licensed staff assessment and evaluation rubric

7/29/2019 Licensed Staff Assessment and Evaluation Rubric

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LEGENDS - Licensed EducatorGrowth, Evaluation, and Development System

Salem-Keizer Public Schools LIC-F###Last Updated: 08/20/12

Licensed Staff Assessmentand Evaluation Rubric


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Salem-Keizer Public Schools Page 2 of 31Last Updated: 08/20/12

Standard 1: Learner Development

Does NotMeet Standard (DNM)

Developing Prociencyoward Standard (DP)

Procient Relativeto Standard (PR)

Exceeds Standard(E)

1.1 Demonstrates anunderstanding o howchildren/adolescents learnand develop.

1.2 Designs andimplementsdevelopmentallyappropriate instruction.

Demonstrates minimalknowledge o student patternso learning and development.

Demonstrates basicknowledge o student patternso learning and development.

Demonstrates thoroughknowledge o student patternso learning and development.

Is a resource or colleaguesin understanding andinterpreting student patternso learning and development.

Implements activities andassignments that are notdevelopmentally appropriateor students.

Implements some activitiesand assignments that aredevelopmentally appropriateor students.

Implements activitiesand assignments that aredevelopmentally appropriateor students.

Implements activities andassignments that challengeeach student at his/herdevelopmental level.

Te teacher understands how learners grow and develop, recognizing that patterns o learning and development varyindividually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implementsdevelopmentally appropriate and challenging learning experiences.

Guiding Questions Evidence Examples

How is student data used to modiy instruction? Is instruction scaolded or individuals and groups o students to move them to

the next level o understanding? Is there a demonstrated understanding o student development?

Analysis o pre- and post-assessment data Ongoing ormative assessment data Provides developmentally appropriate instruction within their content area Uses exible groupings based on on-going analysis o learning styles and

developmental needs(Additional Examples on Next Page)

DNM DP PR E

Standard 1: Overall


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Standard 1: Learner DevelopmentTe teacher understands how learners grow and develop, recognizing that patterns o learning and development vary individually within and across the cognitive,linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Guiding Questions Evidence

How is student data used to modiy instruction? Is instruction scaolded or individuals and groups o students to move them to

the next level o understanding? Are learning styles and developmental needs o students recognized and

appropriately responded to?

Are learning styles and developmental needs o students recognized andappropriately used to modiy instruction?

Is there a demonstrated knowledge o disabilities and their impact?

Is there a demonstrated connection between IEP goals and instruction?

Analysis o pre- and post-assessment data Ongoing ormative assessment data

Uses exible groupings based on on-going analysis o learning styles anddevelopmental needs

Examples o modied materials created in response to data and/or disabilityneeds

Comprehensive present level o perormance that drive goal development andspecially-designed instruction on the IEP

Special Education Guiding Questions and Evidence Examples


How is student/group response used to modiy instruction? Is instruction scaolded or individuals and groups o students to move them to

the next level o understanding? Is there a demonstrated understanding o student/group development? Are learning styles and developmental needs o students/groups recognized and

appropriately responded to?

Ongoing ow o assessment; including aural, visual and written, is evident. Provides developmentally appropriate instruction within their content area.

Uses exible groupings based on on-going analysis o learning styles anddevelopmental needs.

Examples o modied materials created in response to student/groupperormance.

Music Guiding Questions and Evidence Examples


Are lessons and activities age and developmentally appropriate? Are lessons and activities presented in alignment with developmental stages?

Examples o modied activities. Examples o modied equipment. Use o modied equipment.

Physical Education Guiding Questions and Evidence Examples

Please Note: A students developmental age may not necessarily equal his/her chronological age and/or instructional level.


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Standard 2: Learning Differences




Exceeds Standard(E)

2.1 Makes appropriateand timely provisionsor individual studentswith particular learningdierences or needs.

2.2 Incorporates tools olanguage development intoplanning and instructionto support developmento academic languageprociency.

Does not dierentiateinstruction according tostudents learning dierencesor needs.

While not always eective,attempts to dierentiateinstruction according tostudents learning dierencesor needs.

Dierentiates instructionaccording to students learningdierences or needs.

Anticipates individualstudents learning needsby proactively designingdierentiated instruction, andmakes eective dierentiationdecisions while teaching.

Does not use strategies andtools to support studentdevelopment o academiclanguage prociency.

While not always eective,attempts to use strategiesand tools to support studentdevelopment o academiclanguage prociency.

Uses strategies and tools tosupport student developmento academic languageprociency.

Cultivates studentindependence in thedevelopment o academiclanguage.

Te teacher uses understanding o individual dierences and diverse cultures and communities to ensure inclusive learningenvironments that enable each learner to meet high standards.


Are resources and/or specialists accessed to meet student needs when thoseneeds extend beyond current proessional understandings or skills?

Is an understanding o students needs and backgrounds demonstrated? Are high expectations or all students consistently communicated? Are tools o language development used to scaold learning or diverse students?

Documentation o instructional and testing accommodations and modicationsor students

Anecdotal notes on student learning dierences Records showing communication with students, parents, and specialists

regarding student learning needs Documentation o how students respond to varied teaching strategies

DNM DP PR E

Standard 2: Overall


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Standard 2: Learning DifferencesTe teacher uses understanding o individual dierences and diverse cultures and communities to ensure inclusive learning environments that enable each learnerto meet high standards.


Are resources and/or specialists accessed to meet student needs when thoseneeds extend beyond current proessional understandings or skills?

Is an understanding o students needs and backgrounds demonstrated? Are high expectations or all students consistently communicated? Are tools o language development used to scaold learning or diverse students?

Documentation o instructional and testing accommodations and modicationsor individual students

Anecdotal notes on student learning dierences Records showing communication with students, parents, and specialists

regarding student learning needs Documentation o how students respond to varied teaching strategies



Are appropriate modications utilized to meet student needs? Are resources and/or specialists accessed to meet student needs when those

needs extend beyond current proessional understanding or skills? Is an understanding o the students needs demonstrated? Are high expectations or all students consistently communicated and

developed? Accounting or student dierences, are the individual students encouraged to

participate in the group setting?

Accommodations or modications used to meet student/group needs. Records showing communication with students, parents and specialists regarding

student learning needs when applicable. Narrative demonstrating an awareness o how students respond to varied

teaching strategies.



Are all students able to participate in activities with modications? Participation in physical education PLC meetings? Participation in IEP meetings?

Photos and/or videos o modied activities Notes rom physical education PLC meetings Notes rom IEP meetings



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Standard 3: Learning Environments




Exceeds Standard(E)

3.1 Organizes, allocates,and manages the resourceso time, space, andattention to actively andequitably engage learners.

3.2 Communicateswith students in waysthat respect uniquebackgrounds and support apositive classroom climate.

Ineectively designs andmanages the learningenvironment and/orinstructional time, resulting instudents ailing to engage inlearning.

While not always eective,designs and manages thelearning environment and/or instructional time toaccommodate students needsand involvement in learning.

Designs and manages thelearning environmentand instructional time toaccommodate all studentsneeds and involvement inlearning.

Proactively establishes systemsin which both teacher andstudents manage the learningenvironment, transitionsand instructional time tomaximize active involvementin learning or all students.

Does not build a classroomcommunity basedupon shared values andexpectations. At times ails tocommunicate with students ina air and respectul manner.

While not always eective,attempts to build a classroomcommunity based on sharedvalues and expectations.Communicates with studentsin a air and respectulmanner.

Creates a positive classroomcommunity based on sharedvalues and expectations orrespectul interactions withregard to race, culture, gender,sexual orientation, religion,socioeconomic status, andexceptionalities.

Collaborates with students toacilitate their sel-reectionand ownership or ongoingimprovement o the classroomcommunity based uponrespect, airness, and theinherent value o all members.

Te teacher works with others to create environments that support individual and collaborative learning, and thatencourage positive social interaction, active engagement in learning, and sel motivation.


In what ways is the environment organized to engage students in learning? Is a behavior system in place which promotes a climate o respect and learning? Are respect, saety, and value or diering perspectives and cultural backgrounds

communicated through language, behavior, and the classroom environment? Is a sense o classroom and school-wide community built, promoted, and

acilitated throughout the academic year?

Expectations that are developed collaboratively, posted, and reerred to as needed Groupings o students which are utilized or content discussions and teamwork Classroom organization, equipment, and materials are easily accessible and

complement the instructional ocus Documentation o modications in the classroom environment to improve

student success (e.g., visual schedules, cues or strategies/behavior)

DNM DP PR E

Standard 3: Overall


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Standard 3: Learning Environments (Continued)




Exceeds Standard(E)

3.3 Te teacher establishesand monitors elementso a sae and productivelearning environment,including norms,expectations, routines andorganizational structures.

Minimal standards o conductor systems or perormingnon-instructional tasks are inplace. eacher either does notmonitor student behavior orresponds inconsistently.

Standards o conduct andsystems or perormingnon-instructional tasks arein place; however, they are attimes inconsistent or unclear.eacher monitors studentbehavior and responds withmoderate eectiveness.

Standards o conduct areclear; efcient systems orperorming non-instructionaltasks are in place. eachermonitors student behaviorand responds eectively.

Standards o conduct andefcient systems encouragestudents to independentlymonitor their behavior andperormance. Monitoringby teacher is subtle andpreventive.

Te teacher works with others to create environments that support individual and collaborative learning, and thatencourage positive social interaction, active engagement in learning, and sel motivation.


In what ways is the environment organized to engage students in learning? Is a behavior system in place which promotes a climate o respect and learning? Are respect, saety, and value or diering perspectives and cultural backgrounds


acilitated throughout the academic year?

Expectations that are developed collaboratively, posted, and reerred to as needed Groupings o students which are utilized or content discussions and teamwork Classroom organization, equipment, and materials are easily accessible and


student success (e.g., visual schedules, cues or strategies/behavior)

DNM DP PR E

Standard 3: Overall


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Standard 3: Learning EnvironmentsTe teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, activeengagement in learning, and sel motivation.


In what ways is the environment organized to engage students in learning? Is a behavior system in place which promotes a climate o respect and learning? Is the behavior system appropriate or the classroom ocus? Are respect, saety, and value or diering perspectives and cultural backgrounds


acilitated throughout the academic year? How is the environment organized to address students disabilities? (Lack o

visual clutter, clear trafc patterns, etc.) Are positive strategies incorporated to help students cope with rustrations in the

learning situation that may be associated with their disability? Are tasks and learning/social situations modied to optimize student success?

Expectations that are clear, consistent, and reerred to as needed Groupings o students, when appropriate, which oster content discussions and

teamwork Classroom organization, equipment, and materials are easily accessible and


student success (e.g., visual schedules, cues or strategies/behavior) Documentation o student behavior management system based on the type o

classroom



No changes/additions. Expectations are developed collaboratively, posted and reerred to as needed. Uses a variety o student groupings or musical growth.

When physically possible, classroom organization, equipment, and materials areeasily accessible and complement the instructional ocus.

Creates ways to efciently manage and transport teaching materials andclassroom supplies between multiple instructional spaces.

Modies the classroom environment to improve student success (e.g. visualschedule, cues or strategies/behavior, arrangement o equipment).



Are all students participating in activities? Documentation and demonstration o procedures which provide or efcienttransitions between activities and classes

Visual aids which help students successully participate in activities



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Standard 4: Content Knowledge




Exceeds Standard(E)

4.1 Maintains deepknowledge o contentstandards and learningprogressions in thediscipline(s) and setting(s)s/he teaches.

4.2 Integrates culturallyrelevant content to buildon learners backgroundknowledge.

Displays minimal contentknowledge. Instructionalpractices indicate littleawareness o learningprogressions and suchknowledge is incomplete orinaccurate.

Displays basic contentknowledge. Instructionalpractices indicate someawareness o learningprogressions, although suchknowledge may be incompleteor inaccurate.

Displays thorough contentknowledge. Instructionalpractices reect understandingo learning progressionswithin the discipline.

Mastery o content knowledgeand learning progressionsallow exible adjustmentsto address students at theircurrent level o understandingto either remediate or deepentheir understanding.

Demonstrates inadequateknowledge o learners culturalbackgrounds and experiencesand lacks ability to designlearning experiences as aresult.

Demonstrates limitedknowledge and/or ability todesign learning experiencesthat integrate culturallyrelevant content to build onlearners cultural backgroundsand experiences.

Designs learning experiencesthat integrate culturallyrelevant content to build onlearners cultural backgroundsand experiences.

Designs learning experiencesthat integrate culturallyrelevant content or eachstudent within the context othe curriculum.

Te teacher understands the central concepts, tools o inquiry, and structures o the discipline(s) he or she teaches andcreates learning experiences that make the discipline accessible and meaningul or learners to assure mastery o thecontent.


Are opportunities created to develop academic language as a part o the contentinstruction?

Is instruction connected to state content standards? Are multiple levels o questioning strategies used to engage students? Do students understand the purpose o lessons and value o the content area

being taught?

Use o varied questioning techniques and levels o questions Providing diverse perspectives through a variety o resources (e.g., discussion,

readings, guests, online sources) Presentation o content standards in ways which are clear and meaningul Uses tools o language development to scaold learning o academic language

(ELD, GLAD, SIOP)

DNM DP PR E

Standard 4: Overall


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Standard 4: Content Knowledge (Continued)




Exceeds Standard(E)

4.3 Engages students inlearning experiences in thediscipline(s) s/he teachesthat encourage learners tounderstand, question andanalyze ideas rom diverseperspectives so that they

master the content.

Does not apply strategiesdesigned to engage studentsin understanding, questioningand analyzing ideas romdiverse perspectives within thediscipline.

While not always eective,attempts to apply strategiesdesigned to engage studentsin understanding, questioningand analyzing ideas romdiverse perspectives within thediscipline.

Applies strategies designedto engage students inunderstanding, questioningand analyzing ideas romdiverse perspectives within thediscipline.

Creates an interactiveenvironment where studentstake the initiative toindependently understand,question and analyze ideasrom diverse perspectiveswithin the discipline.

Te teacher understands the central concepts, tools o inquiry, and structures o the discipline(s) he or she teaches andcreates learning experiences that make the discipline accessible and meaningul or learners to assure mastery o thecontent.



Is instruction connected to state content standards? Are multiple levels o questioning strategies used to engage students? Do students understand the purpose o lessons and value o the content area

being taught?

Use o varied questioning techniques and levels o questions Providing diverse perspectives through a variety o resources (e.g., discussion,

readings, guests, online sources) Presentation o content standards in ways which are clear and meaningul Uses tools o language development to scaold learning o academic language

(ELD, GLAD, SIOP)

DNM DP PR E

Standard 4: Overall


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Standard 4: Content KnowledgeTe teacher understands the central concepts, tools o inquiry, and structures o the discipline(s) he or she teaches and creates learning experiences that make thediscipline accessible and meaningul or learners to assure mastery o the content.



Is instruction related to students IEP? Are IEP goals related to state content standards at the students developmental/

instructional level?

Are multiple levels o questioning strategies used to engage students? Is the purpose o the lesson clear?

Use o varied questioning techniques and levels o questions. Presentation o content standards occurs at the students instructional level(s)

and in ways that are clear and meaningul. Use o a variety o communication supports (e.g., augmentative communication,

visual system) to assist students in building social and academic language.

IEP paperwork completed and compliant with Federal, state, and districttimelines.

IEP paperwork contains all necessary components (e.g., eligibility attachments,IEP progress).



Are opportunities created to develop academic language as part o the contentinstruction?

Is instruction connected to content standards? Are multiple levels o questioning strategies used to engage students? Are students actively participating in rehearsals and/or music classes?

Do students experience (hear, eel, imitate, model, create, demonstrate) and/orunderstand the purpose o lessons and the value o the content area being taught?

Do learning experiences integrate culturally relevant content and build onlearners background knowledge?

Are students engaged in the perormance o music? Are students encouraged to demonstrate a mature level o musical expression?

Practice logs, music theory worksheets, curr iculum-based writing work samples,note tests, perormance tests, rhythm worksheets.

A variety o music rom dierent cultures. Use o varied questioning techniques and levels o questions. Presentation o content standards in ways which are clear and meaningul.

Pursues proessional development activities and opportunities specic to contentarea.



Are opportunities created to develop content language as a part o instruction? Is there a clear reason and purpose or activities?

Posted learning targets and standards or activities. Posted components o critical elements. Photos and/or video o student participation in activities.



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Standard 5: Application of Content




Exceeds Standard(E)

5.1 Engages learnersin applying contentknowledge to encourageinterdisciplinaryconnections to real worldissues.

5.2 Engages learnersin critical and creativethinking, encouraging newideas and approaches.

Does not design learningexperiences where studentsapply content knowledge toreal world issues in orderto develop interdisciplinaryconnections.

While not always eective,attempts to design learningexperiences where studentsapply content knowledge toreal world issues in orderto develop interdisciplinaryconnections.

Designs learning experienceswhere students apply contentknowledge to real worldissues in order to developinterdisciplinary connections.

Embeds interdisciplinaryconnections withincurriculum, allowing studentsto independently relate theseconnections to key conceptsand underlying themes.

Does not encourage studentsormation o independentideas and creative approaches.

Applies strategies that mayallow students to ormindependent ideas andcreative approaches that aresometimes connected torelevant content.

Applies strategies thatacilitate students ormationo independent ideas andcreative approaches that aeconnected to relevant content.

Creates an environment thatregularly encourages studentsormation o independentideas and creative approaches.

Te teacher understands how to connect concepts and use diering perspectives to engage learners in critical thinking,creativity, and collaborative problem solving related to authentic local and global issues.


How is content made real to students as they reach the level o application? Are students literacy skills supported by instruction which allows them to access

and demonstrate understanding o the content area? What methods are used to bring students to a level o understanding o the

content which allows them to think critically and creatively? Are activities used to allow students to demonstrate the ability to apply content?

Use o multiple activity ormats which allow students to communicate criticallyand creatively in the content area (e.g., speeches, debates, written work)

Application o the Comprehensive Literacy Model and associated strategies toencourage literacy development across curriculum and ensure access to content

Inquiry methods which are purposeully chosen to connect with real-worldcontent application and involve other disciplines

DNM DP PR E

Standard 5: Overall


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Standard 5: Application of ContentTe teacher understands how to connect concepts and use diering perspectives to engage learners in critical thinking, creativity, and collaborative problem solvingrelated to authentic local and global issues.


How is content made real to students as they reach the level o application? Are students literacy skills supported by instruction which allows them to access

and demonstrate understanding o the content area? What methods are used to bring students to a level o understanding o the

content which allows them to think critically and creatively? Are activities used to allow students to demonstrate the ability to apply content?

Use o multiple activity ormats which allow students to communicatecritically and creatively in the content area (e.g., speeches, written work, variedcommunication systems - visual, augmentative communication)

Application o the Comprehensive Literacy Model and associated strategies toencourage literacy development at the students instructional level

Activities which are purposeully chosen to connect with real-world contentapplication at the students instructional level

Modications and adaptations o materials used in the classroom to helpwith application o content (e.g., built up spoons, visual schedules, assistivetechnology, therapy balls)

Special EducAtion Guiding Questions and Evidence


Are students applying their content knowledge in perormance? Do students music literacy skills allow them to access and demonstrate

understanding o the content area? Do methods used bring students to a level o understanding which allows them

to think critically and creatively?

Are activities used that allow students to demonstrate the ability to applycontent?

Do students use music literacy skills to access and demonstrate knowledge o thecontent area?

Conducts interesting and well-aced classes using a variety o instrumental and/orvocal techniques.

Use o multiple activity ormats which allow students to communicate criticallyand creatively in the content area (e.g. solos, ensemble, sight reading, rehearsal,perormance, composition, improvisation, analysis).

Application o the Comprehensive Literacy Model and appropriate strategies toencourage literacy development across curriculum and ensure access to content.

Inquiry methods which are purposeully chosen to connect with contentapplication and involve other disciplines.



Are students taught to solve problems in age-appropriate ways? Are students encouraged to create their own games and activities?(Additional Examples on Next Page)

Use o multiple activity ormats which allow students to demonstrate skills incontent area.

(Additional Examples on Next Page)



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Standard 5: Application of ContentTe teacher understands how to connect concepts and use diering perspectives to engage learners in critical thinking, creativity, and collaborative problem solvingrelated to authentic local and global issues.


Do students participate in managing activities? Are students encouraged to participate in physical activity outside o the physial

education class? Are activities designed to incorporate local and global events?

Intramural activities Extracurricular activity clubs.

Photos and/or video o students perorming activities/skills Posted global discussion ideas/questions Student log o physical activity.

Physical Education Guiding Questions and Evidence Examples (Continued)


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Standard 6: Assessment




Exceeds Standard(E)

6.1 Designs and/or selectsassessments that matchlearning objectives withassessment methodsso that learners candemonstrate theirknowledge and skills.

6.2 Works independentlyand collaboratively toexamine ormative andsummative assessment datato identiy student learningneeds and strengths toinorm instruction.

Assessments are not alignedwith learning objectives and/or do not enable students todemonstrate their learning.

Constructs and/or selectsormative and summativeassessments that sometimesdo not align with learningobjectives, and may uselimited measures or learnersto demonstrate what theyknow.

Constructs and/or selectsormative and summativeassessments that align withlearning objectives and usemultiple measures or learnersto demonstrate what theyknow.

Constructs and/or selectsassessments that clearlyinorm students o theirprogress and encourage themto take responsibility ortheir learning by showing anunderstanding o where theyare and their next steps or

learning.

Uses assessment solely as ameans to determine a gradeand/or neither examinesassessment data independentlynor with colleagues to inorminstructional decisions.

Documents, analyzes andinterprets limited studentassessment data independentlyand with colleagues, and/orassessment data is sometimesused to identiy studentlearning needs.

Documents, analyzes andinterprets a variety ostudent assessment data,independently and withcolleagues, to identiyindividual student learningneeds, trends, and patternsamong groups o students to

inorm instruction.

Documents, analyzes andinterprets a variety ostudent assessment data,independently and withcolleagues, resulting in acontinuous eedback loop oeective assessment inormingeective instruction.

Te teacher understands and uses multiple methods o assessment to engage learners in their own growth, to monitorlearner progress, and to guide the teachers and learners decision making.


Are students exposed to a variety o assessment ormats without interrupting theow o a unit o study?

Is assessment data reviewed, both individually and in collaboration with others(such as a team or PLC) to dierentiate uture instruction?

Do students receive timely and eective eedback to guides their academicprogress?

Data notebooks with ormative and summative assessment results Work samples scored with team input to ensure inter-rater reliability Dierentiation in analysis o student work with consideration o specia l needs o

students Conerences with students to discuss academic goals and growth plans

DNM DP PR E

Standard 6: Overall


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Standard 6: Assessment (Continued)




Exceeds Standard(E)

6.3 Engages learnersin understanding andidentiying quality workand provides them witheective descriptiveeedback to guide theirprogress.

Perormance standards are notprovided to students. Rarelyprovides models or guidanceor student to improve thequality o their work.

Sometimes providesperormance standards orstudent work and/or standardsmay lack specic expectations.Sometimes provides modelsand guides students inmethods or improving thequality o their work.

Provides explicit perormancestandards or student work.Provides models and guidesstudents in methods orimproving the quality o theirwork.

Models and acilitatesprocesses that involve studentsin examining and assessingtheir work products, bothindividually and collectively,using clearly denedperormance standards.Allocates time to provide

specic descriptive eedbackto individual learners.

Te teacher understands and uses multiple methods o assessment to engage learners in their own growth, to monitorlearner progress, and to guide the teachers and learners decision making.



Is assessment data reviewed, both individually and in collaboration with others(such as a team or PLC) to dierentiate uture instruction?


Data notebooks with ormative and summative assessment results

Work samples scored with team input to ensure inter-rater reliability Dierentiation in analysis o student work with consideration o specia l needs o

students

Conerences with students to discuss academic goals and growth plans

DNM DP PR E

Standard 6: Overall


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Standard 6: AssessmentTe teacher understands and uses multiple methods o assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachersand learners decision making.



Is assessment data reviewed, both individually and in collaboration withothers (such as IEP teams, instructional team, or PLC) to dierentiate utureinstruction?


Is there evidence o a data collection system?

Data notebooks with ormative and summative assessment results Work samples scored with team input to ensure inter-rater reliability Dierentiation in analysis o student work with consideration o specia l needs o

students Conerences with students to discuss academic goals, IEP goals, and growth

plans Documentation o modications and/or accommodations individualized to

student needs



Note: Due to lack o common time and stafng, many music educators do not havethe opportunity to collaborate and share data at this time.

Are students allowed to demonstrate skills and knowledge in a variety oassessment ormats?

Are students exposed to a variety o assessment strategies? Is assessment being reiewed both individually and in collaboration with others

(such as a team or PLC) to dierentiate uture instruction where possible?

Do students receive timely and eective verbal and/or written eedback to guide

their musical progress? Does the teacher have the ability to diagnose students musical deciencies?

Portolios, recordings o perormances, printed programs. Conerences with students/groups to discuss goals and growth plans.

Comments rom adjudicated perormances. Student or ensemble demonstrations o improvement based on verbal eedback.



Do students receive timely and eective eedback to guide their learning? Are activities modied based on students demonstration o skills?(Additional Examples on Next Page)

Critical elements scored with team input to ensure inter-rater reliability. Perormances.(Additional Examples on Next Page)



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Standard 6: AssessmentTe teacher understands and uses multiple methods o assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachersand learners decision making.


Are students given opportunities to be assessed on skills during a variety oactivities?

Is condential assessment data kept condential? Are methods o assessment clear and measurable?

Conerences with students to discuss tness/skill goals and growth plans. Dierentiation in analysis o student skills with consideration o special needs o

students.

Physical Education Guiding Questions and Evidence Examples (Continued)


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Standard 7: Planning for Instruction




Exceeds Standard(E)

7.1 Designs learningexperiences aligned tocurriculum standards andstudent needs.

7.2 Evaluates and adjustsplans based on studentoutcomes.

Demonstrates minimalevidence o planning alignedto content standards andstudent needs.

While not always eective,attempts to create short- andlong-term plans which may bealigned to content standards.Attempts to integrate studentlearning needs, goals, andlearning activities into plans.

Creates short- and long-termplans aligned to contentstandards. Plans integratestudent learning needs, goals,and learning activities.

Plans reect understandingo prerequisite relationshipbetween content standards.eacher is proactive inplanning or studentmisconceptions andaddressing them beoreproceeding.

Does not evaluate orcustomize instructional plansbased upon student outcomes.

Sometimes customizesinstructional plans based uponassessment data. Sometimesresponds to student outcomesby tailoring instruction andstrategies to assessed studentneeds.

Customizes instructionalplans based upon ongoingassessment data. Responds tostudent outcomes by tailoringinstruction and strategies toassessed student needs.

Anticipates and plans or awide range o adaptations tolessons based on analysis oindividual student outcomes.Engages with students toidentiy adjustments ininstruction that best meettheir learning needs.

Te teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledgeo content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge o learners and the communitycontext.


Do planned lessons assist students in meeting learning goals and relevantstandards o prociency?

Are resource colleagues and/or specialists involved in planning or theinstruction o students with special needs?

Is data rom team meetings used to inorm instructional plans? Is student achievement data used to dierentiate instruction?

Notes rom team meetings Clearly posted and/or communicated instructional targets/goals which reer to

standards in student-riendly language Lesson plans which reect accommodations or individual student needs Plans or units o study which support adjustment based upon observed student

outcomes

DNM DP PR E

Standard 7: Overall


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Standard 7: Planning for Instruction (Continued)Te teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledgeo content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge o learners and the communitycontext.




Exceeds Standard(E)

7.3 Plans collaborativelywith colleagues and/or specialists to designinstruction to meet uniquelearning needs.

Does not access colleaguesand/or specialists orcollaborative planning.

Consultation with colleaguesand/or specialists sometimesinuences the design oinstruction to address uniquelearning needs.

Collaborates with colleaguesand/or specialists to designinstruction that addressesunique learning needs.

Anticipates unique studentneeds and collaborates withcolleagues and/or specialiststo proactively address them.




Is data rom team meetings used to inorm instructional plans? Is student achievement data used to dierentiate instruction?


standards in student-riendly language Lesson plans which reect accommodations or individual student needs Plans or units o study which support adjustment based upon observed student

outcomes

DNM DP PR E

Standard 7: Overall


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Standard 7: Planning for InstructionTe teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge o content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge o learners and the community context.




Is data rom collaborative meetings used to inorm instructional plans? Is student achievement data used to dierentiate instruction?


standards (at the students instructional level) in a student-riendly ormat Lesson plans which reect accommodations or individual student needs Plans or units o study which support adjustment based upon observed student

outcomes Plans or expanded curriculum, such as unctional lie skills and communication

skills (when needed).



Do planned lessons assist students in meeting learning goals and relevantstandards?

Are colleagues and/or specialists involved in planning or the instruction ostudents with unique learning needs?

Is student perormance used to dierentiate instruction?

Does teacher demonstrate knowledge o the musical score? Does teacher plan comprehensive perormance cycles? Does teacher select appropriate literature?

Notes rom rehearsals and/or music class. Clearly posted and/or communicated instructional targets/goals which reer to

standards in student-riendly language. Lesson plans which reect accommodations or individual student needs. Plans or instruction based on observed student outcomes.

Annotated scores. Concert programs. Selects and requisitions required music, equipment, and supplies.



Are notes and data rom physical education PLC meetings used to inorminstructional plans?

Do planned lessons show alignment with state and/or national standards? Do planned lessons include activities that show knowledge o other content

areas? Do planned lessons demonstrate knowledge o scope and sequence or phys ed?

Photos and/or videos o lessons. Rules or expectations o cross-disciplinary activities. Notes rom job-alike meetings. Notes rom physical education PLC meetings.



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Standard 8: Instructional Strategies




Exceeds Standard(E)

8.1 Varies role in theinstructional process (e.g.,instructor, acilitator,guide, audience)

8.2 Te teacherunderstands how contentand skill development canbe supported by mediaand technology, andknows how to evaluatethese resources or quality,

accuracy, and eectiveness.

Utilizes only a teacher-directed instructionalapproach.

Beginning to integrate rolevariation, but relies primarilyon direct instruction.

Varies role between instructor,acilitator, guide and audience.Considers learners needsand instructional goals indetermining appropriateinstructional role.

Integrates a variety o roles orall members o the classroomcommunity, so studentsbecome both teachers andlearners.

Does not incorporate orineectively incorporatesavailable media andtechnology in support ocontent and skill development.

Moderately eective atincorporating availablemedia and technology and/or support o content and skilldevelopment is not alwaysclear.

Incorporates available mediaand technology that supportscontent and skill development.

Seeks out new and/orinnovative ways to integrateavailable media andtechnology to support contentand skill development.

Te teacher understands and uses a variety o instructional strategies to encourage learners to develop deep understandingo content areas and their connections, and to build skills to apply knowledge in meaningul ways.


Are varied roles used (at appropriate times) during the instructional process? Are appropriate tools and/or available technology utilized to enhance and

support inquiry and instruction? Do students receive encouragement in applying various levels o questioning and

problem-solving strategies? Is collaboration in inquiry and problem-solving encouraged among students?

Work samples Lesson plans that demonstrate a variety o instructional strategies (as appropriate

to the content and learners) Use o varied grouping strategies (e.g., individual, small group, and whole group) Observation o student engagement

DNM DP PR E

Standard 8: Overall


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Standard 8: Instructional Strategies (Continued)


DNM DP PR E

Standard 8: Overall




Exceeds Standard(E)

8.3 Uses a variety oinstructional strategiesto support and expandlearners communicationwith various audiencesthrough speaking,listening, reading, writing,and other modes.

8.4 Poses questions tostimulate discussion thatserve dierent purposes,such as probing orlearner understanding,helping learners articulatetheir ideas and thinkingprocesses, stimulatingcuriousity, and helpinglearners to question.

Rarely uses instructionalstrategies which provideopportunities or students tocommunicate.

Sometimes uses instructionalstrategies which provideopportunities or students tocommunicate. May not allowor a variety o methods orcommunicating to variousaudiences.

Uses instructional strategieswhich provide regularopportunities or students todevelop and use a variety omethods or communicatingto various audiences.

Uses instructional strategiesto create an interactiveenvironment where studentsindependently select and usea variety o communicationmodes.

Does not use questioningstrategies to stimulatediscussion that enhancesstudent learning.

While not always eective,attempts to use questioningstrategies to stimulatediscussion that enhancesstudent learning.

Uses questioning strategiesto stimulate discussion thatenhances student learning.

Flexibly uses questioningstrategies, based on in-the-moment analysis o studentunderstanding, to stimulatediscussion and move studentsorward in their learning.



support inquiry and instruction?

Do students receive encouragement in applying various levels o questioning andproblem-solving strategies?

Is collaboration in inquiry and problem-solving encouraged among students?


to the content and learners)

Use o varied grouping strategies (e.g., individual, small group, and whole group) Observation o student engagement


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Standard 8: Instructional Strategies (Continued)


DNM DP PR E

Standard 8: Overall




Exceeds Standard(E)

8.5 Engages all learnersin developing higherorder thinking skills andmetacognitive processes.

Does not use teachingstrategies to develop higherorder thinking skills ormetacognitive processes.

Uses a limited number ostrategies that are sometimeseective at developing higherorder thinking skills andmetacognitive processes or alllearners.

Uses various strategiesto engage all learnersin developing higherorder thinking skills andmetacognitive processes.

Creates a classroom culturewhere students use higherorder thinking skills andmetacognitive processes,both independently and withothers, as a natural part o thelearning process.




problem-solving strategies? Is collaboration in inquiry and problem-solving encouraged among students?


to the content and learners) Use o varied grouping strategies (e.g., individual, small group, and whole group) Observation o student engagement


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Standard 8: Instructional StrategiesTe teacher understands and uses a variety o instructional strategies to encourage learners to develop deep understanding o content areas and their connections,and to build skills to apply knowledge in meaningul ways.

Guiding Questions Evidence Are varied roles used (at appropriate times) during the instructional process? Are appropriate tools and/or available technology utilized to enhance and

support inquiry and instruction? Do students receive encouragement in applying various levels o questioning or

problem-solving strategies? Is collaboration in inquiry and problem-solving encouraged among students? Does the teacher implement strategies that oster student engagement?


to the content and learners) Use o varied grouping strategies (e.g., individual, small group, and whole group) Observation o student engagement List o instructional strategies implemented and their outcomes Use o varied communication modalities to acilitate participation in discussion





problem-solving strategies?

Is collaboration in inquiry and problem-solving encouraged among students?

Works samples. Lesson plans that demonstrate a variety o instructional strategies (as appropriate

to the content and learners). Use o varied grouping strategies (e.g. individual, small group, ensemble, and

whole class).

Observations o student engagement.


Guiding Questions Evidence Are appropriate tools and/or available equipment utilized to enhance and

support inquiry and instruction? Are students encouraged to participate in and lead activities independently?

Student-created games and activities. Games and activities are transitioned rom classroom to recreational times. Students teaching games and activities.



26/31



Standard 9: Professional Learning and Ethical Practice




Exceeds Standard(E)

9.1 Engages in ongoinglearning opportunitiesto develop and applyknowledge and skills.

9.2 Uses multiple sourceso evidence (e.g., studentgrowth data, sel-refection tools, classroomobservations) to sel-assessproessional practice.

Rarely engages in proessionallearning opportunities.

Engages in proessionallearning opportunities,but demonstrates little orno implementation o newknowledge and skills.

Engages in proessionallearning opportunitiesbased on sel-assessment.Implements new knowledgeand skills.

Initiates and pursuesproessional learningopportunities and activelyshares expertise with others.

Does not use evidence to sel-assess proessional practice.

USes ew sources o evidenceto sel-assess proessionalpractice.

Utilizes multiple sourceso evidence to sel-assessproessional practice.

Integrates experimentation,data analysis, and reectioninto daily proessionalpractice. Readily engages incollaborative eorts to reecton proessional practice.

Te teacher engages in ongoing proessional learning and uses evidence to continually evaluate his/her practice,particularly the eects o his/her choices and actions on others (learners, amilies, other proessionals, and the community),and adapts practice to meet the needs o each learner.


Are strengths and areas or growth identied during sel-assessment? Are student outcomes or perormance data used during sel-assessment? Are proessional growth opportunities selected and participated in which relate

to previously identied areas o opportunity or growth? Is proessionalism exhibited based on condentiality; legal and ethical rights and

responsibilities; and school, district, and state perormance requirements?

Proessional Growth Goals Sel-assessment rubrics with documented reection and relevance to Proessional

Growth Goals Active participation in team, school, PLC, and other meetings Practice which reects knowledge o most recent changes in legal and ethical

rights and responsibilities

DNM DP PR E

Standard 9: Overall


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Standard 9: Professional Learning and Ethical Practice (Continued)




Exceeds Standard(E)

9.3 Demonstratesknowledge o legaland ethical rights andresponsibilities.

Demonstrates inadequateknowledge o ederal, state,and district regulations andpolicies.

Demonstrates limitedunderstanding o ederal,state, and district regulationsand policies.

Demonstrates thoroughunderstanding and ullycomplies with ederal, state,and district regulations andpolicies.

Demonstrates anunderstanding o the largercontext o public educationpolicy by staying abreast ochanging laws and ethicalstandards, through literature,proessional development oractivities.

Te teacher engages in ongoing proessional learning and uses evidence to continually evaluate his/her practice,particularly the eects o his/her choices and actions on others (learners, amilies, other proessionals, and the community),and adapts practice to meet the needs o each learner.


Are strengths and areas or growth identied during sel-assessment? Are student outcomes or perormance data used during sel-assessment? Are proessional growth opportunities selected and participated in which relate




Growth Goals Active participation in team, school, PLC, and other meetings Practice which reects knowledge o most recent changes in legal and ethical

rights and responsibilities

DNM DP PR E

Standard 9: Overall


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Standard 9: Professional Learning and Ethical PracticeTe teacher engages in ongoing proessional learning and uses evidence to continually evaluate his/her practice, particularly the eects o his/her choices andactions on others (learners, amilies, other proessionals, and the community), and adapts practice to meet the needs o each learner.


Are strengths and areas or growth identied during sel-assessment? Are proessional growth opportunities selected and participated in which relate




Growth Goals Active participation in team, school, PLC, Job Alike, and other meetings Practice which reects knowledge o most recent changes in legal and ethical

rights and responsibilities Participation in proessional development which relates to current student needs Current with required trainings (e.g., Mandt, rst aid, medication

administration)



No changes/additions. Proessional Growth Goals. Sel-Assessment rubrics with documented reection and relevance to

Proessional Growth Goals. Active participation in team, school, PLC, music estivals, music conerences/

workshops, and other meetings.

Practice which reects knowledge o most recent changes in legal and ethicalrights and responsibilities.



No changes/additions. No changes/additions.



29/31



Standard 10: Leadership and Collaboration




Exceeds Standard(E)

10.1 akes an active role onthe instructional team.

10.2 Works collaborativelywith students andamilies to supportlearner development andachievement.

Rarely engages in meetingsand activities designed toplan curriculum, coordinateresources, and solve problems.

Sometimes engages inmeetings and activitiesdesigned to plan curriculum,coordinate resources and solveproblems.

Engages in meetings andactivities designed to plancurriculum, coordinateresources, and solve problems.

Initiates opportunities orsta collaboration to plancurriculum, coordinateresources, and solve problems.

Rarely invites interactivecommunication to supportlearner development andachievement.

Sometimes invites interactivecommunication. Sharesinormation to supportlearner development andachievement.

Invites interactivecommunication to supportlearner development andachievement.

Uses interactivecommunication to oster aculture in which studentsknow how to advocate or andarticulate their learning needsin order to improve theirachievement.

Te teacher seeks appropriate leadership roles and opportunities to take responsibility or student learning, to collaboratewith learners, amilies, colleagues, other school proessionals, and community members to ensure learner growth, and toadvance the proession.


Is there evidence o collaborative work with team members and/or the entireschool to advance student learning?

Are opportunities to lead in student learning and development sought? Are students, amilies, and other community resources encouraged to collaborate

and be involved in learner development?

Documentation o communication with amilies on student needs Engagement in team and school meetings Assumption o leadership roles at school, community (school-related), or district

level Guiding and collaborating with peers in advancing school goals Modeling best practices or providing sta development or peers

DNM DP PR E

Standard 10: Overall


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Standard 10: Leadership and Collaboration (Continued)Te teacher seeks appropriate leadership roles and opportunities to take responsibility or student learning, to collaboratewith learners, amilies, colleagues, other school proessionals, and community members to ensure learner growth, and toadvance the proession.




Exceeds Standard(E)

10.3 Models eectivepractice and demonstratesshared leadership (eitherormally or inormally)in support o school andprogram goals.

Does not cooperate withcolleagues and/or does notimplement eective practicesin support o school andprogram goals.

Cooperates with colleaguesin implementing eectivepractices in support o schooland program goals.

Actively collaborates withcolleagues in modeling anddiscussing eective practicesin support o school andprogram goals.

Initiates collaboration,modeling, and reectivediscussion o eectivepractices in support oschool and program goalsand advancement o theproession.




and be involved in learner development?


level Guiding and collaborating with peers in advancing school goals Modeling best practices or providing sta development or peers

DNM DP PR E

Standard 10: Overall


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Standard 10: Leadership and CollaborationTe teacher seeks appropriate leadership roles and opportunities to take responsibility or student learning, to collaborate with learners, amilies, colleagues, otherschool proessionals, and community members to ensure learner growth, and to advance the proession.




and be involved in learner development? Does teacher work with related services to design, implement, and evaluate

instructional plans or students with disabilities? Does teacher provide consultation and/or support or school personnel?

Does teacher collaborate with the school sta and amily to acilitate studentparticipation in the least restrictive environment?


level Guiding and collaborating with peers in advancing school goals Modeling best practices or providing sta development or peers Coordination and management o the classroom-based educational team

Special Education Guiding Questions and Evidence


Is there evidence o collaboration with school, area, program and Districtcolleagues to advance student learning?

Are opportunities sought to advance music teaching and learning? Are students, amilies and other community resources encouraged to collaborate

in learner development?

Documentation o communication with amilies on student needs. Engagement in meetings (group, area, parent) to promote program goals.

Assumption o leadership roles at school, community (school-related), or Districtlevel.

Guiding and collaborating with peers in advancing school/program goals.

Modeling best practice or providing sta development or peers. Preside and/or present at conerences. Documentation o collaboration among colleagues.



No changes/additions. No changes/additions.
