Domain 5: Student Growth

5A: Identification and Evaluation of Baseline Data

Unsatisfactory

Basic

Proficient

Distinguished

Teacher demonstrates
little or no knowledge of
students' backgrounds,
cultures, skills, language
proficiency, interests, and
special needs. Teacher's
evaluation of data reflects
little or no knowledge of
the content and of the
structure of the discipline.
Teacher does not meets
threshold for proper
amount of valid data
points.

Teacher identifies limited

knowledge of students'
backgrounds, cultures,
skills, language
proficiency, interests, and
special needs. Teacher's
evaluation of data reflects
limited knowledge of the
content and of the
structure of the
discipline.Teacher meets
threshold for proper
amount of valid data
points.

Teacher identifies
knowledge of students'
backgrounds, cultures,
skills, language
proficiency, interests, and
special needs. Teacher's
evaluation of data reflects
knowledge of the content
and of the structure of the
discipline. Teacher meets
threshold for proper
amount of valid data
points.

Teacher uses historical

student self reflection and
assessment data to identify
knowledge of students'
backgrounds, cultures,
skills, language proficiency,
interests, and special
needs.Teacher's evaluation
of data reflects extensive
knowledge of the content,
the structure of the
discipline and historical
student performance.
Teacher meets threshold
for proper amount of valid
data points.

Basic

Proficient

Distinguished

Teacher coordinates
limited knowledge of
content, students, and
resources, to design a
series of learning
experiences which affect
student growth. Limited
instructional strategies are
utilized for student growth
goals. T
he lesson has a
recognizable structure but
is not fully maintained.
The teachers use of data
for future goals and
instruction is uneven.

Teacher coordinates
knowledge of content,
students, and resources,
to design a series of
learning experiences
which increase student
growth. Varied
Instructional strategies are
utilized for student growth
goals. The lesson's
structure is coherent, with
appropriate pace. The
teacher uses data to
inform future goals and
instruction.

With student reflection,

teacher coordinates
knowledge of content,
students, and resources, to
design a series of learning
experiences, to improve
student learning. Students
are aware of their student
growth goal and make
contributions to activities,
groupings and materials.
The teacher utilizes regular
student input to vary
instructional strategies. The
structure and pacing of
learning experiences allows
for student reflection and
closure. The teacher
facilitates student use of
data to inform future
learning.

5B: Instructional Alignment to Student Growth Goals

Unsatisfactory
Teacher coordinates little
or no knowledge of
content, students, and
resources, to design a
series of learning
experiences which affect
student growth. Little or
no instructional strategies
are utilized for student
growth goals. The lesson
has no structure or is
poorly paced. The
teachers use of data has
little or no impact on
future goals and
instruction.

5C: Student Performance Data Analysis

Unsatisfactory

Basic

Proficient

Distinguished

Teacher does not

administer both assessment
series.Teacher cannot
assess the data. Teacher
demonstrates limited
reflection on the
effectiveness of the
assessment.

Teacher provides a limited

description of the data,
but does not cite specific
patterns, trends and
outliers. Teachers
reflection on the
effectiveness of the
assessment is incomplete.
Teacher makes some
connections between data
and targeted student
growth goals.

Teacher's description and

analysis of the data is
thoughtful and accurate,
citing some data points, by
referring to patterns,
trends and outliers.
Teacher reflects on the
effectiveness of the
assessment and student
performance to inform
revisions. T
eacher makes
connections between data
and targeted student
growth goals.

Teacher's description and

analysis of the data is
thoughtful and accurate,
and facilitates student self
analysis and reflection.
Teachers use information
from students and student
performance to reflect on
the effectiveness of the
assessment to inform
revisions. W
ith student
input, t eacher draws
meaningful connections
between data and targeted
student growth goals, cites
specific data points,
explains the significance of
patterns, trends and
outliers.

5D: Student Growth Plan Reflection

Unsatisfactory

Basic

Proficient

Distinguished

Teacher cites little or no

evidence to demonstrate
which strategies led to the
student growth results.
Teacher is unable to
identify strategies for
future instruction to
improve student learning.

Teacher cites limited

evidence to demonstrate
which strategies led to the
student growth results.
Teacher identifies limited
strategies for future
instruction to improve
student learning.

Teacher cites specific

evidence to demonstrate
which strategies led to the
student growth results.
Teacher identifies specific
strategies for future
instruction to improve
student learning.

Teacher and students cite

specific evidence to
demonstrate which
strategies led to the
student growth results.
Teacher identifies specific
strategies for future
instruction to improve
student learning and
students identify specific
strategies they plan to
utilize to improve their own
learning in the future.