualfty. Adequata tima is uniformly high qualfty, with ad<J quate time
(280 &2911)
of questionlrg techniques. (I.e., Only some invite a response.
available for students to respond. 0< students to respond. Students
4
appropriate waft time, higher o<der Questioning techniques are no t
questions, ate.) !variedand wait time is inconsistent.
Most students are activtty engaged. ormulate many questions.
Interaction between teacher and
Classroom intoraction reprasents eacher provides a daSSfoan struct ...e
Discusalon students is predominantly lecture
iTeacher makes so me a!tamp! to effective discussion .nd finds where students assume considerable
Techniques (2811& o<mat 0< one-way. Teacher does
engage students in discussion and appropriate opportunftios lor responslbilfty for the success of the
3.5
2911) no t angaga the students in
two-way dialogue wfth lim~ed students to lead tile discussion. discussion, Initiatirg topics and making
discussion.
results. Most students ara involved with tile contributions resuttirg in high levels of
discussion. student engagement.
""ctlvltles .nd assignments ara Activities and assignments ara Most activities and assignments are
All stud<J nts ara cognitivaly angaged in the
activ~ies and asSignments in their
Actlvhles and Inappropriate fo<students' age or appropriate to some students .nd appropriate to students, .nd almost
exploration of ocntant. Students initiate 3
Assignments (307) background. Students are not engage them mentally, but others all students .... cognftlvely ergaged
or adapt ectivities and projects to
mentally .ngaged inthem are no t engaged. in exploring content.
enhance their understandino.
Instructional materials and
Instructional materials and
Instructional materials and
Instructional materials and resources are
Instnrctlonal
resources are unsuitable to the
resources are only partially suftable
resources are suitable to the
suitable to the instructional purposas and
Materials and
instructional purposes or do not
to the Instructional purposes, or
Instructional purposes and engage
engage students mentally. Students 4
Resources (323)
engage students mentally.
students .re only partially mentally
students mantally.
initiate the choice, adaptation, or creation
engaged with them of materials to enhance their laarning,
~he lesson h.s no clearly defined
Th. lesson has a recognizable he lesson has. clearly delined The lesson's structure is highly coherent,
Stnucture, Pacing
structure, 0< the pace of the lesson
structure, atthough ft is no t uniformly structure around which the activities allowing lor reflection and olosure. Pacing
3
and Closure (327)
is too Slow 0< rushed, or both.
maintained throughout the lesson. are organized. Pacing of the lesson of the lesson Is appropriate for all
Pacing of the lesson is inconsistent. is generally appropriate. students.
~tudents are not aware of tile Students are fully aware of the
Students are fully aware of the cr~eria end
Students know some of the criteria performance standards by which the.
Aasesament crh.ria cr~eria and performance standards
and performance standards by
cr~eria and perfo<mance standards
work will be evaluated and have 3
(334) by which the. work will be by which their wak will be
evaluated.
which their wo rk will be evaluated.
evaluated.
ocntributed to the devalopment 0( the
criteria.
~eacher monfto<s the progress of ~eaCher acttvaly and systamatically erocfts
Monhorlng of
~e.Cher does no t monfta student
eacher monitors the progress of groups of students in the diagnostic information from individual
Student Learning he dass as a whole but elichs no cLITlculum, making limfted use of students regarding their understanding 3.5
(340)
learning in the curriculum.
diagnostic information. diagnostic prompts to eld and moo~ors tile progress de individual
information. students.
.
\
Evaluation Rubric for the 1314 School Year - Final Version
Confid<J ntlal
6/15/14
Page 2
Evaluation Rubric for the 13-14 School Year - Final Version
ITeacher's faadback to studants is of ITaacher's faadback to studants is ITeacher's faadback to students is
eacher's feedback to students is timely
Feedback to
poor quality and not provided in a unev en, and i t s t i m el i nes s is timely and of consistently high
and of consistently high quality, and
3.5
Students (347) students make use of the feedback in
t i m el y m anner . i noons i s t ent . quality.
heir learning.
Students not only frequently assess and
Student Self-
Students do not engage in se~-
Students occasionally assess the Students frequently assess and mon~athe quality of their own wak
Assesament and
assessment a monitoring of
quality of their own work against the mon~athe quality o f their own against the assessment cr~...ia and
3
MonHorlng of as s es s m ent ai t er i a and agai ns t the as s es s m ent : c r i t er i a and performance standards but also make
Progress (352)
progress.
performance standards. perfcrmance standards. ac t i v e us e of that i nf or m at i on i n t hei -
learning.
!when a student has diffiCUlty
eacher accepts rasponsibifity for eacher persists in seeking
aacher persists in seeking effective
learning, the teacher either gives up
the success of all students but has approaches for students who have
approaches for students who naad help,
Parsl9lence (3119) or blames the student or the using an extensive repertoire of strategies
3
environment or someone else for th,
only a IIm~ed r8perto~e of diffiCUlty learning, possessing a
and soliciting additional resources from
student's lack of success.
instructional strategies to use, moderate repertoire 01strategies.
the school.
Dom ai n seere 3.417
Mrs. Heuck has a very clear picture of the standards that she needs to cover In a year. Each project sria uses In her class address the specific standards she has IdentWied in the
project brief ease and she pushes the laarners to mast ... these content standards. I would like to see a little more clarity in the articulation o f these standards to the parents and
Comments and
the learners. For example, in the brief case standards are listed only by their co da. I believe ~would help many ff these standards were in written form also. I also would like to
Evldiencefor
see some so rt 01daily goal and assessment 01that goal near the conclusion of class. Mrs. Hauck brings a huge wea~h of resources to h... studio and seems to engage them with
he various uses of technology. The lesson I observed had a videc as pert o f the entry document, used the smart board to deliver instruction and challenged the learners to think
Domain 3
outside the box. I also wonder ho w Mrs. Hauck could tie more business partners into the projects to improve engagement by relevancy for the learn..-s. I will be very interested to
see how the projects progress in year two of teaching the same curriculum.
Domain 4: Professional Responsibilities
Component4a: Reflecting on Teaching, Component4b: Maintaining Accurate Records, Component 4C: Communicating wHh families, Component 4d: Contrtbutlng to the School and
DistriCt, Component 48: Growing and Developing Professionally
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Taacher makes an accurate
TeaCher makes a thoughtful and accurate
eacher does not know W a lesson
eacher has a generally accurate
assessment of a lasson's
as s es s m ent or a l es s on' s ef f ec t i v enes s
was elfective or achieved Hs goals,
i m pr es s i on of a l es s on' s
effectiveness and the extent to
and the extent to which ~achieved Hs
Accuracy & Use I n effectiven .... and the extent to goals, c~ing many specific examples from
Future Teeching
or profoundly rrisjudges the
which instructional goals were met.
which it achieved its goals and can
the lesson and weighing the relative
4
success 01a lesson, therefore no cite general references to support
(380&387)
~uggestions are made for ho w a
aacher makes general suggestions
the judgment. Teacher makes
strength o f each. The teacher offers
iesson maybe improved.
about ho w a lesson may be
spec~ic suggestions of what he/she
specWic atternative actions, complete with
improved.
may try another time.
probable sucoasses o f different
approaohes.
:reacher has no system for
Teacher maintains Information on
Teac her m ai nt ai ns and us es t he
Student Progress In maintaining information on student eacher maintains information on
student progress and learning and
i nf or m at i on on s t udent pr ogr es s t o
4
Leamlng (398) progress in learning, or the system student progress and learning. consistently enhance student progress in
i s i n di s ar r ay .
uses those records effeCtively.
learning.
ITeacher's systenn for maintaining
ITeacher's records fa non-
infamation on non-instructional Teacher's systemfa maintaining
Non-Instructional i ns t r udi onal ac t i v i t i es ar a i n
Teacher's records for non- activities is typically timely and information on non-instructional activities
Records (401) disarray, resuking in errors and
instructional aCtivities are adequate acellate. (Examples are: lesson is always timely. aceurata and has created 3.5
c onf us i on.
containing errors or delays. plans, IEP's, daily attendance, !ways to make it more efficient and
building & district requirements, effective.
subst~utQ plans, ate.)
Teacher provides ninlmal Teacher adheres to the school's
Teacher provides infamaMn to parents
information to parents and does not requ~ed procedures for
Teacher communicates w~h parents frequently on both positive and
Information About respond Of responds insenSitively to communicating to parents.
about s t udent ' s pr ogr es s on a improvement aspects o f student progress.
Studenla and parent concerns about students. Responses to parent concerns are
r egul ar bas i s and is av ai l abl e as Response to parent concerns is handfed
3.5
Programs (416) Teacher demeans other programs. minimal. Thacher is not suppalive
needed to respond to parent w~ great sens~ivity. Teacher is a pos~ive
each ... s, or initiatives that are a of other programs in the district that
concerns. Teacher promotes others role modal and promotes the other
in hislhar scho o l. schools and programs in the district to
benefrt to students. wUI help students.
parents.
~eachEl1's relationships w~
l TeaCher m ai nt ai ns c or di al
Relationships with colleagues are
Relationships with relationships with colleagues to fulfill
Relationships w~h colleagues are charact..-izad by mutual suppal and
Colleagues (433)
colleagues are negative, se~serving
the duties that the school or district
characterized by mutual suppal cooperation. Teacher takes initiative in 3
or non-existent. and cooperation. assuming positive lead ... ship among
r equi r es .
colieaQues.
Teacher VOlunteers to participate In
Teac her v ol unt eer s t o par t i Ci pat e In s c hool
Pertlcipates in Teacher avoids beconing invoived Teacher pertlclpates in school and and district projects or ""ents, making a
School and District in school and district projects or district projects or events only when
school and district projects a
s ubs t ant i al c ont r i but i on. and as s um es a 3
events, making a substantial
Projects (445) ev ent s . contractually requi-ed.
contribution.
lead ...ship role In a school or district
project/event.
aacher makes no effal to share iraacher participates in 6rrited ways
aacher initiates ifll)Oftlnt activHies to
eachers partlcipatas actively in contribute to the profession and actively
Service to the knowledge w~h others or hurts the o assist others anellor do es not
assisting other educators and supports all the initiatives in the district
Profeeslon and district initiatives tt-rough social support the district in~ives and/or
promotes o thers and the district and the personnel. Teacher isa positive
3
DIstric1 (4G8) media, negative conversations, and is anegative or neutral participent in
in~iativas and programs. orce fa building the district's public
dem eani ng c har ac t er i zat i ons , s oc i al s et t i ngs or m adi a.
relations.
Enhancement at
Teacher ectively perticipates and
!reaCher seeks out oppalunities for
eac her engages i n no pr of es s i onal behaves professionally in
COntent Knowledge
development activities to enhanea
~eaCher partiCipates In professional
opportunities for professional
professional development and makes a
3
and PedagogiCal
knowledge or skill.
activ~ies to a lirmed extent.
development to enhance content
systematic attempt to grow in his/her
SkIll (4153)
knowledge and pedagogical skill.
practice.
Dom ai n Scor9 3.375
Confidential
6115114
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Evaluation Rubric for the 13-14 School Year - Rnal Version
Ancha has a real strength with looking at math data and then formulaijng what our learners need to il1lJ rove to be successful. She has many great conw!rSalions with our
learners to keep them growing and pushes them to be reflactive wilh the. own personal data. Because 01this strength, I would like to see Anaea take mae 01a leadership role
Comments and
dlling district data days. She could push Oil staff to become stronger with analyzing and puUing valuable information from the data presented through the NWEA, PLAN, and
evidence for
ACT. Andrea do es participate in a district math CFG and she gains valuable infamation through this CFG. I would like to see her further share this infamaijon and halp lead the
Dcmaln4
math facilitatas here at New Tech. As we move into surrme<, I would 6ke to see Andrea use her vast knowledge 01math to help us vertically align the cllTiculum to ensure
!ears ... s are getting what they need to be sucoessful at Niles New Tech.
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Diacipllne and
no score
Attendance Data
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.' ,'Effeciive I S'" .
..- ,.,; .... ,.
... ". ;"Hlahhl EffettlVtil~ . "''''PefiOrlMilc.~.''. .'
THE DATA FOR THE EVALUATION IS 26% OF THE TOTAL SCORE
DATA
REflECTING
THERE ARE THREE FRAMES FOR THE GROWTH DATA
STUDENT
Elementary: 1. 10%Data Teams, 2.10% NW EA Data, 3. 6% Di8l:riot Achievement
GROWTH
High School L_I: 1.10% Data Teams, 2.6% NWEA Data, 3.6% ACT/MME Data, 4.6% DiB1riat Achievement
Completed more than one data team
Completed minimally one data tsam cycle each quarter, Ie. 6in the year
Did no t meet in the Data Team or
Met in the Data Team and worked
cycle each quarter (at least 4) and instead 014 (not including NWEA Data
Data Teams did no t contribute the the work of
collaboratively with others.
had data to show gains in student Review which is no t a cycle) and had data
he team. achievement based on the pre and for each cycle to show gains in student
post-test. achievement based on the pre and po st-
test
The aggregate of the students inthe The aggregate of the students in the
11D~~~ 0: lItU<IentS InlIle Cl8SSCo o m
classro o m(s) dro pped below the cJ assro o m(s) dropped below the
o rbuilding ifoot directly applicable to
percentile of the same students fro m percentile of the same student! fro m me sggregate of students iJ ).1he
the teacher) showed percentile gro wth
the previo us year by 4 po ints o r the previous year by less than 4 classroom (o r building ifno t directly
from spring to spring NWEA intwo
more as measured by spring to po ints as measured by spring to applicable to the teacher) showed
subject> 01: mo re. Additionally, over 50%
spring NW EA. Teachers who do Dot spring NW EA. Teachen who do nol percentile growth fro m spring to
of the students inthe classro o m (o r
NWEAScores
have direct application to students pave direct application to students spring NWEA in one subject o r
building) showed percentilo gro wth from
will receive the same nwnber o f will receive the same number o f mo re. (Speci al Educat i on l eat her s i n Q
spring to spring. Classro o ms o r building
point! for tho building aggregate. points for the building aggregme.
sei f- conl oi ned pr ogr am that do not use
aggregate SlllItaining over lb. 80th
(Spi aJ Educot i on t eacher s Ina sel f- (Speci al Educat i on t eacher s i n Qsel l - NWEA wi l l have cr i t er i a set by t he
percentile is also applicable. (Speci aJ
cont ai ned pr ogr am t hat do not we cont ai ned pr ogr am dl fJt do not use Dl r et Jt or o/specl al Educat i on).
EducaJfon t eacher s til a n/foont al t Md
NW.EA wi l l /r Ive cr i t er i a Jel by t he NWEA wi l l /l ave cr i t er i a t el by t he
pr ogr am t ha/do no/use NWEA wl l Jl l aV6
Dl r eCl or o/Speci al Educal i on). Di r ect or o/!i i Jeci al Educot i on).
cr i t er i a , el by t i , e Di r ect or o/Spoci al
The aggregate of all students in the he aggregate of all students Inthe
[The aggregate of all students in the
building in the 11th grade did not building in the 11th grade showed
building In the 11th grade showed The aggregate of all students in the
show growth and there was an more growth than decline on the
growth o f 0.2 points a more on at building in the 11th grade showed growth
ACT and MME
least two areas o f the ACT and two of 0.2 points or more on all areas 01the
overall decline despfte some areas ACT and MME scores when the
areas oIthe MME from the previous ACT and all areas of the MME from the
Scores Grades 9
01growth on the Ar:T and MME. growth and decline are added
12 (Sp<<101 Educat i on t eacher s Ina sei f- ~eth .... (Spi al Educat i on t et Xher s
year and any decline is less than previous year. (Speci al .Educat k m t eacher s i n
cont ai ned pr ogr am t hat do not t ab tIN! Ina sel f- amt al ned pr ogr am t hat I i<> " " t
1.0. ~c/ol Educat i on U!adr er s in a o sel f- cont ai ned pr ogr am /hal do not k Jl cet he
ACTIMME w/U haw cr i t er i a set by the t ak e IheACTIMME wl /l have cr l t ul o se
.Ie/f.conJafnBl ipr ogr am t hat do l l or l ak e ACTIMME wi D have cr i t er i a s<l by t he
Di r ect or o/Specl al Educt Jt l on). by tIN! Di r ect or o/Specl al Educat /on).
t heACTJA1A.P. wi l l htrt;e crileriiJ set by Di r ect or .f$poci al /!dJca/l on).
t i l DI_t or ofSDecl al l !ducaJl onl -
The aggregate of all students in the jrha aggregate 01all students In the he aggregate 01all students in the The aggregate 01all students in the
District district did no t show show district showed percenijle gro wth district showed percenijle !1owth district showed percanijle gro wth from
Achievement percenijle gro wth from spring to !trom spring to spring NWEA In one from spring to spring NWEA in two spring to spring NWEA in all three subject
spring NWEA. subject area. subject areas. areas.
RUBRIC EVALUATION TOTAL
3.412
DATA STUDENT GROWTH TOTAL K-8
0.000
DATA STUDENT GROWTH TOTAL 9-12
0.000
Overall Score K-8
2.559
Overall Score 9-12
2.559
Comments o n any
area8 marked as
ineffective
Mrs. Hauck is avery valued memb ... 01the Niles New Tech Team. She waks very hard to halp the learners 01 Niles New Tech to becorna successful not only here, but also at
Overall Comments LMCwhere she acts as aliason to the college and facilitates a study skills class. I look for Mrs. Hauck to continue for ways to strengthen our math department and continue to
find the gaps that exist in our curriculum. She I s a true expert in her field and I s extremely insightful as to how to teach high school students math.
Conficiential
6116114
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