EducatorPerformanceEvaluationSystem

Name: Dawn Landis

Building: MS/HS
SchoolYear: 2015-16
Assignment:

High School

NumberofYearsinCurrentAssignment: 15
EvaluatorsName: Sheila Pilmore
EvaluatorsTitle:

Principal

FinalPerformanceRating
Ineffective

MinimallyEffective

Effective

HighlyEffective

20112012ReferenceDanielson,Marshall,MIHB4625,4626,4627,4628.CreatedbyGIRESDInstructionTeamwithLocalDistrictContribution.

GIRESDFrameworkforTeaching
Component1a
Demonstrating
knowledge of
content and
pedagogy

Component1b
Demonstrating
knowledge of
students

Component1c
Setting
instructional
outcomes

Component1d
Demonstrating
knowledge of
resources

Component1e
Designing
coherent
Instruction
Use of
appropriate of
data

Component1f
Designing student
assessment

Unsatisfactory
Teachersplansandpractices
displaylittleknowledgeofthe
content,prerequisiterelationships
betweendifferentaspectsofthe
content,oroftheinstructional
practicesspecifictothatdiscipline.

Unsatisfactory
Teacherdemonstrateslittleorno
knowledgeoforrespectfor
studentsbackgrounds,cultures,
skills,languageproficiency,
interests,andspecialneeds,and
doesnotseeksuchunderstanding.

Unsatisfactory
Instructionaloutcomesare
unsuitableforstudents,represent
trivialorlowlevellearning,orare
statedonlyasactivities.Theydonot
permitviablemethodsof
assessment.

Unsatisfactory
Teacherdemonstrateslittleorno
familiaritywithresources,including
appropriatetechnologytoenhance
ownknowledge,touseinteaching,
orforstudentswhoneedthem.
Teacherdoesnotseeksuch
knowledge.

Unsatisfactory
Theseriesoflearningexperiencesis
poorlyalignedwiththeinstructional
outcomesanddoesnotrepresenta
coherentstructure.Itissuitablefor
onlysomestudents.

Unsatisfactory
Teachersapproachtoassessing
studentlearningcontainsnoclear
criteriaorstandards,lacks
congruencewiththeinstructional
goals,orisinappropriatetomany
students.Teacherhasnoplansto
useassessmentresultsindesigning
futureinstruction.

Basic

Domain1:PlanningandPreparation
Proficient

Teachersplansandpracticesreflectsome
awarenessoftheimportantconceptsinthe
discipline,prerequisiterelationsbetween
themandoftheinstructionalpractices
specifictothatdiscipline.

Basic
Teacherindicatestheimportanceof
understandingandrespectingstudents
backgrounds,cultures,skills,language
proficiency,interests,andspecialneeds,and
attainsthisknowledgefortheclassasa
whole.

Basic
Instructionaloutcomesareofmoderaterigor
andaresuitableforsomestudents,but
consistofacombinationofactivitiesand
goals,someofwhichpermitviablemethods
ofassessment.Theyreflectmorethanone
typeoflearning,butteachermakesno
attemptatcoordinationorintegration.

Basic
Teacherdemonstratessomefamiliaritywith
resources,includingappropriatetechnology
availablethroughtheschoolordistrictto
enhanceownknowledge,touseinteaching,
orforstudentswhoneedthem.Teacherdoes
notseektoextendsuchknowledge.

Basic
Theseriesoflearningexperiences
demonstratespartialalignmentwith
instructionaloutcomes,someofwhichare
likelytoengagestudentsinsignificant
learning.Thelessonorunithasarecognizable
structureandreflectspartialknowledgeof
studentsandresources.

Basic
Teachersplanforstudentassessmentis
partiallyalignedwiththeinstructionalgoals,
withoutclearcriteria,andisinappropriatefor
atleastsomestudents.Teacherplanstouse
assessmentresultstoplanforfuture
instructionfortheclassasawhole.

Teachersplansandpracticesreflect
solidknowledgeofthecontent,
prerequisiterelationsbetween
importantconceptsandofthe
instructionalpracticesspecifictothat
discipline.

Proficient

Teacheractivelyshowsrespectforand
seeksknowledgeofstudents
backgrounds,cultures,skills,language
proficiency,interests,andspecialneeds,
andattainsthisknowledgeforgroupsof
students.

Proficient

Instructionaloutcomesarestatedas
goalsreflectinghighlevellearningand
curriculumstandards.Theyaresuitable
formoststudentsintheclass,represent
differenttypesoflearning,andare
capableofassessment.Theoutcomes
reflectopportunitiesforcoordination.

Proficient
Teacherisawareofandusesresources,
includingappropriatetechnology
availablethroughtheschoolordistrictto
enhanceownknowledge,tousein
teaching,orforstudentswhoneed
them.

Proficient
Teachercoordinatesknowledgeof
content,ofstudents,andofresourcesto
designaseriesoflearningexperiences
alignedtoinstructionaloutcomesand
suitabletogroupsofstudents.The
lessonorunithasaclearstructureandis
likelytoengagestudentsinsignificant
learning.
Proficient
Teachersplanforstudentassessmentis
alignedwiththeinstructionalgoals,
usingclearcriteria,andisappropriateto
theneedsofstudents.Teacheruses
assessmentresultstoplanforfuture
instructionforgroupsofstudents.

Distinguished
Teachersplansandpracticesreflectextensive
knowledgeofthecontentandofthestructureof
thediscipline.Teacheractivelybuildson
knowledgeofprerequisitesandmisconceptions
whendescribinginstructionorseekingcausesfor
studentmisunderstanding.

Distinguished
Teacheractivelyshowsrespectforandseeks
knowledgeofstudentsbackgrounds,cultures,
skills,languageproficiency,interests,andspecial
needsfromavarietyofsources,andattainsthis
knowledgeforindividualstudents.

Distinguished
Instructionaloutcomesarestatedasgoalsthatcan
beassessed,reflectingrigorouslearningand
curriculumstandards.Theyrepresentdifferent
typesofcontent,offeropportunitiesforboth
coordinationandintegration,andtakeaccountof
theneedsofindividualstudents.

Distinguished
Teacherseeksoutresources,includingappropriate
technologyinandbeyondtheschoolordistrictin
professionalorganizations,ontheInternet,andin
thecommunitytoenhanceownknowledge,touse
inteaching,andforstudentswhoneedthem.

Distinguished
Teachercoordinatesknowledgeofcontent,of
students,andofresourcestodesignaseriesof
learningexperiencesalignedtoinstructional
outcomes,differentiatedwhereappropriateto
makethemsuitabletoallstudentsandlikelyto
engagetheminsignificantlearning.Thelessonor
unitsstructureisclearandallowsfordifferent
pathwaysaccordingtostudentneeds.

Distinguished
Teachersplanforstudentassessmentisfully
alignedwiththeinstructionalgoals,withclear
criteriaandstandardsthatshowevidenceof
studentparticipationintheirdevelopment.
Assessmentmethodologiesmayhavebeen
adaptedforindividuals,andtheteacheruses
assessmentresultstoplanfutureinstructionfor
individualstudents.

THEGIRESDFrameworkforTeachingisadoptedfromtheCPSFrameworkforTeachingbasedonandusedwithpermission,fromCharlotteDanielsonsFrameworkforTeaching. GIRESD Instruction Team 10-2014

Components p. 2


Component2a

Unsatisfactory

Creating an
environment of
respect and
rapport

Classroominteractions,both
betweentheteacherandstudents
andamongstudents,arenegative,
inappropriate,orinsensitiveto
studentsculturalbackgrounds,and
characterizedbysarcasm,put
downs,orconflict.

Component2b
Establishing a
culture for
learning

Component2c
Managing
classroom
procedures

Component2d
Managing
student
behavior

Component2e
Organizing
physical
space

Unsatisfactory
Theclassroomenvironment
conveysanegativeculturefor
learning,characterizedbylow
teachercommitmenttothe
subject,lowexpectationsfor
studentachievement,littlerespect
fororknowledgeofstudents
diverseculturesandlittleorno
studentprideinwork.

Unsatisfactory
Muchinstructionaltimeislostdue
toinefficientclassroomroutines
andprocedures,fortransitions,
handlingofsupplies,and
performanceofnoninstructional
duties

Unsatisfactory
Thereisnoevidencethatstandards
ofconducthavebeenestablished,
andlittleornoteachermonitoring
ofstudentbehavior.Responseto
studentmisbehaviorisrepressive,
ordisrespectfulofstudentdignity.

Unsatisfactory
Teachermakespooruseofthe
physicalenvironment,resultingin
unsafeorinaccessibleconditionsfor
somestudentsorasignificant
mismatchbetweenthephysical
arrangementandthelesson
activities.

Basic

Domain2:TheClassroomEnvironment
Proficient

Classroominteractions,bothbetweenthe
teacherandstudentsandamongstudents,
aregenerallyappropriateandfreefrom
conflictbutmaybecharacterizedby
occasionaldisplaysofinsensitivityorlackof
responsivenesstoculturalordevelopmental
differencesamongstudents.

Basic
Teachersattempttocreateaculturefor
learningarepartiallysuccessful,withlittle
teachercommitmenttothesubject,modest
expectationsforstudentachievement,some
respectfororknowledgeofstudentsdiverse
culturesandlittlestudentprideinwork.

Basic
Someinstructionaltimeislostduetoonly
partiallyeffectiveclassroomroutinesand
procedures,fortransitions,handlingof
supplies,andperformanceofnoninstructional
duties.

Basic
Theteacherhasmadeanefforttoestablish
standardsofconductforstudents.Teacher
tries,withunevenresults,tomonitorstudent
behaviorandrespondtostudent
misbehavior.

Basic
Teachersclassroomissafe,andessential
learningisaccessibletomoststudents,but
thephysicalarrangementonlypartially
supportsthelearningactivities.Teachersuse
ofphysicalresources,includingcomputer
technology,ismoderatelyeffective.

Classroominteractionsbetweenteacher
andstudentsandamongstudentsare
politeandrespectful,reflectinggeneral
warmthandcaring,andareappropriate
totheculturalanddevelopmental
differencesamonggroupsofstudents.
Proficient
Theclassroomcultureischaracterizedby
highexpectationsformoststudents,
genuinecommitmenttothesubjectby
bothteacherandstudents,andrespect
forandknowledgeofstudentsdiverse
cultures,withstudentsdemonstrating
prideintheirwork.

Proficient
Littleinstructionaltimeislostdueto
classroomroutinesandprocedures,for
transitions,handlingofsupplies,and
performanceofnoninstructionalduties,
whichoccursmoothly.

Proficient
Standardsofconductareclearto
students,andtheteachermonitors
studentbehavioragainstthose
standards.Teacherresponsetostudent
misbehaviorisappropriateandrespects
thestudentsdignity.

Proficient
Teachersclassroomissafe,andlearning
isaccessibletoallstudents;teacher
ensuresthatthephysicalarrangement
supportsthelearningactivities.Teacher
makeseffectiveuseofphysical
resources,includingcomputer
technology(whenapplicable).

Distinguished
Classroominteractionsamongtheteacherand
individualstudentsarehighlyrespectful,reflecting
genuinewarmthandcaringandsensitivityto
studentsculturesandlevelsofdevelopment.
Studentsthemselvesensurehighlevelsofcivility
amongmembersoftheclass.

Distinguished
Highlevelsofstudentengagementandteacher
passionforthesubjectcreateacultureforlearning
inwhicheveryonesharesabeliefinthe
importanceofthesubject,andallstudentshold
themselvestohighstandardsofperformance,for
examplebyinitiatingimprovementstotheirwork.
Teacherandstudentsdemonstratehighlevelsof
respectforandknowledgeofdiversestudent
cultures.

Distinguished
Studentscontributetotheseamlessoperationof
classroomroutinesandprocedures,fortransitions,
handlingofsupplies,andperformanceofnon
instructionalduties.

Distinguished
Standardsofconductareclear,withevidenceof
studentparticipationinsettingthem.Teachers
monitoringofstudentbehaviorissubtleand
preventive,andteachersresponsetostudent
misbehaviorissensitivetoindividualstudent
needs.Studentstakeanactiveroleinmonitoring
thestandardsofbehavior.

Distinguished
Theclassroomissafe,andthephysical
environmentensuresthelearningofallstudents,
includingthosewithspecialneeds.Students
contributetotheuseoradaptationofthephysical
environmenttoadvancelearning.Technologyis
usedskillfully,asappropriatetothelesson.

THEGIRESDFrameworkforTeachingisadoptedfromtheCPSFrameworkforTeachingbasedonandusedwithpermission,fromCharlotteDanielsonsFrameworkforTeaching. GIRESD Instruction Team 10-2014

Components p. 3

Domain3:Instruction
Component3a

Unsatisfactory

Communicating
with students

Expectationsforlearning,directions
andprocedures,andexplanations
ofcontentareunclearorconfusing
tostudents.Teachersuseof
languagecontainserrorsoris
inappropriatetostudentsdiverse
culturesorlevelsofdevelopment.

Expectationsforlearning,directionsand
procedures,andexplanationsofcontentare
clarifiedafterinitialconfusion;teachersuse
oflanguageiscorrectbutmaynotbe
completelyappropriatetostudentsdiverse
culturesorlevelsofdevelopment.

Component3b

Unsatisfactory

Using questioning
and discussion
techniques

Teachersquestionsarelowlevelor
inappropriate,elicitinglimited
studentparticipationandrecitation
ratherthandiscussion.

Basic
Someoftheteachersquestionselicita
thoughtfulresponse,butmostarelowlevel,
posedinrapidsuccession.Teacherattempts
toengageallstudentsinthediscussionare
onlypartiallysuccessful.

Component3c
Engaging
students in
learning

Unsatisfactory
Activitiesandassignments,
materials,andgroupingsof
studentsareinappropriatetothe
instructionaloutcomesorlevelsof
understanding,resultinginlittle
intellectualengagement.Thelesson
hasnostructureorispoorlypaced.
Activities,assignments,and
materialsarenotappropriatefor
diversecultures.

Component3d

Unsatisfactory

Using assessment
in instruction

Assessmentisnotusedin
instruction,eitherthroughstudents
awarenessoftheassessment
criteria,monitoringofprogressby
teacherorstudents,orthrough
feedbacktostudents.

Component3e
Demonstrating
flexibility and
responsiveness

Unsatisfactory
Teacheradherestotheinstruction
planinspiteofevidenceofpoor
studentunderstandingorof
studentslackofinterest,andfails
torespondtostudentquestions;
teacherassumesnoresponsibility
forstudentsfailuretounderstand.

Basic

Basic
Activitiesandassignments,materials,and
groupingsofstudentsarepartially
appropriatetotheinstructionaloutcomesor
levelsofunderstanding,resultinginmoderate
intellectualengagement.Thelessonhasa
recognizablestructurebutisnotfully
maintained.Activities,assignments,and
materialsarepartiallyappropriatefordiverse
cultures.

Basic
Assessmentisoccasionallyusedin
instruction,throughsomemonitoringof
progressoflearningbyteacherand/or
students.Feedbacktostudentsisuneven,
andstudentsareawareofonlysomeofthe
assessmentcriteriausedtoevaluatetheir
work.

Basic
Teacherdemonstratesmoderateflexibility
andresponsivenesstostudentquestions,
needsandinterestsduringalesson,andseeks
toensurethesuccessofallstudents.

Proficient
Expectationsforlearning,directionsand
procedures,andexplanationsofcontent
arecleartostudents.Communications
areappropriatetostudentsdiverse
culturesandlevelsofdevelopment.

Proficient
Mostoftheteachersquestionselicita
thoughtfulresponse,andtheteacher
allowssufficienttimeforstudentsto
answer.Allstudentsparticipateinthe
discussion,withtheteacherstepping
asidewhenappropriate.
Proficient
Activitiesandassignments,materials,
andgroupingsofstudentsarefully
appropriatetotheinstructional
outcomesandstudentsculturesand
levelsofunderstanding.Allstudentsare
engagedinworkofahighlevelofrigor.
Thelessonsstructureiscoherent,with
appropriatepace.Activities,
assignments,andmaterialsarefully
appropriatefordiversecultures.
Proficient
Assessmentisregularlyusedin
instruction,throughselfassessmentby
students,monitoringofprogressof
learningbyteacherand/orstudents,and
throughhighqualityfeedbackto
students.Studentsarefullyawareofthe
assessmentcriteriausedtoevaluate
theirwork.

Proficient
Teacherensuresthesuccessfullearning
ofallstudents,makingadjustmentsas
neededtoinstructionplansand
respondingtostudentquestions,needs
andinterests.

Distinguished
Expectationsforlearning,directionsand
procedures,andexplanationsofcontentareclear
tostudents.Teachersoralandwritten
communicationsareclearandexpressive,
appropriatetostudentsdiverseculturesand
levelsofdevelopment,andanticipatepossible
studentmisconceptions.

Distinguished
Questionsreflecthighexpectationsandare
culturallyanddevelopmentallyappropriate.
Studentsformulatemanyofthehighlevel
questionsandensurethatallvoicesareheard.

Distinguished
Studentsarehighlyintellectuallyengaged
throughoutthelessoninhigherorderlearningand
makematerialcontributionstotheactivities,
studentgroupings,andmaterials.Thelessonis
adaptedasneededtotheneedsofindividuals,and
thestructureandpacingallowforstudent
reflectionandclosure.Studentsassistinensuring
thatactivities,assignmentsandmaterialsarefully
appropriatefordiversecultures.

Distinguished
Multipleassessmentsareusedininstruction,
throughstudentinvolvementinestablishingthe
assessmentcriteria,selfassessmentbystudents
andmonitoringofprogressbybothstudentsand
teachers,andhighqualityfeedbacktostudents
fromavarietyofsources.

Distinguished
Teacherishighlyresponsivetoindividualstudents
needs,interestsandquestions,makingevenmajor
lessonadjustmentsasnecessarytomeet
instructionalgoals,andpersistsinensuringthe
successofallstudents.

THEGIRESDFrameworkforTeachingisadoptedfromtheCPSFrameworkforTeachingbasedonandusedwithpermission,fromCharlotteDanielsonsFrameworkforTeaching. GIRESD Instruction Team 10-2014

Components p. 4

Component4a
Reflecting on
teaching

Unsatisfactory
Teachersreflectiononthelesson
doesnotprovideanaccurateor
objectivedescriptionoftheeventof
thelesson.

Component4b

Unsatisfactory

Maintaining
accurate records

Teacherssystemformaintaining
bothinstructionalandnon
instructionalrecordsareeithernon
existentorindisarray,resultingin
errorsandconfusion.

Component4c
Communicating
with families

Unsatisfactory
Teacherprovideslittleorno
informationtofamilies,orsuch
communicationisculturally
inappropriate.Teachermakesno
attempttoengagefamiliesinthe
instructionalprogram.

Component4d

Unsatisfactory

Participating in a
professional
community

Teacheravoidsparticipatinginthe
professionallearningcommunityor
inschoolanddistricteventsand
projects,relationshipswith
colleaguesarenegativeorself
servingandteacherisresistantto
feedbackfromcolleagues.

Component4e
Growing and
developing
professionally

Unsatisfactory
Teacherdoesnotparticipatein
professionaldevelopmentactivities,
evenwhensuchactivitiesare
clearlyneededforthedevelopment
ofteachingskills.

Component4f

Unsatisfactory

Demonstrating
professionalism

Teacherhaslittlesenseofethics
andprofessionalism,and
contributestopracticesthatare
selfservingorharmfultostudents.
Teacherfailstocomplywithschool
anddistrictregulationsand
timelines.

Basic

Domain4:ProfessionalResponsibilities
Proficient

Teachersreflectionprovidesapartially
accurateandobjectivedescriptionofthe
lesson,butdoesnotcitespecificpositiveand
negativecharacteristics.Teachermakes
globalsuggestionsastohowthelessonmight
beimproved.

Basic
Teacherssystemformaintainingboth
instructionalandnoninstructionalrecordsis
rudimentaryandonlypartiallyeffective.
Teacher does not meet deadlines for
submission or data entry.

Basic
Teachercomplieswithschoolproceduresfor
communicatingwithfamiliesandmakesan
efforttoengagefamiliesintheinstructional
program.Butcommunicationsarenotalways
appropriatetotheculturesofthosefamilies.

Basic
Teacherbecomesinvolvedintheprofessional
learningcommunityandinschoolanddistrict
eventsandprojectswhenspecificallyasked;
relationshipswithcolleaguesarecordial.
Teacheraccepts,withsomereluctance,
feedbackfromcolleagues.

Basic
Teachersparticipationinprofessional
developmentactivitiesislimitedtothosethat
areconvenientorarerequired.

Basic
Teacherishonestandwellintentionedin
servingstudentsandcontributingtochild
centereddecisionsintheschool.Teacher
compliesminimallywithschoolanddistrict
regulations,doingjustenoughtogetby.

Teachersreflectionprovidesanaccurate
andobjectivedescriptionofthelesson,
andcitesspecificpositiveandnegative
characteristics.Teachermakessome
specificsuggestionsastohowthelesson
mightbeimproved.
Proficient
Teacherssystemformaintainingboth
instructionalandnoninstructional
recordsisaccurate,efficientand
effective.Teacher meets deadlines for
data submissions and entries.
Proficient
Teachercommunicatesfrequentlyand
successfullyengagesmostfamiliesinthe
instructionalprogram.Informationto
familiesaboutindividualstudentsis
conveyedinaculturallyappropriate
manner.
Proficient
Teacherparticipatesactivelyinthe
professionallearningcommunityand
maintainspositiveandproductive
relationshipswithcolleagues.In
addition,teacherwelcomesfeedback
fromcolleagues.

Proficient
Teacherengagesinopportunitiesfor
professionaldevelopmentthatisbased
onaselfassessmentofneed.

Proficient
Teacherdisplaysahighlevelofethics
andprofessionalismininteractionswith
bothstudentsandtheschool
community,andcompliesfullywith
schoolanddistrictregulations.

Distinguished
Teachersreflectiononthelessonishighly
accurateandperceptive,andcitesspecific
examplesthatwerenotfullysuccessful,forat
leastsomestudents.Teacherdrawsonan
extensiverepertoiretosuggestalternative
strategies.

Distinguished
Teacherssystemformaintainingboth
instructionalandnoninstructionalrecordsis
accurate,efficientandeffective,andstudents
contributetoitsmaintenance.

Distinguished
Teachercommunicatesfrequentlyandsensitively
withindividualfamiliesinaculturallysensitive
manner,withstudentsparticipatinginthe
communication.Teachersuccessfullyengages
familiesintheinstructionalprogram,as
appropriate.

Distinguished
Teachermakesasubstantialcontributiontothe
professionallearningcommunity,andassumesa
leadershiprolewithcolleagues.Inaddition,
teacherseeksoutfeedbackfromcolleagues.

Distinguished
Teacheractivelypursuesprofessional
developmentopportunitiesandmakesa
substantialcontributiontotheprofessionthrough
suchactivitiesasactionresearchandmentoring
newteachers.

Distinguished
Teacherassumesaleadershiproleinensuringthat
schoolpractices,decisionsandproceduresensure
thatallthestudentsinterestsareaddressed.
Teacherdisplaysthehigheststandardsofethical
conduct.

THEGIRESDFrameworkforTeachingisadoptedfromtheCPSFrameworkforTeachingbasedonandusedwithpermission,fromCharlotteDanielsonsFrameworkforTeaching. GIRESD Instruction Team 10-2014

Components p. 5

Professional Practice RubricSummativeRatings

Component
1a
1b
1c
1d
1e
1f
OverallDomain1
Component
3a
3b
3c
3d
3e
OverallDomain3

Domain
Domain1
Domain2
Domain3
Domain4
Summative Rating

Domain1PlanningandPreparation
Unsatisfactory
Basic
Proficient

Distinguished

Domain3Instruction
Unsatisfactory
Basic
Proficient

Distinguished

Unsatisfactory

Component
2a
2b
2c
2d
2e
OverallDomain2

Component
4a
4b
4c
4d
4e
4f
OverallDomain4

Domain2TheClassroomEnvironment
Unsatisfactory
Basic
Proficient

Distinguished

Domain4ProfessionalResponsibilities
Unsatisfactory
Basic
Proficient

Distinguished

Professional Practice Rubric Summative Rating

Basic
Proficient

Distinguished

Evidence:
Areas of Strength:
1d Miss Landis is always looking for ways, technology-wise, to improve her classes. She was one of the first to implement and use the data projector and visualizer in her
classroom, she uses different on-line sources as formative in class tests.
3e Miss Landis is very aware of student interests and works for the success of all students by discussing lessons with them, emailing parents and adjusting lessons to best
teach her students.
4e Miss Landis is always willing to attend professional development related to her curricular area as well as the technology area and she is willing to share the knowledge
with the staff. She is on the Technology Committee, BPA advisor, German advisor, Cheer State, District comp., tutoring students before and after school, NHS Faculty,
Homecoming activities, Senior Class Advisor, Prom Chaperone, Regional BPA Advisor.
Area of growth:
3b Questions observed were low level questions, higher level not observed during the hour.
Data: Students in Spanish 1 showed an average of 47.7% Sem 1 and 78.5% Sem. 2. AIM Spanish 1 an average of 21.9% increase Sem 1. Spanish 2 showed an average
72.4% Sem 1 and 77.6% Sem 2. 91% of the Business Technology students passed the class.
Attendance: School Business 7, Medical 1.

*See Appendix D for scoring guidelines: Components/Summative

THEGIRESDFrameworkforTeachingisadoptedfromtheCPSFrameworkforTeachingbasedonandusedwithpermission,fromCharlotteDanielsonsFrameworkforTeaching. GIRESD Instruction Team 10-2014

Components p. 6

EducatorEvaluationSummary
EnhancingProfessionalPracticeRubricFinalRating
SeeDanielsonDomainandFinalSummativeRatingGuidelines

SchoolYear: 2015-16

PercentImpactonFinalRating:65 DeterminedatDistrictLevel

Unsatisfactory
1.0

Basic
2.0

Proficient

3.0

Distinguished
4.0

StudentGrowthandAssessmentData
Threeyearsofdatawillbeincludedwhenavailable.
2015-16
SchoolYear:
PercentImpactonFinalRating:25 DeterminedatDistrictLevel

ACT
Plan/Explore
StarMath
StarReading
Easy CBM
MLPP

MEAP
MIAccess
MME
IEPGoals
NWEA-Math
NWEA-Reading

DRA
DRA2
DIBELS
Local Data

DataScore
Ineffective
<70%ofstudentsmaking1years
growthormeetingidentified
achievementgoals.

1.0

MinimallyEffective
7084%ofstudentsmaking1years
growthormeetingidentified
achievementgoals.

2.0

Effective

HighlyEffective

85100%ofstudentsmaking1
yearsgrowthormeeting
identifiedachievementgoals.

85100%ofstudentsmaking1yearsgrowth
80%ormoreofstudentsmakingmorethan
1yearsgrowthorexceedingidentified
achievementgoals.

3.0

4.0

Attendance/Discipline
TeacherEvaluationRubricsbyKimMarshallRevisedSeptember4,2010

SchoolYear: 2015-16

PercentImpactonFinalRating:10 DeterminedatDistrictLevel
Considerextenuatingcircumstanceswhendeterminingratingforattendance.

Ineffective
Patternsofabsenceshavebeen
identified;patternsoftardinessexist
Manyabsencesexist(11%ormore)
Frequentlyactsand/ordressesin
unprofessionalmanner
Violatesprofessionalboundaries
Usespoorjudgmentandactsinethically
questionablemanner

1.0
10-2014GIRESDInstructionDepartment

MinimallyEffective
Moderateabsencesarerecorded(7
10%).Latearrivalsarenoted
Occasionallyactsand/ordressesinan
unprofessionalmanner
Violatesboundaries
Islessthancompletelyhonestandat
timesusesquestionablejudgment

2.0

Effective
Exhibitsgoodattendancepatterns
(94%96%)
Demonstratesprofessional
demeanorandmaintainsproper
boundaries
Maintainsconfidentialitywith
records
Ishonestandopenandusesgood
judgment

3.0

HighlyEffective
Hasperfectornearperfectattendance(97%
100%)
Presentsselfasaccomplishedprofessionaland
alwaysobservesappropriateboundaries
Isethical,honest,andusesimpeccablejudgment
Respectsconfidentiality

4.0

FinalCalculationGuidance
SchoolYear 2015-16
(RubricScorex*DBD)+(DataScorex*DBD)+(Attendance/DisciplineScorex*DBD)=FinalRating

FinalPerformanceRating
Ineffective
1.01.4

MinimallyEffective
1.52.4

Effective

2.53.4

TeacherSignature
AdministratorSignature
SuperintendentSignature

Date
Date
Date
FinalCalculationGuideHB4627

2014-2015

StudentGrowthandAssessmentData=.25

Meritpaywillbedeterminedatthelocaldistrictlevel
* Weightdeterminedbydistrictinaccordancewithlegislativerequirements.

10-2014GIRESDInstructionDepartment

HighlyEffective
3.54.0