standard 4 final evidence
DESCRIPTION
ÂTRANSCRIPT
Standard Four
Personnel
Evidence
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 1
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
1150 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 30 1 0 10 1001 MTWTF
2275 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 8 1 0 10 1002 MTWTF
3177 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 20 0 0 00 03 MTWTF
4159 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 11 0 0 00 04 MTWTF
5190 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 15 2 0 20 1005 MTWTF
6135 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 8 0 0 00 06 MTWTF
7149 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 8 0 0 00 07 MTWTF
1.34100 0 0 4 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2148 F 0035 Worldviews 4 Amann J 20 5.0 12 12 29 28 10 1836 64B1 MTWTF
3267 S 0036 CurrEthical Iss 4 Amann J 20 5.0 12 12 30 0 0 00 0B1 MTWTF
1309 Y 0920 Teacher Asst 4 Amann J 20 0.0 9 12 2 1 1 0100 01 MTWTF
2130 F 0035 Worldviews 4 Amann J 20 5.0 12 12 28 29 12 1741 59B2 MTWTF
2319 S 0036 CurrEthical Iss 4 Amann J 20 5.0 12 12 30 0 0 00 0B2 MTWTF
2322 Y 0920 Teacher Asst 4 Amann J 20 0.0 9 12 2 1 1 0100 02 MTWTF
7139 F 0035 Worldviews 4 Amann J 20 5.0 12 12 29 24 17 771 29B4 MTWTF
4272 S 0036 CurrEthical Iss 4 Amann J 20 5.0 12 12 30 0 0 00 0B4 MTWTF
4206 F 0030 Life Calling 4 Amann J 20 5.0 9 12 28 29 13 1645 55B5 MTWTF
5329 S 0031 Apologetics 4 Amann J 20 5.0 11 11 30 0 0 00 0B5 MTWTF
6251 F 0035 Worldviews 4 Amann J 20 5.0 12 12 28 25 15 1060 40B6 MTWTF
6252 S 0036 CurrEthical Iss 4 Amann J 20 5.0 12 12 30 0 0 00 0B6 MTWTF
6286 Y 0920 Teacher Asst 4 Amann J 20 0.0 9 12 2 0 0 00 06 MTWTF
4244 F 0035 Worldviews 4 Amann J 20 5.0 12 12 28 17 8 947 53B7 MTWTF
1266 S 0036 CurrEthical Iss 4 Amann J 20 5.0 12 12 30 0 0 00 0B7 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 2
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
19.3154356 77 50 77 50Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7192 Y 0902 Cheer StudyHall 5 Albeanu J 6 0.0 F 9 12 40 29 0 290 1007 MTWTF
8002 Y 0774 Cheer/Song JV 5 Albeanu J 5.0 8 12 30 10 0 100 1008 MTWTF
8004 Y 0712 Varsity Cheer 5 Albeanu J 5.0 9 12 30 14 0 140 1008 MTWTF
8005 Y 0792 Varsity Song 5 Albeanu J 5.0 8 12 30 11 0 110 1008 MTWTF
16.064130 0 0 64 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1151 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 1 1 1 0100 01 MTWTF
4317 Y 0908 DS Group 10 Barcroft D 34 5.0 12 12 4 1 1 0100 01 MTWTF
2159 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 2 2 1 150 502 MTWTF
3236 Y 0908 DS Group 10 Barcroft D 34 5.0 9 9 4 1 1 0100 02 MTWTF
2253 Y 0908 DS Group 10 Barcroft D 34 5.0 10 10 4 4 1 325 753 MTWTF
3178 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 1 0 0 00 03 MTWTF
3295 Y 0908 DS Group 10 Barcroft D 34 5.0 12 12 4 2 1 150 503 MTWTF
1237 Y 0908 DS Group 10 Barcroft D 34 5.0 11 11 4 2 1 150 504 MTWTF
4160 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 1 2 0 20 1004 MTWTF
4161 Y 0908 DS Group 10 Barcroft D 34 5.0 9 9 0 0 0 00 04 MTWTF
5172 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 2 1 0 10 1005 MTWTF
6255 Y 0908 DS Group 10 Barcroft D 34 5.0 11 11 4 4 2 250 505 MTWTF
5297 Y 0908 DS Group 10 Barcroft D 34 5.0 11 11 4 4 3 175 256 MTWTF
6281 Y 0906 DS Study Hall 10 Barcroft D 34 0.0 8 12 7 6 5 183 176 MTWTF
7150 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 1 1 0 10 1007 MTWTF
7190 Y 0906 DS Study Hall 10 Barcroft D 34 0.0 8 12 7 7 3 443 577 MTWTF
7251 Y 0908 DS Group 10 Barcroft D 34 5.0 8 12 4 0 0 00 07 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 3
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
2.73854 20 53 18 47Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
5168 F 0025 Attribs. of God 12 Benke S 13 5.0 9 12 28 22 11 1150 50B1 MTWTF
5280 S 0026 Survey of Bible 12 Benke S 13 5.0 10 10 30 0 0 00 0B1 MTWTF
2181 F 0025 Attribs. of God 12 Benke S 13 5.0 9 12 28 27 12 1544 56B2 MTWTF
2263 S 0026 Survey of Bible 12 Benke S 13 5.0 10 10 30 0 0 00 0B2 MTWTF
2324 Y 0920 Teacher Asst 12 Benke S 13 0.0 9 12 2 1 1 0100 02 MTWTF
5322 F 0025 Attribs. of God 12 Benke S 13 5.0 9 12 28 26 10 1638 62B3 MTWTF
4271 S 0026 Survey of Bible 12 Benke S 13 5.0 10 10 30 0 0 00 0B4 MTWTF
1133 Y 0451 World History 1 12 Benke S 13 5.0 9 12 27 17 7 1041 59S5 MTWTF
4157 F 0025 Attribs. of God 12 Benke S 13 5.0 9 12 28 27 13 1448 52B6 MTWTF
6240 S 0026 Survey of Bible 12 Benke S 13 5.0 10 10 30 0 0 00 0B6 MTWTF
20.0120261 54 45 66 55Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
5257 Y 0454 H World Hist 2 15 Biggs J 10 5.0 9 12 31 26 11 1542 58S1 MTWTF
3146 F 0440 HIST-110A WCiv 15 Biggs J 10 0.0 11 12 25 7 4 357 43S2 MTWTF
3188 S 0441 HIST-110B W Civ 15 Biggs J 10 0.0 12 12 25 0 0 00 0S2 MTWTF
3272 F 0420 HIST-170A U.S 15 Biggs J 10 0.0 9 12 28 24 9 1538 63S3 MTWTF
2176 S 0421 HIST-170B U.S. 15 Biggs J 10 0.0 9 12 28 0 0 00 0S3 MTWTF
1208 Y 0403 U.S. History 15 Biggs J 10 5.0 9 12 27 18 9 950 50S4 MTWTF
2139 Y 0403 U.S. History 15 Biggs J 10 5.0 9 12 27 25 12 1348 52S6 MTWTF
20.0100191 45 45 55 55Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
0020 Y 0333 A Capella 16 Botts P 30 2.5 9 12 32 28 3 2511 890 MTWTF
2131 Y 0323 Girls' Ensemble 16 Botts P 30 5.0 9 9 15 7 0 70 100N4 MTWTF
3274 Y 0900 Study Hall 16 Botts P 38 0.0 9 12 28 19 10 953 475 MTWTF-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 4
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
3274 Y 0900 Study Hall 16 Botts P 38 0.0 9 12 28 19 10 953 475 MTWTF
4126 Y 0322 Choir 16 Botts P 30 5.0 9 12 45 23 9 1439 61N6 MTWTF
19.377120 22 29 55 71Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3151 Y 0521 German 1 17 Bowman G 7 5.0 9 12 22 10 4 640 60L1 MTWTF
2282 F 0020 The Bible 17 Bowman G 7 5.0 9 12 28 21 12 957 43B2 MTWTF
2331 Y 0920 Teacher Asst 17 Bowman G 7 0.0 9 12 2 2 1 150 502 MTWTF
1124 Y 0522 German 2 17 Bowman G 7 5.0 9 12 25 8 6 275 25L3 MTWTF
2262 S 0021 Life of Christ 17 Bowman G 7 5.0 9 9 30 0 0 00 0B4 MTWTF
4324 Y 0920 Teacher Asst 17 Bowman G 7 0.0 9 12 2 1 1 0100 04 MTWTF
5138 Y 0523 German 3 17 Bowman G 7 5.0 9 12 25 5 4 180 20L4 MTWTF
5139 Y 0524 German 4 17 Bowman G 7 5.0 9 12 25 5 5 0100 0L4 MTWTF
7147 Y 0900 Study Hall 17 Bowman G 7 0.0 9 12 28 30 18 1260 406 MTWTF
7138 F 0020 The Bible 17 Bowman G 7 5.0 9 12 28 22 14 864 36B7 MTWTF
7214 S 0021 Life of Christ 17 Bowman G 7 5.0 9 9 30 0 0 00 0B7 MTWTF
11.6104245 65 63 39 38Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2152 Y 0206 Am Lit&Comp 19 Brown J 37 5.0 9 12 25 25 13 1252 48C2 MTWTF
5165 Y 0206 Am Lit&Comp 19 Brown J 37 5.0 9 12 25 25 9 1636 64C3 MTWTF
4153 Y 0206 Am Lit&Comp 19 Brown J 37 5.0 9 12 25 24 7 1729 71C4 MTWTF
6114 Y 0225 Hon Amer Lit 19 Brown J 37 5.0 9 12 26 22 6 1627 73C5 MTWTF
6278 Y 0206 Am Lit&Comp 19 Brown J 37 5.0 9 12 25 19 9 1047 53C6 MTWTF
6293 Y 0920 Teacher Asst 19 Brown J 37 0.0 9 12 1 1 0 10 1006 MTWTF
19.3116127 44 38 72 62Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3168 F 0030 Life Calling 21 Burbank S 9 5.0 9 12 28 26 12 1446 54B1 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 5
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
3168 F 0030 Life Calling 21 Burbank S 9 5.0 9 12 28 26 12 1446 54B1 MTWTF
3266 S 0031 Apologetics 21 Burbank S 9 5.0 11 11 30 0 0 00 0B1 MTWTF
1143 F 0030 Life Calling 21 Burbank S 9 5.0 9 12 28 29 12 1741 59B3 MTWTF
1265 S 0031 Apologetics 21 Burbank S 9 5.0 11 11 30 0 0 00 0B3 MTWTF
3297 Y 0185 Annual Staff 21 Burbank S 09 5.0 9 12 1 1 1 0100 0A3 MTWTF
5148 F 0030 Life Calling 21 Burbank S 9 5.0 9 12 28 29 10 1934 66B4 MTWTF
5281 S 0031 Apologetics 21 Burbank S 9 5.0 11 11 30 0 0 00 0B4 MTWTF
2137 Y 0311 Beg Photography 21 Burbank S 9 5.0 9 12 20 27 15 1256 44N5 MTWTF
5333 Y 0180 Newspaper Staff 21 Burbank S 9 5.0 8 12 1 1 0 10 100A5 MTWTF
5336 Y 0185 Annual Staff 21 Burbank S 9 5.0 9 12 2 1 1 0100 0A5 MTWTF
3150 Y 0180 Newspaper Staff 21 Burbank S 9 5.0 8 12 15 4 3 175 25A6 MTWTF
6283 Y 0920 Teacher Asst 21 Burbank S 9 0.0 9 12 2 1 1 0100 06 MTWTF
7119 Y 0185 Annual Staff 21 Burbank S 9 5.0 9 12 20 11 4 736 64A6 MTWTF
1142 F 0030 Life Calling 21 Burbank S 9 5.0 9 12 28 28 14 1450 50B7 MTWTF
6241 S 0031 Apologetics 21 Burbank S 9 5.0 11 11 30 0 0 00 0B7 MTWTF
14.4158293 73 46 85 54Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1312 Y 0920 Teacher Asst 36 Cordova J 5 0.0 9 12 2 2 0 20 1001 MTWTF
4149 Y 0611 Algebra 1 36 Cordova J 5 5.0 9 12 28 29 13 1645 55M1 MTWTF
2146 Y 0630 Geometry 36 Cordova J 5 5.0 9 12 27 24 11 1346 54M2 MTWTF
3299 Y 0947 Sci Lab Tech 36 Cordova J 11 5.0 9 12 2 1 0 10 1003 MTWTF
3306 Y 0920 Teacher Asst 36 Cordova J 11 0.0 9 12 2 1 1 0100 03 MTWTF
4246 Y 0830 Chemistry 36 Cordova J 11 5.0 9 12 24 25 9 1636 64Z3 MTWTF
3165 Y 0630 Geometry 36 Cordova J 5 5.0 9 12 27 25 9 1636 64M5 MTWTF
5334 Y 0920 Teacher Asst 36 Cordova J 11 0.0 9 12 30 1 1 0100 05 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 6
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
5334 Y 0920 Teacher Asst 36 Cordova J 11 0.0 9 12 30 1 1 0100 05 MTWTF
5320 Y 0611 Algebra 1 36 Cordova J 5 5.0 9 12 28 27 9 1833 67M7 MTWTF
7247 Y 0920 Teacher Asst 36 Cordova J 5 0.0 9 12 2 1 0 10 1007 MTWTF
13.6136172 53 39 83 61Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1121 Y 0213 Lit/Comp 1 45 Dickinson C 33 5.0 9 12 22 13 4 931 69C1 MTWTF
3296 Y 0353 Theatre III 45 Dickinson C 33 5.0 9 12 15 3 1 233 67N3 MTWTF
5153 F 0170 Speech 45 Dickinson C 21 5.0 9 12 25 26 12 1446 54A4 MTWTF
4229 S 0170 Speech 45 Dickinson C 33 5.0 9 12 0 0 0 00 0A4 MTWTF
2278 Y 0354 Theatre IV (H) 45 Dickinson C 33 5.0 11 12 30 4 1 325 75N6 MTWTF
6120 F 0170 Speech 45 Dickinson C 33 5.0 9 12 24 23 9 1439 61A7 MTWTF
6198 S 0170 Speech 45 Dickinson C 33 5.0 9 12 0 0 0 00 0A7 MTWTF
13.869116 27 39 42 61Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3304 Y 0920 Teacher Asst 47 Hunter K OFF 0.0 9 12 2 0 0 00 03 MTWTF
4325 Y 0920 Teacher Asst 47 Hunter K OFF 0.0 9 12 2 1 0 10 1004 MTWTF
1.014 0 0 1 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7124 Y 0761 Basketball Boys 49 Durham S GYM 5.0 8 12 30 17 17 0100 07 MTWTF
7125 Y 0762 Basketball Girl 49 Durham S GYM 5.0 9 12 30 9 0 90 1007 MTWTF
8032 S 0709 Track/Boys 49 Durham S 5.0 9 12 30 0 0 00 08 MTWTF
8033 S 0719 Track/Girls 49 Durham S 5.0 9 12 30 0 0 00 08 MTWTF
8012 Y 0705 Basketball VarB 49 Durham S 5.0 M 9 12 15 0 0 00 08 MTWTF
8013 Y 0755 Basketball JV B 49 Durham S 5.0 M 9 12 20 0 0 00 08 MTWTF
8014 Y 0756 Basketball F/S 49 Durham S 5.0 M 9 12 20 0 0 00 08 MTWTF
8015 Y 0715 Basketball VarG 49 Durham S 5.0 F 9 12 15 0 0 00 08 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 7
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
8015 Y 0715 Basketball VarG 49 Durham S 5.0 F 9 12 15 0 0 00 08 MTWTF
8016 Y 0765 Basketball JV G 49 Durham S 5.0 9 12 30 0 0 00 08 MTWTF
13.026220 17 65 9 35Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
5197 Y 0403 U.S. History 53 Hayward K 3 5.0 9 12 27 29 11 1838 62S1 MTWTF
2333 Y 0920 Teacher Asst 53 Hayward K 3 0.0 9 12 1 2 0 20 1002 MTWTF
4141 Y 0451 World History 1 53 Hayward K 3 5.0 9 12 27 21 11 1052 48S2 MTWTF
4207 Y 0403 U.S. History 53 Hayward K 3 5.0 9 12 27 27 12 1544 56S3 MTWTF
1135 Y 0451 World History 1 53 Hayward K 3 5.0 9 12 27 25 11 1444 56S4 MTWTF
1119 Y 0452 H World Hist 1 53 Hayward K 3 5.0 9 12 28 27 11 1641 59S6 MTWTF
7201 Y 0900 Study Hall 53 Hayward K 3 0.0 9 12 29 26 17 965 357 MTWTF
22.4157166 73 46 84 54Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1118 Y 0845 Physics (H) 55 Endemano S 12 5.0 9 12 31 17 17 0100 0Z1 MTWTF
4125 F 0639 MATH 120 Stats 55 Endemano S 12 0.0 10 12 25 12 10 283 17M2 MTWTF
2311 S 0641 MATH 270A Str I 55 Endemano S 12 5.0 11 12 28 0 0 00 0M2 MTWTF
2332 Y 0920 Teacher Asst 55 Endemano S 12 0.0 9 12 2 1 1 0100 02 MTWTF
4140 Y 0648 Precalculus 55 Endemano S 12 5.0 9 12 25 7 5 271 29M4 MTWTF
2125 F 0650 150A Calculus 55 Endemano S 12 0.0 11 12 30 18 11 761 39M5 MTWTF
5327 F 0639 MATH 120 Stats 55 Endemano S 12 0.0 10 12 6 4 4 0100 0M5 MTWTF
2310 S 0651 150B Calculus 55 Endemano S 12 5.0 11 12 30 0 0 00 0M5 MTWTF
5328 S 0641 MATH 270A Str I 55 Endemano S 12 5.0 11 12 6 0 0 00 0M5 MTWTF
1132 Y 0648 Precalculus 55 Endemano S 12 5.0 9 12 25 13 11 285 15M6 MTWTF
8009 F 0713 Cross Country/G 55 Endemano S 5.0 9 12 20 7 0 70 1008 MTWTF
8010 F 0703 Cross Country/B 55 Endemano S 5.0 M 9 12 20 6 6 0100 08 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 8
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
9.485248 65 76 20 24Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
8023 S 0726 Tennis Varsity 56 Esslinger R 5.0 9 12 20 0 0 00 08 MTWTF
8017 Y 0706 Soccer Varsity 56 Esslinger R 5.0 M 9 12 30 0 0 00 08 MTWTF
8018 Y 0746 Soccer JV 56 Esslinger R 5.0 M 9 12 30 0 0 00 08 MTWTF
0.0080 0 0 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1186 Y 0743 Weight Training 57 Esslinger B WR 5.0 9 12 21 16 16 0100 0P1 MTWTF
1209 Y 0743 Weight Training 57 Esslinger B WR 5.0 9 12 30 17 15 288 12P2 MTWTF
2321 Y 0920 Teacher Asst 57 Esslinger B WR 0.0 9 12 2 1 0 10 1002 MTWTF
1187 Y 0743 Weight Training 57 Esslinger B WR 5.0 9 12 30 27 23 485 15P3 MTWTF
3308 Y 0920 Teacher Asst 57 Esslinger B 0.0 9 12 2 1 1 0100 03 MTWTF
7235 F 0732 Health 57 Esslinger B 19 5.0 9 12 28 28 18 1064 36P4 MTWTF
4230 S 0732 Health 57 Esslinger B 17 5.0 9 12 0 0 0 00 0P4 MTWTF
6108 Y 0701 Boys P.E. 57 Esslinger B BPE 5.0 8 12 40 17 17 0100 0P5 MTWTF
15.3107153 90 84 17 16Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1134 Y 0302 Art I 60 Genberg J 14 5.0 9 12 24 19 9 1047 53N1 MTWTF
4130 Y 0314 Honors Art 60 Genberg J 14 5.0 8 12 12 11 1 109 91N2 MTWTF
4131 Y 0330 AP Studio Art 60 Genberg J 14 5.0 10 12 8 6 1 517 83N2 MTWTF
3157 Y 0316 Art Design 60 Genberg J 14 5.0 9 12 24 21 11 1052 48N3 MTWTF
3298 Y 0920 Teacher Asst 60 Genberg J 14 0.0 9 12 2 0 0 00 03 MTWTF
4284 Y 0302 Art I 60 Genberg J 14 5.0 9 12 24 18 7 1139 61N4 MTWTF
4320 Y 0330 AP Studio Art 60 Genberg J 14 5.0 10 12 1 1 0 10 100N4 MTWTF
5140 Y 0303 Art II 60 Genberg J 14 5.0 9 12 24 14 4 1029 71N5 MTWTF
5295 Y 0311 Beg Photography 60 Genberg J 14 5.0 9 12 20 15 12 380 20N6 MTWTF-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 9
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
5295 Y 0311 Beg Photography 60 Genberg J 14 5.0 9 12 20 15 12 380 20N6 MTWTF
13.1105139 45 43 60 57Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3161 Y 0453 World History 2 61 Hall M 6 5.0 9 12 28 30 9 2130 70S1 MTWTF
2140 Y 0453 World History 2 61 Hall M 6 5.0 9 12 28 31 10 2132 68S3 MTWTF
4138 Y 0453 World History 2 61 Hall M 6 5.0 9 12 28 30 15 1550 50S4 MTWTF
5155 Y 0453 World History 2 61 Hall M 6 5.0 9 12 28 30 15 1550 50S5 MTWTF
6216 Y 0451 World History 1 61 Hall M 6 5.0 9 12 28 20 10 1050 50S6 MTWTF
6290 Y 0920 Teacher Asst 61 Hall M 6 0.0 9 12 1 1 0 10 1006 MTWTF
23.7142141 59 42 83 58Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
0017 Y 0375 Dance Ensemble 62 Oberlander A HH 2.5 8 12 20 8 0 80 100N0 -TWT-
3156 Y 0355 Intro to Dance 62 Oberlander A HH 5.0 8 12 25 12 0 120 100N2 MTWTF
1131 Y 0355 Intro to Dance 62 Oberlander A HH 5.0 8 12 25 14 0 140 100N3 MTWTF
3310 Y 0920 Teacher Asst 62 Oberlander A HH 0.0 9 12 2 1 0 10 1003 MTWTF
5259 Y 0376 AdvancedDance 62 Oberlander A HH 5.0 8 12 30 16 0 160 100N5 MTWTF
2128 Y 0356 IntermedDance 62 Oberlander A HH 5.0 8 12 30 15 0 150 100N6 MTWTF
11.066132 0 0 66 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7188 Y 0775 Football 63 Gradilla S BPE 5.0 9 12 50 7 7 0100 07 MTWTF
8011 F 0717 Football JV 63 Gradilla S BPE 5.0 9 12 60 29 29 0100 08 MTWTF
8021 F 0704 Vars Football 63 Gradilla S 5.0 9 12 50 31 31 0100 08 MTWTF
22.367160 67 100 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2252 Y 0840 Physics 65 Hart B 19 5.0 9 12 25 24 17 771 29Z1 MTWTF
1275 Y 0611 Algebra 1 65 Hart B 19 5.0 9 12 28 29 12 1741 59M2 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 10
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
2334 Y 0920 Teacher Asst 65 Hart B 19 0.0 9 12 1 1 0 10 1002 MTWTF
1140 Y 0611 Algebra 1 65 Hart B 19 5.0 9 12 28 29 18 1162 38M3 MTWTF
3286 Y 0840 Physics 65 Hart B 19 5.0 9 12 25 20 13 765 35Z5 MTWTF
5339 Y 0920 Teacher Asst 65 Hart B 19 0.0 9 12 2 1 0 10 1005 MTWTF
4245 Y 0620 Algebra 2 65 Hart B 19 5.0 9 12 27 17 8 947 53M6 MTWTF
17.3121136 68 56 53 44Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3160 Y 0503 Spanish 3 67 Harvey B 36 5.0 9 12 28 20 8 1240 60L2 MTWTF
4314 Y 0015 Intro Bible ESL 67 Harvey B 36 5.0 9 12 15 12 5 742 58B3 MTWTF
1233 Y 0506 AP Spanish Lang 67 Harvey B 36 5.0 9 12 24 7 2 529 71L5 MTWTF
5137 Y 0505 Spanish 4 67 Harvey B 36 5.0 9 12 25 9 4 544 56L6 MTWTF
6122 Y 0503 Spanish 3 67 Harvey B 36 5.0 9 12 26 18 7 1139 61L7 MTWTF
13.266118 26 39 40 61Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3171 Y 0204 English 2 69 Bowers M 4 5.0 9 12 27 27 10 1737 63C1 MTWTF
2320 Y 0920 Teacher Asst 69 Bowers M 4 0.0 9 12 2 1 1 0100 02 MTWTF
3300 Y 0920 Teacher Asst 69 Bowers M 4 0.0 9 12 2 1 1 0100 03 MTWTF
6130 Y 0204 English 2 69 Bowers M 4 5.0 9 12 27 27 12 1544 56C3 MTWTF
4127 Y 0214 Hon English 1 69 Bowers M 4 5.0 9 12 27 22 8 1436 64C5 MTWTF
2178 Y 0246 AP Eng LangComp 69 Bowers M 4 5.0 11 12 30 20 7 1335 65C6 MTWTF
6287 Y 0920 Teacher Asst 69 Bowers M 4 0.0 9 12 2 1 1 0100 06 MTWTF
7244 Y 0204 English 2 69 Bowers M 4 5.0 9 12 27 19 9 1047 53C7 MTWTF
14.8118144 49 42 69 58Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7250 F 0732 Health 71 Hong J 22 5.0 9 12 28 24 10 1442 58P7 MTWTF
6199 S 0732 Health 71 Hong J 21 5.0 9 12 0 0 0 00 0P7 MTWTF-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 11
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
6199 S 0732 Health 71 Hong J 21 5.0 9 12 0 0 0 00 0P7 MTWTF
7252 Y 0920 Teacher Asst 71 Hong J 0.0 9 12 2 1 1 0100 07 MTWTF
12.52530 11 44 14 56Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1304 Y 0910 Office Asst 77 Jones J Adm 5.0 9 12 30 0 0 00 01 MTWTF
0022 Y 0910 Office Asst 77 Jones J ADM 5.0 9 12 1 1 0 10 1002 MTWTF
3302 Y 0910 Office Asst 77 Jones J OFF 5.0 9 12 1 1 0 10 1003 MTWTF
6289 Y 0910 Office Asst 77 Jones J ADM 5.0 9 12 1 1 0 10 1006 MTWTF
1.0333 0 0 3 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1207 Y 0865 AP Chemistry 78 Kazibwe-James L 11 5.0 11 12 24 11 2 918 82Z1 MTWTF
1310 Y 0920 Teacher Asst 78 Kazibwe-James L 11 0.0 9 12 1 0 0 00 01 MTWTF
1311 Y 0947 Sci Lab Tech 78 Kazibwe-James L 11 5.0 9 12 1 1 0 10 1001 MTWTF
1175 Y 0835 Hon Chemistry 78 Kazibwe-James L 11 5.0 9 12 22 19 10 953 47Z2 MTWTF
3164 Y 0835 Hon Chemistry 78 Kazibwe-James L 11 5.0 9 12 22 16 7 944 56Z4 MTWTF
4136 Y 0835 Hon Chemistry 78 Kazibwe-James L 11 5.0 9 12 22 20 12 860 40Z5 MTWTF
2145 Y 0830 Chemistry 78 Kazibwe-James L 11 5.0 9 12 24 12 4 833 67Z6 MTWTF
6288 Y 0920 Teacher Asst 78 Kazibwe-James L 11 0.0 9 12 2 1 1 0100 06 MTWTF
8045 F 0958 Acad Decathlon 78 Kazibwe-James L 11 5.0 9 12 30 0 0 00 08 MTWTF
11.480148 36 45 44 55Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3239 Y 0501 Spanish 1 79 Kleinsasser A 35 5.0 9 12 27 27 15 1256 44L2 MTWTF
5250 Y 0501 Spanish 1 79 Kleinsasser A 35 5.0 9 12 27 26 14 1254 46L4 MTWTF
1234 Y 0501 Spanish 1 79 Kleinsasser A 35 5.0 9 12 27 27 11 1641 59L5 MTWTF
5321 Y 0015 Intro Bible ESL 79 Kleinsasser A 35 5.0 9 12 15 13 6 746 54B6 MTWTF
4226 Y 0501 Spanish 1 79 Kleinsasser A 35 5.0 9 12 27 25 14 1156 44L7 MTWTF
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Whittier Christian High School2014-2015
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4226 Y 0501 Spanish 1 79 Kleinsasser A 35 5.0 9 12 27 25 14 1156 44L7 MTWTF
23.6118123 60 51 58 49Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1305 Y 0920 Teacher Asst 81 Klingenmeier S 22 0.0 9 12 2 0 0 00 01 MTWTF
3221 Y 0202 English 1 81 Klingenmeier S 22 5.0 9 12 27 24 15 963 38C1 MTWTF
3152 Y 0208 Eng Lit&Comp 81 Klingenmeier S 22 5.0 9 12 27 18 8 1044 56C2 MTWTF
6105 Y 0245 AP English 81 Klingenmeier S 22 5.0 9 12 24 19 10 953 47C3 MTWTF
5294 Y 0208 Eng Lit&Comp 81 Klingenmeier S 22 5.0 9 12 28 22 8 1436 64C4 MTWTF
7134 Y 0202 English 1 81 Klingenmeier S 22 5.0 9 12 27 27 13 1448 52C5 MTWTF
22.0110135 54 49 56 51Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2326 Y 0920 Teacher Asst 82 Karavedas J OFF 0.0 9 12 2 1 1 0100 02 MTWTF
1.012 1 100 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2138 Y 0209 World Lit&Comp 84 Leffel B 23 5.0 9 12 27 23 14 961 39C1 MTWTF
1146 Y 0204 English 2 84 Leffel B 23 5.0 9 12 27 24 12 1250 50C2 MTWTF
5154 Y 0209 World Lit&Comp 84 Leffel B 23 5.0 9 12 27 29 15 1452 48C3 MTWTF
3158 Y 0209 World Lit&Comp 84 Leffel B 23 5.0 9 12 27 24 11 1346 54C4 MTWTF
5166 Y 0204 English 2 84 Leffel B 23 5.0 9 12 27 25 14 1156 44C6 MTWTF
25.0125135 66 53 59 47Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7127 Y 0764 Baseball 85 Lavoie B BPE 5.0 9 12 30 26 26 0100 07 MTWTF
8024 S 0708 Baseball Vars 85 Lavoie B 5.0 9 12 30 0 0 00 08 MTWTF
8025 S 0748 Baseball JV 85 Lavoie B 5.0 9 12 30 0 0 00 08 MTWTF
26.02690 26 100 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1117 Y 0860 AP Biology 86 Mangahas-Obando 15 5.0 11 12 32 26 12 1446 54Z1 MTWTF
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Whittier Christian High School2014-2015
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1117 Y 0860 AP Biology 86 Mangahas-Obando 15 5.0 11 12 32 26 12 1446 54Z1 MTWTF
1308 Y 0920 Teacher Asst 86 Mangahas-Obando 15 0.0 9 12 2 0 0 00 01 MTWTF
2277 Y 0830 Chemistry 86 Mangahas-Obando 15 5.0 9 12 24 24 7 1729 71Z2 MTWTF
2323 Y 0920 Teacher Asst 86 Mangahas-Obando 15 0.0 9 12 2 0 0 00 02 MTWTF
2328 Y 0947 Sci Lab Tech 86 Mangahas-Obando 15 5.0 9 12 2 1 1 0100 02 MTWTF
3153 Y 0821 Honors Biology 86 Mangahas-Obando 15 5.0 9 12 24 24 13 1154 46Z3 MTWTF
3301 Y 0947 Sci Lab Tech 86 Mangahas-Obando 15 5.0 9 12 2 2 0 20 1003 MTWTF
3303 Y 0920 Teacher Asst 86 Mangahas-Obando 0.0 9 12 2 0 0 00 03 MTWTF
4323 Y 0920 Teacher Asst 86 Mangahas-Obando 15 0.0 9 12 2 2 1 150 504 MTWTF
6253 Y 0821 Honors Biology 86 Mangahas-Obando 15 5.0 9 12 24 20 13 765 35Z4 MTWTF
5292 Y 0830 Chemistry 86 Mangahas-Obando 15 5.0 9 12 24 24 10 1442 58Z5 MTWTF
15.4123140 57 46 66 54Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2150 F 0020 The Bible 89 Morrow D 39 5.0 9 12 28 23 9 1439 61B1 MTWTF
1264 S 0021 Life of Christ 89 Morrow D 39 5.0 9 9 30 0 0 00 0B1 MTWTF
1306 Y 0920 Teacher Asst 89 Morrow D 39 0.0 9 12 2 2 0 20 1001 MTWTF
2283 S 0021 Life of Christ 89 Morrow D 39 5.0 9 9 30 0 0 00 0B2 MTWTF
4269 S 0021 Life of Christ 89 Morrow D 39 5.0 9 9 30 0 0 00 0B3 MTWTF
3174 F 0025 Attribs. of God 89 Morrow D 39 5.0 9 12 28 30 11 1937 63B4 MTWTF
4318 Y 0920 Teacher Asst 89 Morrow D 39 0.0 9 12 2 1 0 10 1004 MTWTF
4148 F 0020 The Bible 89 Morrow D 39 5.0 9 12 28 14 6 843 57B5 MTWTF
5279 S 0021 Life of Christ 89 Morrow D 39 5.0 9 9 30 0 0 00 0B5 MTWTF
2147 F 0020 The Bible 89 Morrow D 39 5.0 9 12 28 29 13 1645 55B6 MTWTF
6282 Y 0920 Teacher Asst 89 Morrow D 39 0.0 9 12 2 1 0 10 1006 MTWTF
6159 F 0025 Attribs. of God 89 Morrow D 39 5.0 9 12 29 30 11 1937 63B7 MTWTF
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Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
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6159 F 0025 Attribs. of God 89 Morrow D 39 5.0 9 12 29 30 11 1937 63B7 MTWTF
7215 S 0026 Survey of Bible 89 Morrow D 39 5.0 10 10 30 0 0 00 0B7 MTWTF
7246 Y 0920 Teacher Asst 89 Morrow D 39 0.0 9 12 2 1 0 10 1007 MTWTF
14.6131299 50 38 81 62Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1136 F 0405 U.S. Government 90 Morrison T 8 5.0 9 12 28 20 11 955 45S1 MTWTF
1171 S 0442 Economics 90 Morrison T 8 5.0 9 12 30 0 0 00 0S1 MTWTF
2212 F 0405 U.S. Government 90 Morrison T 8 5.0 9 12 28 25 15 1060 40S2 MTWTF
2213 S 0442 Economics 90 Morrison T 8 5.0 9 12 28 0 0 00 0S2 MTWTF
3163 F 0405 U.S. Government 90 Morrison T 8 5.0 9 12 28 30 20 1067 33S3 MTWTF
1172 S 0442 Economics 90 Morrison T 8 5.0 9 12 30 0 0 00 0S3 MTWTF
5146 F 0407 AP Gov&Politics 90 Morrison T 8 5.0 12 12 34 34 18 1653 47S4 MTWTF
4181 S 0442 Economics 90 Morrison T 8 5.0 9 12 30 0 0 00 0S4 MTWTF
4147 F 0405 U.S. Government 90 Morrison T 8 5.0 9 12 28 26 8 1831 69S5 MTWTF
2175 S 0442 Economics 90 Morrison T 8 5.0 9 12 30 0 0 00 0S5 MTWTF
7123 Y 0760 Volleyball-Girl 90 Morrison T GYM 5.0 8 12 30 10 0 100 1007 MTWTF
8006 F 0710 Volleyball Vars 90 Morrison T GYM 5.0 9 12 20 11 0 110 1008 MTWTF
8007 F 0714 Volleyball JV 90 Morrison T GYM 5.0 9 12 30 13 0 130 1008 MTWTF
21.1169374 72 43 97 57Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2144 Y 0620 Algebra 2 91 Lane B 32 5.0 9 12 27 27 8 1930 70M1 MTWTF
1137 Y 0620 Algebra 2 91 Lane B 32 5.0 9 12 27 27 12 1544 56M2 MTWTF
2325 Y 0920 Teacher Asst 91 Lane B 32 0.0 9 12 2 1 1 0100 02 MTWTF
1128 Y 0625 Hon Algebra 2 91 Lane B 32 5.0 9 12 25 24 10 1442 58M3 MTWTF
4247 Y 0625 Hon Algebra 2 91 Lane B 32 5.0 9 12 25 23 8 1535 65M4 MTWTF
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Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
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5162 F 0035 Worldviews 91 Lane B 32 5.0 12 12 29 18 13 572 28B5 MTWTF
5282 S 0036 CurrEthical Iss 91 Lane B 32 5.0 12 12 30 0 0 00 0B5 MTWTF
5330 Y 0920 Teacher Asst 91 Lane B 32 0.0 9 12 2 1 1 0100 05 MTWTF
17.3121167 53 44 68 56Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
0021 Y 0920 Teacher Asst 93 Nicolaides N 0.0 9 12 30 0 0 00 00 MTWTF
2318 Y 0711 Girls P.E. 93 Nicolaides N GPE 5.0 8 12 36 22 0 220 100P1 MTWTF
3309 Y 0920 Teacher Asst 93 Nicolaides N 0.0 9 12 2 1 0 10 1003 MTWTF
2317 Y 0711 Girls P.E. 93 Nicolaides N GPE 5.0 8 12 36 22 0 220 100P6 MTWTF
7128 Y 0771 Soccer-Girls 93 Nicolaides N GPE 5.0 8 12 30 19 0 190 1007 MTWTF
7129 Y 0772 Soccer-Boys 93 Nicolaides N BPE 5.0 9 12 30 16 16 0100 07 MTWTF
7224 Y 0769 Tennis Girls 93 Nicolaides N GPE 5.0 9 12 30 7 0 70 1007 MTWTF
8001 F 0726 Tennis Varsity 93 Nicolaides N 5.0 9 12 20 18 0 180 1008 MTWTF
8034 S 0727 Swimming 93 Nicolaides N 5.0 9 12 30 0 0 00 08 MTWTF
8019 Y 0706 Soccer Varsity 93 Nicolaides N 5.0 9 12 30 0 0 00 08 MTWTF
8020 Y 0746 Soccer JV 93 Nicolaides N 5.0 9 12 30 0 0 00 08 MTWTF
15.0105304 16 15 89 85Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2335 Y 0920 Teacher Asst 95 Nunnally J OFF 0.0 9 12 2 0 0 00 02 MTWTF
2338 Y 0920 Teacher Asst 95 Nunnally J OFF 0.0 9 12 2 1 1 0100 02 MTWTF
4319 Y 0920 Teacher Asst 95 Nunnally J OFF 0.0 9 12 2 1 1 0100 04 MTWTF
5337 Y 0920 Teacher Asst 95 Nunnally J OFF 0.0 9 12 1 1 1 0100 05 MTWTF
6292 Y 0920 Teacher Asst 95 Nunnally J OFF 0.0 9 12 2 1 1 0100 06 MTWTF
1.049 4 100 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
4132 Y 0351 Theatre I 98 Ordaz M 33 5.0 9 12 26 15 3 1220 80N2 MTWTF-Skipping Teacher's Aide Classes
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Whittier Christian High School2014-2015
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4132 Y 0351 Theatre I 98 Ordaz M 33 5.0 9 12 26 15 3 1220 80N2 MTWTF
5144 Y 0352 Theatre II 98 Ordaz M 33 5.0 9 12 15 5 1 420 80N4 MTWTF
10.02041 4 20 16 80Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
5136 Y 0450 Student Council 99 Northcott S 31 5.0 9 12 25 25 8 1732 68S2 MTWTF
2279 Y 0511 French 1 99 Northcott S 31 5.0 9 12 23 16 4 1225 75L3 MTWTF
3149 Y 0512 French 2 99 Northcott S 31 5.0 9 12 22 13 5 838 62L4 MTWTF
5335 Y 0920 Teacher Asst 99 Northcott S 31 0.0 9 12 2 1 0 10 1005 MTWTF
6106 Y 0513 French 3 99 Northcott S 31 5.0 9 12 22 4 0 40 100L6 MTWTF
6161 Y 0514 French 4 99 Northcott S 31 5.0 9 12 10 2 2 0100 0L6 MTWTF
1174 Y 0512 French 2 99 Northcott S 31 5.0 9 12 22 11 1 109 91L7 MTWTF
10.372126 20 28 52 72Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2280 Y 0502 Spanish 2 101 Peery H 21 5.0 9 12 26 27 13 1448 52L1 MTWTF
2330 F 0280 Intermed. ESL 101 Peery H 21 5.0 9 12 10 10 3 730 70C2 MTWTF
2336 Y 0920 Teacher Asst 101 Peery H 0.0 9 12 30 0 0 00 02 MTWTF
2337 Y 0920 Teacher Asst 101 Peery H 21 0.0 9 12 2 1 1 0100 02 MTWTF
3172 Y 0502 Spanish 2 101 Peery H 21 5.0 9 12 26 25 12 1348 52L3 MTWTF
1147 Y 0502 Spanish 2 101 Peery H 21 5.0 9 12 26 27 15 1256 44L5 MTWTF
6131 Y 0502 Spanish 2 101 Peery H 21 5.0 9 12 26 22 12 1055 45L6 MTWTF
6115 F 0732 Health 101 Peery H 21 5.0 9 12 28 0 0 00 0P7 MTWTF
18.7112174 56 50 56 50Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1156 Y 0280 Intermed. ESL 102 Posey M 24 5.0 9 12 20 9 4 544 56C2 MTWTF
7200 Y 0281 Advanced ESL 102 Posey M 24 5.0 9 12 16 11 8 373 27C3 MTWTF
2276 Y 0202 English 1 102 Posey M 24 5.0 9 12 27 25 14 1156 44C4 MTWTF
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Whittier Christian High School2014-2015
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2276 Y 0202 English 1 102 Posey M 24 5.0 9 12 27 25 14 1156 44C4 MTWTF
5323 Y 0202 English 1 102 Posey M 24 5.0 9 12 27 28 15 1354 46C5 MTWTF
5340 Y 0920 Teacher Asst 102 Posey M 24 0.0 9 12 2 1 0 10 1005 MTWTF
1123 Y 0281 Advanced ESL 102 Posey M 24 5.0 9 12 16 14 8 657 43C6 MTWTF
9009 Y 0999 Community Svc 102 Posey M 1.0 8 12 200 0 0 00 09 MTWTF
9010 Y 0999 Community Svc 102 Posey M 1.0 8 12 200 0 0 00 09 MTWTF
9011 Y 0999 Community Svc 102 Posey M 1.0 8 12 200 0 0 00 09 MTWTF
9012 Y 0999 Community Svc 102 Posey M 1.0 8 12 200 0 0 00 09 MTWTF
14.788908 49 56 39 44Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
4321 Y 0920 Teacher Asst 109 Sanita C 0.0 9 12 1 1 1 0100 04 MTWTF
1.011 1 100 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
3273 Y 0311 Beg Photography 110 Roden R 9 5.0 9 12 20 21 11 1052 48N2 MTWTF
5150 Y 0311 Beg Photography 110 Roden R 5 5.0 9 12 20 20 9 1145 55N4 MTWTF
20.54140 20 49 21 51Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2127 Y 0635 Hon Geometry 115 Shibley R 17 5.0 9 12 25 24 16 867 33M1 MTWTF
4128 Y 0616 Personal Financ 115 Shibley R 17 5.0 9 12 24 23 13 1057 43M2 MTWTF
5325 Y 0635 Hon Geometry 115 Shibley R 17 5.0 9 12 25 19 10 953 47M3 MTWTF
4315 Y 0630 Geometry 115 Shibley R 17 5.0 9 12 27 22 9 1341 59M4 MTWTF
6279 Y 0630 Geometry 115 Shibley R 17 5.0 9 12 27 24 10 1442 58M6 MTWTF
22.4112128 58 52 54 48Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1149 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 2 0 20 1001 MTWTF
2157 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 2 1 150 502 MTWTF
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Whittier Christian High School2014-2015
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3176 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 3 1 233 673 MTWTF
4158 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 3 0 30 1004 MTWTF
5170 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 3 0 30 1005 MTWTF
6134 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 3 0 30 1006 MTWTF
7148 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 0 0 00 07 MTWTF
2.71621 2 13 14 88Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1144 Y 0102 Computer App. 123 Tweedy D 2 5.0 9 12 24 12 5 742 58V3 MTWTF
6179 Y 0102 Computer App. 123 Tweedy D 2 5.0 9 12 24 8 4 450 50V4 MTWTF
2151 Y 0102 Computer App. 123 Tweedy D 2 5.0 9 12 24 11 6 555 45V5 MTWTF
3169 Y 0102 Computer App. 123 Tweedy D 2 5.0 9 12 24 15 9 660 40V6 MTWTF
5258 Y 0015 Intro Bible ESL 123 Tweedy D 18 5.0 9 12 15 16 9 756 44B7 MTWTF
12.462111 33 53 29 47Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
6217 Y 0223 Lit/Comp 2 124 Tomes R 38 5.0 9 12 15 12 4 833 67C2 MTWTF
6214 Y 0243 Lit/Comp 4 124 Tomes R 38 5.0 9 12 15 10 7 370 30C3 MTWTF
1126 Y 0233 Lit/Comp 3 124 Tomes R 38 5.0 9 12 15 11 9 282 18C4 MTWTF
7145 Y 0900 Study Hall 124 Tomes R 38 0.0 9 12 29 26 12 1446 547 MTWTF
14.85974 32 54 27 46Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1211 Y 0637 Statistics 125 Turner T 18 5.0 9 12 28 25 11 1444 561 MTWTF
3147 Y 0647 PreCalculus (H) 125 Turner T 18 5.0 9 12 27 19 10 953 47M2 MTWTF
2135 Y 0602 Pre-Algebra 125 Turner T 18 5.0 9 12 22 8 3 538 63M3 MTWTF
5293 Y 0620 Algebra 2 125 Turner T 18 5.0 9 12 27 14 5 936 64M4 MTWTF
5256 Y 0647 PreCalculus (H) 125 Turner T 18 5.0 9 12 27 28 13 1546 54M5 MTWTF
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Whittier Christian High School2014-2015
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18.894131 42 45 52 55Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
8026 S 0767 Varsity Golf 129 Underwood P 5.0 9 12 30 0 0 00 08 MTWTF
8027 S 0768 JV Golf 129 Underwood P 5.0 9 12 30 0 0 00 08 MTWTF
0.0060 0 0 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7126 Y 0763 Softball 131 VanDuyn D GPE 5.0 8 12 30 8 0 80 1007 MTWTF
8030 S 0718 Softball Vars 131 VanDuyn D 5.0 9 12 30 0 0 00 08 MTWTF
8031 S 0758 Softball JV 131 VanDuyn D 5.0 9 12 30 0 0 00 08 MTWTF
8.0890 0 0 8 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1246 Y 0820 Biology 132 Schmitter J 16 5.0 9 12 24 18 11 761 39Z1 MTWTF
3223 Y 0820 Biology 132 Schmitter J 16 5.0 9 12 24 22 12 1055 45Z2 MTWTF
3307 Y 0920 Teacher Asst 132 Schmitter J 16 0.0 9 12 2 1 1 0100 03 MTWTF
6112 Y 0855 AnatomyPhysiolo 132 Schmitter J 16 5.0 9 12 23 24 8 1633 67Z3 MTWTF
5324 Y 0855 AnatomyPhysiolo 132 Schmitter J 16 5.0 9 12 23 22 7 1532 68Z5 MTWTF
4137 Y 0855 AnatomyPhysiolo 132 Schmitter J 16 5.0 9 12 23 16 6 1038 63Z6 MTWTF
17.2103119 45 44 58 56Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
2327 Y 0920 Teacher Asst 137 Wait R OFF 0.0 9 12 2 1 0 10 1002 MTWTF
6291 Y 0920 Teacher Asst 137 Wait R OFF 0.0 9 12 2 1 0 10 1006 MTWTF
1.024 0 0 2 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1303 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 3 3 0100 01 MTWTF
2316 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 2 2 0100 02 MTWTF
3294 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 3 4 4 0100 03 MTWTF
4316 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 3 0 30 1004 MTWTF
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Whittier Christian High School2014-2015
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4316 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 3 0 30 1004 MTWTF
4302 S 0442 Economics 138 Walker J 23 5.0 9 12 30 0 0 00 0S4 MTWTF
5326 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 3 3 3 0100 05 MTWTF
6280 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 2 2 0100 06 MTWTF
7245 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 2 1 150 507 MTWTF
2.71946 15 79 4 21Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
0014 Y 0324 Jazz Ensemble 139 Wood J HH 5.0 9 12 0 0 0 00 0N2 MTWTF
7196 Y 0318 Concert Band 139 Wood J HH 5.0 9 12 30 6 5 183 17N4 MTWTF
4134 Y 0357 String Ensemble 139 Wood J 30 5.0 8 12 20 3 1 233 67N5 MTWTF
6178 Y 0360 Wind Ensemble 139 Wood J HH 5.0 9 12 35 16 12 475 257 MTWTF
8053 Y 0736 Banner Carrier 139 Wood J 0.0 M 9 12 0 0 0 00 08 MTWTF
8055 Y 0338 Drumline 139 Wood J HH 5.0 9 12 15 0 0 00 0P8 MTWTF
9013 Y 0724 Color Guard 139 Wood J HH 5.0 9 12 30 0 0 00 08 MTWTF
8044 Y 0338 Drumline 139 Wood J HH 5.0 9 12 15 0 0 00 0P9 MTWTF
8.325145 18 72 7 28Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
7133 Y 0820 Biology 140 Weiseth S 16 5.0 9 12 24 23 8 1535 65Z4 MTWTF
5331 Y 0920 Teacher Asst 140 Weiseth S 19 0.0 9 12 2 1 0 10 1005 MTWTF
6117 Y 0808 Environ Science 140 Weiseth S 17 5.0 9 12 22 20 10 1050 505 MTWTF
2141 Y 0820 Biology 140 Weiseth S 15 5.0 9 12 24 24 14 1058 42Z6 MTWTF
6284 Y 0920 Teacher Asst 140 Weiseth S 15 0.0 9 12 2 2 0 20 1006 MTWTF
4243 Y 0820 Biology 140 Weiseth S 15 5.0 9 12 24 23 8 1535 65Z7 MTWTF
7248 Y 0947 Sci Lab Tech 140 Weiseth S 15 5.0 9 12 2 1 1 0100 07 MTWTF
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Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
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13.494100 41 44 53 56Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
1152 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 01 MTWTF
1307 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 5 3 2 167 331 MTWTF
2160 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 02 MTWTF
2329 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 2 2 2 0100 02 MTWTF
3179 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 03 MTWTF
3305 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 3 5 2 340 603 MTWTF
4162 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 04 MTWTF
4322 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 3 2 2 0100 04 MTWTF
5174 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 05 MTWTF
5338 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 2 2 2 0100 05 MTWTF
6138 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 06 MTWTF
6285 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 3 1 1 0100 06 MTWTF
7152 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 07 MTWTF
7249 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 2 5 4 180 207 MTWTF
2.92034 15 75 5 25Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
8003 Y 0793 JV Song 199 Unassigned 5.0 8 12 0 0 0 00 08 MTWTF
0.000 0 0 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
8008 F 0733 Volleyball F/S 205 Duran C GYM 5.0 9 12 20 15 0 150 1008 MTWTF
8028 S 0710 Volleyball Vars 205 Duran C 5.0 9 12 30 0 0 00 08 MTWTF
8029 S 0714 Volleyball JV 205 Duran C 5.0 9 12 30 0 0 00 08 MTWTF
-Skipping Teacher's Aide Classes
Girls/Pct
MASTER SCHEDULE BY TEACHER and PERIOD Page 22
Whittier Christian High School2014-2015
Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum
CrsSchGrp
SmGrp
11/14/201408:17:30 AM
15.01580 0 0 15 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
5332 Y 0910 Office Asst 211 Morrison C ADM 5.0 9 12 2 1 1 0100 05 MTWTF
1.012 1 100 0 0Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:
-Skipping Teacher's Aide Classes
Standard 4: Personnel
• Screening and background checks
All Faculty & Staff must obtain fingerprint clearance from the Department of Justice and the FBI before beginning Employment with WCHS. That documentation is stored in a locked filing cabinet in the Human Resource office.
Whittier Christian High SchoolStaff Confidential Evaluation Report
2013 - 2014
Rating
1. Content and Methods
Demonstrates mastery of subject area
Evidences careful planning and organization
Develops higher level thinking skills
Employs a variety of ways to meet with key workers and target tasks or responsibilities
Uses technology effectively
Communicates effectively with students, parents and teachers
Follows prescribed responsibilities
Integrates Biblical principles throughout the daily performance
Strives to meet the individual needs of teachers, staff and administration
2. Office Duties
Achieves an office atmosphere conducive for student, teacher and staff comfort and confidentiality, professionalism and excellence
Name:
Position:
Provides safe, orderly and organized documents
Provides and follows an effective communication chain and regularly attends staff meetings, devotionals and chapel
Office is neat, attractive, healthful and orderly
3. Professional Qualities
Regularly attends required meetings and activities
Is punctual to assigned duties and meetings
Maintains a high standard of conduct and integrity
Builds positive relations with parents, students, and colleagues
Supports administration, teachers and staff
Maintains up-to-date skill sets demanded by their responsibilities
Maintains accurate student/office records
Responds to administrative directives as requested
Displays cooperative and supportive attitude toward the school
Complies with professional growth expectations
Attends professional seminars and workshops
4. Personal Qualities
Dresses in a professional manner
Evidences a positive rapport with parents
Demonstrates flexibility and cooperation
Accepts a leadership role in school activities
5. Spiritual Qualities
Demonstrates an attitude of ministry
Resolves conflict in a Biblical manner
! 2
Comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Recommendations: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
It is my judgment that this staff member’s overall performance:
Meets Expectations ______
Needs Improvement ______
Unsatisfactory______
Supervisor’s Signature Date ____________________________________ __________________
Staff’s Signature Date __________________________________________ __________________
Signing of this instrument indicates your participation in the evaluation; it does not imply agreement with all factors of the evaluation.
Regularly attends worship services at a bible-teaching church (self-evaluation)
! 3
Teacher Evaluation Rubrics by Kim Marshall – Revised January 2, 2014
Organization, Rationale, and Suggestions for Implementation
1. The rubrics have six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Delivery of Instruction D. Monitoring, Assessment, and Follow-Up E. Family and Community Outreach F. Professional Responsibilities
2. The rubrics use a four-level rating scale:
4 – Highly Effective – Master teacher performance that meets very demanding criteria 3 – Effective – Solid, expected professional performance; teachers should feel good about scoring at this level 2 – Improvement Necessary – Performance is mediocre; no teacher should be content to remain at this level 1 – Does Not Meet Standards – Unacceptable performance leading to an improvement plan, intensive support, and, if improvement isn’t made within a reasonable amount of time, dismissal
3. These rubrics aim to provide a shared definition of the work teachers do with students and colleagues. To gather the information needed to fill out the rubrics at the end of a school year, supervisors need to make frequent, short, unannounced classroom visits (at least ten per teacher per year); have a face-to-face coaching conversation after each one (ideally in the teacher’s classroom when students aren’t there); regularly observe teachers in team meetings and other settings; and possibly look at student survey data. The rubrics should not be used as checklists during classroom visits or in post-observation conferences – their comprehensive scope and evaluative tone are likely to hamper thoughtful observation and effective coaching. Rather, the rubrics should inform teachers’ work and supervisors’ observations throughout the year and serve as a memory prompt and structuring protocol when it’s time to evaluate the year’s work. 4. This suggests that the rubrics should be used formally at three points: (a) As school opens, teachers self-assess, meet with their supervisor, and set 2-3 improvement goals; (b) At mid-year, teacher and supervisor meet and compare ratings page by page, discuss any differences, assess progress on the teacher’s goals, and identify areas for growth; and (c) At the end of the year, teacher and supervisor repeat this process and reach closure on the year’s ratings (the supervisor, of course, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand, discuss only the areas where they disagree, and talk about those areas based on the teacher’s actual performance. Some supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurt feelings. This does not help teachers improve. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid, evidence-based feedback, listen to the teacher’s concerns, and organize robust follow-up support. 5. When scoring each rubric line, it’s best to read the Effective level first, and if that doesn’t capture the teacher’s work, look left or right and mark the level that contains the most accurate description. When all ten lines are done, the page provides a graphic display of areas that deserve praise and those that need improvement. The supervisor gives an overall rating at the bottom and writes a brief comment (if needed), and when all six pages have been scored, records the ratings on the summary page, gives the teacher an overall rating, and they both write summative comments and sign off. 6. When an entire staff is scored honestly using the rubrics, it’s possible to create a color-coded spreadsheet that can serve as a (confidential) road-map for schoolwide professional development (see the samples on page 9 and 10). 7. The rubrics synthesize an extensive research base on classroom and professional practices that affect children’s learning. Although student achievement is not evaluated by the rubrics, it’s reasonable to assume that in a well-run school (positive climate, professional working conditions, aligned curriculum, etc.) the more Effective and Highly Effective ratings a teacher has, the better students will do. For ideas on how to include student learning in the teacher-evaluation process, see Marshall’s book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2nd edition, 2013, p. 121). 8. The rubrics are open source and may be used and adapted by schools and districts as they see fit.
A. Planning and Preparation for Learning
The teacher:
4Highly Effective
3Effective
2Improvement
Necessary
1Does Not Meet
Standards
a. Knowledge
Is expert in the subject area and up to date on authoritative research on child development and how students learn.
Knows the subject matter well and has a good grasp of child development and how students learn.
Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.
Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.
b.Standards
Has a detailed plan for the year that is tightly aligned with high standards and ensures success on standardized assessments.
Plans the year so students will meet high standards and be ready for standardized assessments.
Has done some thinking about how to cover high standards and test requirements this year.
Plans lesson by lesson and has little familiarity with state standards and tests.
c.Units
Plans almost all units with big ideas, essential questions, knowledge, skill, transfer, and non-cognitive goals covering most Bloom levels.
Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
Teaches on an ad hoc basis with little or no consideration for long-range curriculum goals.
d.Assessments
Prepares diagnostic, on-the-spot, interim, and summative assessments to monitor student learning.
Plans on-the-spot and unit assessments to measure student learning.
Drafts unit tests as instruction proceeds.
Writes final tests shortly before they are given.
e.Anticipation
Anticipates students' misconceptions and confusions and develops multiple strategies to overcome them.
Anticipates misconceptions that students might have and plans to address them.
Has a hunch about one or two ways that students might become confused with the content.
Proceeds without considering misconceptions that students might have about the material.
f.Lessons
Designs each lesson with clear, measurable, achievable goals closely aligned with standards and unit outcomes.
Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
Plans lessons with some consideration of long-term goals.
Plans lessons aimed primarily at entertaining students or covering textbook chapters.
g.Engagement
Designs highly relevant lessons that will motivate virtually all students and en-gage them in active learning.
Designs lessons that are relevant, motivating, and likely to engage most students.
Plans lessons that will catch some students’ interest and perhaps get a discussion going.
Plans lessons with very little likelihood of motivating or involving students.
h.Materials
Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.
Designs lessons that use an appropriate, multicultural mix of materials and technology.
Plans lessons that involve a mixture of good and mediocre learning materials.
Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.
i.Differentiation
Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.
Designs lessons that target several learning needs, styles, and interests.
Plans lessons with some thought as to how to accommodate special needs students.
Plans lessons with no differentiation.
j.Environment
Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.
Organizes classroom furniture, materials, and displays to support unit and lesson goals.
Organizes furniture and materials to support the lesson, with only a few decorative displays.
Has a conventional furniture arrangement, hard-to-access materials, and few wall displays.
Overall rating:____________________________ Comments:
B. Classroom Management
The teacher:
4Highly Effective
3Effective
2Improvement
Necessary
1Does Not Meet
Standards
a.Expectations
Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
Clearly communicates and consistently enforces high standards for student behavior.
Announces and posts classroom rules and consequences.
Comes up with ad hoc rules and consequences as events unfold during the year.
b. Relationships
Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
Is fair and respectful toward students and builds positive relationships.
Is fair and respectful toward most students and builds positive relationships with some.
Is sometimes harsh, unfair, and disrespectful with students and/or plays favorites.
c. Respect
Creates a climate of respect and buy-in such that disruption of learning is virtually unthinkable.
Wins almost all students’ respect and discipline problems are few and far between.
Wins the respect of some students but there are regular disruptions in the classroom.
Is not respected by students and the classroom is frequently chaotic and sometimes dangerous.
d.Social-emotional
Implements a program that successfully develops positive interactions and social-emotional skills.
Fosters positive interactions among students and teaches useful social skills.
Often lectures students on the need for good behavior, and makes an example of “bad” students.
Publicly berates “bad” students, blaming them for their poor behavior.
e. Routines
Successfully inculcates class routines up front so that students maintain them throughout the year.
Teaches routines and has students maintain them all year.
Tries to train students in class routines but many of the routines are not maintained.
Does not teach routines and is constantly nagging, threatening, and punishing students.
f.Responsibility
Gets virtually all students to be self-disciplined, take responsibility for their actions, and have a strong sense of efficacy.
Develops students’ self-discipline and teaches them to take responsibility for their own actions.
Tries to get students to be responsible for their actions, but many lack self-discipline.
Is unsuccessful in fostering self-discipline in students; they are dependent on the teacher to behave.
g.Repertoire
Has a highly effective discipline repertoire and can capture and hold students’ attention any time.
Has a repertoire of discipline “moves” and can capture and maintain students’ attention.
Has a limited disciplinary repertoire and some students are not paying attention.
Has few discipline skills and constantly struggles to get students’ attention.
h.Efficiency
Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.
Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.
Loses a great deal of instructional time because of confusion, interruptions, ragged transitions, and off-task teacher behavior.
i.Prevention
Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.
Has a confident, dynamic presence and nips most discipline problems in the bud.
Tries to prevent discipline problems but sometimes little things escalate into big problems.
Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate.
j.Incentives
Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.
Uses incentives wisely to encourage and reinforce student cooperation.
Uses extrinsic rewards in an attempt to get students to cooperate and comply.
Gives out extrinsic rewards (e.g., free time) without using them as a lever to improve behavior.
Overall rating:____________________________ Comments:
C. Delivery of Instruction
The teacher:
4Highly Effective
3Effective
2Improvement
Necessary
1Does Not Meet
Standards
a.Expectations
Exudes high expectations, urgency, and determination that all students will master the material.
Conveys to students: This is important, you can do it, and I’m not going to give up on you.
Tells students that the subject matter is important and they need to work hard.
Gives up on some students as hopeless.
b.Mindset
Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
Tells students that effective effort, not innate ability, is the key.
Doesn't counteract students' misconceptions about innate ability.
Communicates a "fixed" mindset about ability: some students have it, some don't.
c.Goals
Shows students exactly what’s expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
Gives students a clear sense of purpose by posting the unit’s essential questions and the lesson’s goals.
Tells students the main learning objectives of each lesson.
Begins lessons without giving students a sense of where instruction is headed.
d.Connections
Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.
Activates students’ prior knowledge and hooks their interest in each lesson and new vocabulary.
Is only sometimes successful in making the subject interesting and relating it to things students already know.
Rarely hooks students’ interest or makes connections to their lives.
e.Clarity
Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.
Uses clear explanations, appropriate language, and examples to present material.
Sometimes uses language and explanations that are fuzzy, confusing, or inappropriate.
Often presents material in a confusing way, using language that is inappropriate.
f.Repertoire
Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.
Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
Uses only one or two teaching strategies and types of materials and fails to reach most students.
g.Engagement
Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work.
Has students actively think about, discuss, and use the ideas and skills being taught.
Attempts to get students actively involved but some students are disengaged.
Mostly lectures to passive students or has them plod through textbooks and worksheets.
h.Differentiation
Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer and adult helpers.
Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students’ learning needs.
Attempts to accommodate students with learning deficits, but with mixed success.
Fails to differentiate instruction for students with learning deficits.
i.Nimbleness
Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.
Is flexible about modifying lessons to take advantage of teachable moments.
Sometimes doesn't take advantage of teachable moments.
Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments.
j.Closure
Consistently has students summarize and internalize what they learn and apply it to real-life situations and future opportunities.
Has students sum up what they have learned and apply it in a different context.
Sometimes brings closure to lessons and asks students to think about applications.
Moves on at the end of each lesson without closure or application to other contexts.
Overall rating:____________________________ Comments:
D. Monitoring, Assessment, and Follow-Up
The teacher:
4Highly Effective
3Effective
2Improvement
Necessary
1Does Not Meet
Standards
a. Criteria
Consistently posts and reviews clear criteria for good work, with rubrics and exemplars of student work at each level of proficiency.
Posts criteria for proficiency, including rubrics and exemplars of student work.
Tells students some of the qualities that their finished work should exhibit.
Expects students to know (or figure out) what it takes to get good grades.
b.Diagnosis
Gives students a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
Diagnoses students’ knowledge and skills up front and makes small adjustments based on the data.
Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
Begins instruction without diagnosing students' skills and knowledge.
c.On-the-Spot
Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
Frequently checks for understanding and gives students helpful information if they seem confused.
Uses mediocre methods (e.g., thumbs up, thumbs down) to check for understanding during instruction.
Uses ineffective methods ("Is everyone with me?") to check for understanding.
d.Self-Assessment
Has students set ambitious goals, continuously self-assess, and take responsibility for improving performance.
Has students set goals, self-assess, and know where they stand academically at all times.
Urges students to look over their work, see where they had trouble, and aim to improve those areas.
Allows students to move on without assessing and improving problems in their work.
e.Recognition
Frequently posts students’ work with rubrics and commentary to celebrate progress and motivate and direct effort.
Regularly posts students’ work to make visible their progress with respect to standards.
Posts some ‘A’ student work as an example to others.
Posts only a few samples of student work or none at all.
f.Interims
Works with colleagues to immediately use interim assessment data to fine-tune teaching, re-teach, and help struggling students.
Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
Returns tests to students and follows up by clarifying a few items that caused problems.
Is slow getting test results back to students and moves on without analyzing data and following up with students.
g.Tenacity
Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.
Takes responsibility for students who are not succeeding and gives them extra help.
Offers students who fail tests some additional time to study and do re-takes.
Tells students that if they fail a test, that’s it; the class has to move on to cover the curriculum.
h.Support
Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
When necessary, refers students for specialized diagnosis and extra help.
Sometimes doesn’t refer students promptly for special help, and/or refers students who don’t need it.
Often fails to refer students for special services and/or refers students who do not need them.
i.Analysis
Works with colleagues to analyze and chart data, draw action conclusions, and leverage student growth.
Analyzes data from assessments, draws conclusions, and shares them appropriately.
Records students’ grades and notes some general patterns for future reference.
Records students’ grades and moves on with the curriculum.
j.Reflection
Works with colleagues to reflect on what worked and what didn't and continuously improve instruction.
Reflects on the effectiveness of lessons and units and continuously works to improve them.
At the end of a teaching unit or semester, thinks about what might have been done better.
Does not draw lessons for the future when teaching is unsuccessful.
Overall rating:____________________________ Comments:
E. Family and Community Outreach
The teacher:
4Highly Effective
3Effective
2Improvement
Necessary
1Does Not Meet
Standards
a.Respect
Shows great sensitivity and respect for family and community culture, values, and beliefs.
Communicates respectfully with parents and is sensitive to different families’ culture and values.
Tries to be sensitive to the culture and beliefs of students’ families but sometimes shows lack of sensitivity.
Is often insensitive to the culture and beliefs of students’ families.
b.Belief
Shows each parent an in-depth knowledge of their child and a strong belief that he or she will meet or exceed standards.
Shows parents a genuine interest and belief in each child’s ability to reach standards.
Tells parents that he or she cares about their children and wants the best for them.
Does not communicate to parents knowledge of individual children or concern about their future.
c.Expectations
Gives parents clear, user-friendly learning and behavior expectations and exemplars of proficient work.
Gives parents clear expectations for student learning and behavior for the year.
Sends home a list of classroom rules and the syllabus for the year.
Doesn't inform parents about learning and behavior expectations.
d.Communication
Makes sure parents hear positive news about their children first, and immediately flags any problems.
Promptly informs parents of behavior and learning problems, and also updates parents on good news.
Lets parents know about problems their children are having but rarely mentions positive news.
Seldom informs parents of concerns or positive news about their children.
e.Involving
Frequently involves parents in supporting and enriching the curriculum for their children as it unfolds.
Updates parents on the unfolding curriculum and suggests ways to support learning at home.
Sends home occasional suggestions on how parents can help their children with schoolwork.
Rarely if ever communicates with parents on ways to help their children at home.
f.Homework
Assigns highly engaging homework, gets close to a 100% return, and promptly provides helpful feedback.
Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
Assigns homework, keeps track of compliance, but rarely follows up.
Assigns homework but is resigned to the fact that many students won’t turn it in, and doesn't follow up.
g.Responsiveness
Deals immediately and successfully with parent concerns and makes parents feel welcome any time.
Responds promptly to parent concerns and makes parents feel welcome in the school.
Is slow to respond to some parent concerns and comes across as unwelcoming.
Does not respond to parent concerns and makes parents feel unwelcome in the classroom.
h.Reporting
Uses student-led conferences, report cards, and informal talks to give parents detailed and helpful feedback on children’s progress.
Uses conferences and report cards to give parents feedback on their children’s progress.
Uses report card conferences to tell parents the areas in which their children can improve.
Gives out report cards and expects parents to deal with the areas that need improvement.
i.Outreach
Successfully contacts and works with virtually all parents, including those who are hard to reach.
Reaches out to all parents and is tenacious in contacting hard-to-reach parents.
Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.
Makes little or no effort to contact parents.
j.Resources
Successfully enlists classroom volunteers and extra resources from homes and the community to enrich the curriculum.
Reaches out to families and community agencies to bring in volunteers and additional resources.
Asks parents to volunteer in the classroom and contribute extra resources.
Does not reach out for extra support from parents or the community.
Overall rating:____________________________ Comments:
F. Professional Responsibilities
The teacher:
4Highly Effective
3Effective
2Improvement
Necessary
1Does Not Meet
Standards
a.Attendance
Has perfect or near-perfect attendance (98-100%).
Has very good attendance (95-97%).
Has moderate absences (6-10%). If there are extenuating circumstances, state below.
Has many absences (11% or more). If there are extenuating circumstances, state below.
b.Language
In professional contexts, speaks and writes correctly, succinctly, and eloquently.
Uses correct grammar, syntax, usage, and spelling in professional contexts.
Periodically makes errors in grammar, syntax, usage and/or spelling in professional contexts.
Frequently makes errors in grammar, syntax, usage, and/or spelling in professional contexts.
c.Reliability
Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late.
Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
Occasionally skips assignments, is late, makes errors in records, and misses paperwork deadlines.
Frequently skips assignments, is late, makes errors in records, and misses paperwork deadlines.
d.Professionalism
Presents as a consummate professional and always observes appropriate boundaries.
Demonstrates professional demeanor and maintains appropriate boundaries.
Occasionally acts and/or dresses in an unprofessional manner and/or violates boundaries.
Frequently acts and/or dresses in an unprofessional manner and violates boundaries.
e.Judgment
Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.
Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information.
Is frequently unethical, dishonest, uses poor judgment, and/or discloses student information.
f.Above-and-
beyond
Is an important member of teacher teams and committees and frequently volunteers for extra activities.
Shares responsibility for grade-level and schoolwide activities and takes part in extra activities.
When asked, will serve on a committee and attend an extra activity.
Declines invitations to serve on committees and attend extra activities.
g.Leadership
Frequently contributes valuable ideas and expertise and instills in others a desire to improve student results.
Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
Occasionally suggests an idea aimed at improving the school.
Rarely if ever contributes ideas that might help improve the school.
h.Openness
Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.
Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
Is somewhat defensive but does listen to feedback and suggestions.
Is very defensive about criticism and resistant to changing classroom practice.
i.Collaboration
Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments.
Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
Meets occasionally with colleagues to share ideas about teaching and students.
Meets infrequently with colleagues, and conversations lack educational substance.
j.Growth
Actively reaches out for new ideas and engages in action research with colleagues to figure out what works best.
Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.
Can occasionally be persuaded to try out new classroom practices.
Is not open to ideas for improving teaching and learning.
Overall rating:____________________________ Comments:
8
Evaluation Summary Page
Teacher’s name: ___________________________________________ School year: ________________ School: __________________________________ Subject area: ____________________ Evaluator: ______________________________________________ Position: _____________________ RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for Learning:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
B. Classroom Management:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
C. Delivery of Instruction:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
D. Monitoring, Assessment, and Follow-Up:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
E. Family and Community Outreach:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
F. Professional Responsibilities:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
OVERALL RATING:
Highly Effective Effective Improvement Necessary Does Not Meet Standards OVERALL COMMENTS BY EVALUATOR: OVERALL COMMENTS BY TEACHER: Evaluator’s signature: ________________________________ Date: ___________ Teacher’s signature: ________________________________ Date: ___________ (The teacher’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)
Spreadsheet of Rubric Scores of 11 Teachers for PD Purposes
A. P
lanni
ng an
d Pr
epar
ation
B. C
lassr
oom
Man
agem
ent
C. D
elive
ry of
Instr
uctio
nD.
Mon
itorin
g, As
sessm
ent…
E. F
amily
and
Com
mun
ityF.
Prof
essio
nal R
espo
nsib
ilitie
s
Cynthia 3 3 3 1 3 3
Henry 3 4 3 3 3 3
Belinda 3 3 3 2 3 3
Marcia 4 4 4 4 4 4
Charles 3 3 3 2 3 4
Raymond 3 3 3 1 3 4
Sandy 3 3 3 2 3 3
Mark 4 4 4 4 4 4
Placida 3 3 3 2 3 3
Anne 3 3 3 1 3 3
Richard 2 3 2 1 2 1
9
D. Monitoring, Assessment, and Follow-Up
a. Cr
iteria
b. D
iagno
sisc.
On-th
e-Spo
td.
Self
-asse
ssmen
te.
Reco
gniti
onf.
Inter
ims
g. Te
nacit
yh.
Sup
port
I. An
alysis
j. Re
flecti
on
Cynthia 2 2 1 1 2 1 1 2 1 1
Henry 3 3 2 2 3 2 3 3 3 3
Belinda 2 2 1 2 2 2 3 2 2 1
Marcia 4 3 3 4 3 4 3 4 3 4
Charles 2 3 1 1 2 1 2 1 2 4
Raymond 1 2 2 2 1 1 1 1 2 1
Sandy 2 3 1 1 3 2 2 2 2 3
Mark 4 4 3 3 4 4 3 4 3 4
Placida 3 2 1 2 2 1 3 2 2 3
Anne 2 2 1 1 2 1 2 1 1 2
Richard 1 2 1 1 2 1 2 1 2 1
10
11
Sources Alexandria Public Schools (Virginia) performance evaluation rubrics (2003)
Aspire Charter Schools, California teacher evaluation rubrics (2003)
Boston Public Schools Performance Evaluation Instrument (1997)
City on a Hill Charter School (Boston) performance evaluation rubrics (2004)
Conservatory Lab Charter School (Boston) performance evaluation rubrics (2004)
Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (ASCD, 1996)
“Indicators of Teaching for Understanding” by Jay McTighe and Eliot Seif (unpublished paper, 2005)
KIPP Framework for Excellent Teaching, Version 2.0, Summer 2012
Leading for Learning: Reflective Tools for School and District Leaders, Michael Knapp et al., Center for the Study of Teaching and Policy, University of Washington (February 2003)
Linking Teacher Evaluation and Student Learning by Pamela Tucker and James Stronge (ASCD, 2005)
North Star Academy Charter School of Newark: Teaching Standards (2004-05)
Roxbury Preparatory Charter School, Boston: Criteria for Outstanding Teaching (2004-05)
The Skillful Teacher by Jon Saphier and Robert Gower (Research for Better Teaching, 1997)
The Three Big Rocks of Educational Reform by Jon Saphier (Research for Better Teaching, 2005)
Vaughn Next Century Learning Center, Chicago performance evaluation rubric (2004)
What Works in Schools: Translating Research into Action by Robert Marzano (ASCD, 2003)
Acknowledgements
Pete Turnamian, Mark Jacobson, Andy Platt, Jon Saphier, and Rhoda Schneider provided valuable suggestions on the development and revision of these rubrics. Committees of principals, teachers, and central office personnel from the Hamilton County schools in Tennessee did a through critique of the rubrics in 2010 and suggested a number of important improvements. Staff in the New York State Department of Education provided valuable feedback in the summer of 2011.
1 Does Not Meet
Standards The teacher:
a. Knowledge
Is expert in the subject area and up to date on authoritative research on child development and how students learn.
Knows the subject matter well and has a good grasp of child development and how students learn.
Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.
Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.
b. Standards
Has a detailed plan for the year that is tightly aligned with high standards and ensures success on standardized assessments.
Plans the year so students will meet high standards and be ready for standardized assessments.
Has done some thinking about how to cover high standards and test requirements this year.
Plans lesson by lesson and has little familiarity with state standards and tests.
c. Units
Plans almost all units with big ideas, essential questions, knowledge, skill, transfer, and non-cognitive goals covering most Bloom levels.
Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.
Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.
Teaches on an ad hoc basis with little or no consideration for long-range curriculum goals.
d. Assessments
Prepares diagnostic, on-the-spot, interim, and summative assessments to monitor student learning.
Plans on-the-spot and unit assessments to measure student learning.
Drafts unit tests as instruction proceeds.
Writes final tests shortly before they are given.
e. Anticipation
Anticipates students' misconceptions and confusions and develops multiple strategies to overcome them.
Anticipates misconceptions that students might have and plans to address them.
Has a hunch about one or two ways that students might become confused with the content.
Proceeds without considering misconceptions students might have about the material.
f. Lessons
Designs each lesson with clear, measurable, achievable goals closely aligned with standards and unit outcomes.
Designs lessons focused on measurable, achievable outcomes aligned with unit goals.
Plans lessons with some consideration of long-term goals.
Plans lessons aimed primarily at entertaining students or covering textbook chapters.
Engagement Designs highly relevant lessons that will motivate virtually all students and engage them in active learning.
Designs lessons that are relevant, motivating, and likely to engage most students.
Plans lessons that will catch some students' interest and perhaps get a discussion going.
Plans lessons with very little likelihood of motivating or involving students.
3 Effective
Improvement Necessary
Overall rating:. Comments:
h. Materials
Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.
Designs lessons that use an appropriate, multicultural mix of materials and technology.
Plans lessons that involve a mixture of good and mediocre learning materials.
Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.
i. Differentiation
Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.
Designs lessons that target several learning needs, styles, and interests.
Plans lessons with some thought as to how to accommodate special needs students.
Plans lessons with no differentiation.
J-Environment
Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.
Organizes classroom furniture, materials, and displays to support unit and lesson goals.
Organizes furniture and materials to support the lesson, with only a few decorative displays.
Has a conventional furniture arrangement, hard-to-access materials, and few wall displays.
Teacher Evaluation Rubrics by Kim Marshall - Revised January 2,2014
Organization, Rationale, and Suggestions for Implementation 1. The rubrics have six domains covering all aspects of a teacher's job performance:
A. Planning and Preparation for Learning B. Classroom Management C. Delivery of Instruction D. Monitoring, Assessment, and Follow-Up E. Family and Community Outreach F. Professional Responsibilities
2. The rubrics use a four-level rating scale: 4 - Highly Effective - Master teacher performance that meets very demanding criteria 3 - Effective - Solid, expected professional performance; teachers should feel good about scoring at this level 2 - Improvement Necessary - Performance is mediocre; no teacher should be content to remain at this level 1 - Does Not Meet Standards - Unacceptable performance leading to an improvement plan, intensive support, and, if improvement isn't made within a reasonable amount of time, dismissal
3.These rubrics aim to provide a shared definition of the work teachers do with students and colleagues. To gather the information needed to fill out the rubrics at the end of a school year, supervisors need to make frequent, short, unannounced classroom visits (at least ten per teacher per year); have a face-to-face coaching conversation after each one (ideally in the teacher's classroom when students aren't there); regularly observe teachers in team meetings and other settings; and possibly look at student survey data. The rubrics should not be used as checklists during classroom visits or in post-observation conferences - their comprehensive scope and evaluative tone are likely to hamper thoughtful observation and effective coaching. Rather, the rubrics should inform teachers' work and supervisors' observations throughout the year and serve as a memory prompt and structuring protocol when it's time to evaluate the year's work.
4.This suggests that the rubrics should be used formally at three points: (a) As school opens, teachers self-assess, meet with their supervisor, and set 2-3 improvement goals; (b) At mid-year, teacher and supervisor meet and compare ratings page by page, discuss any differences, assess progress on the teacher's goals, and identify areas for growth; and (c) At the end of the year, teacher and supervisor repeat this process and reach closure on the year's ratings (the supervisor, of course, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand, discuss only the areas where they disagree, and talk about those areas based on the teacher's actual performance. Some supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurt feelings. This does not help teachers improve. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid, evidence-based feedback, listen to the teacher's concerns, and organize robust follow-up support.
5.When scoring each rubric line, it's best to read the Effective level first, and if that doesn't capture the teacher's work, look left or right and mark the level that contains the most accurate description. When all ten lines are done, the page provides a graphic display of areas that deserve praise and those that need improvement. The supervisor gives an overall rating at the bottom and writes a brief comment (if needed), and when all six pages have been scored, records the ratings on the summary page, gives the teacher an overall rating, and they both write summative comments and sign off.
6.When an entire staff is scored honestly using the rubrics, it's possible to create a color-coded spreadsheet that can serve as a (confidential) road-map for school wide professional development (see the samples on page 9 and 10).
7.The rubrics synthesize an extensive research base on classroom and professional practices that affect children's learning. Although student achievement is not evaluated by the rubrics, it's reasonable to assume that in a well-run school (positive climate, professional working conditions, aligned curriculum, etc.) the more Effective and Highly Effective ratings a teacher has, the better students will do. For ideas on how to include student learning in the teacher-evaluation process, see Marshall's book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2nd edition, 2013, p. 121).
8. The rubrics are open source and may be used and adapted by schools and districts as they see fit.
B. Classroom Management
1 Does Not Meet
Standards The teacher:
a. Expectations
Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
Clearly communicates and consistently enforces high standards for student behavior.
Announces and posts classroom rules and consequences.
Comes up with ad hoc rules and consequences as events unfold during the year.
b. Relationships
Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
Is fair and respectful toward students and builds positive relationships.
Is fair and respectful toward most students and builds positive relationships with some.
Is sometimes harsh, unfair, and disrespectful with students and/or plays favorites.
c. Respect
Creates a climate of respect and buy-in such that disruption of learning is virtually unthinkable.
Wins almost all students' respect and discipline problems are few and far between.
Wins the respect of some students but there are regular disruptions in the classroom.
Is not respected by students and the classroom is frequently chaotic and sometimes dangerous.
d. Social-emotional
Implements a program that successfully develops positive interactions and social-emotional skills.
Fosters positive interactions among students and teaches useful social skills.
Often lectures students on the need for good behavior, and makes an example of "bad" students.
Publicly berates "bad" students, blaming them for their poor behavior.
e. Routines
Successfully inculcates class routines up front so that students maintain them throughout the year.
Teaches routines and has students maintain them all year.
Tries to train students in class routines but many of the routines are not maintained.
Does not teach routines and is constantly nagging, threatening, and punishing students.
f. Responsibility
Gets virtually all students to be self-disciplined, take responsibility for their actions, and have a strong sense of efficacy.
Develops students' self-discipline and teaches them to take responsibility for their own actions.
Tries to get students to be responsible for their actions, but many lack self-discipline.
Is unsuccessful in fostering self-discipline in students; they are dependent on the teacher to behave.
Repertoire Has a highly effective discipline repertoire and can capture and hold students' attention any time.
Has a repertoire of discipline "moves" and can capture and maintain students' attention.
Has a limited disciplinary repertoire and some students are not paying attention.
Has few discipline skills and constantly struggles to get students' attention.
3 Effective
Improvement NecessaryHighly Effective
Overall rating: Comments:
h. Efficiency
Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.
Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.
Loses a great deal of instructional time because of confusion, interruptions, ragged transitions, and off-task teacher behavior.
i. Prevention
Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.
Has a confident, dynamic presence and nips most discipline problems in the bud.
Tries to prevent discipline problems but sometimes little things escalate into big problems.
Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate.
J-Incentives
Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.
Uses incentives wisely to encourage and reinforce student cooperation.
Uses extrinsic rewards in an attempt to get students to cooperate and comply.
Gives out extrinsic rewards (e.g., free time) without using them as a lever to improve behavior.
C. Delivery of Instruction
Does Not Meet Standards
The teacher:
a. Expectations
Exudes high expectations, urgency, and determination that all students will master the material.
Conveys to students: This is important, you can do it, and I'm not going to give up on you.
Tells students that the subject matter is important and they need to work hard.
Gives up on some students as hopeless.
b. Mindset
Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
Tells students that effective effort, not innate ability, is the key.
Doesn't counteract students' misconceptions about innate ability.
Communicates a "fixed" mindset about ability: some students have it, some don't.
c. Goals
Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.
Gives students a clear sense of purpose by posting the unit's essential questions and the lesson's goals.
Tells students the main learning objectives of each lesson.
Begins lessons without giving students a sense of where instruction is headed.
d. Connections
Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.
Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
Is only sometimes successful in making the subject interesting and relating it to things students already know.
Rarely hooks students' interest or makes connections to their lives.
e. Clarity
Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.
Uses clear explanations, appropriate language, and examples to present material.
Sometimes uses language and explanations that are fuzzy, confusing, or inappropriate.
Often presents material in a confusing way, using language that is inappropriate.
f. Repertoire
Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate stude student learning.
Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.
Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.
Uses only one or two teaching strategies and types of materials and fails to reach most students.
Engagement Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work.
Has students actively think about, discuss, and use the ideas and skills being taught.
Attempts to get students actively involved but some students are disengaged.
Mostly lectures to passive students or has them plod through textbooks and worksheets.
h. Differentiation
Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer and adult helpers.
Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.
Attempts to accommodate students with learning deficits, but with mixed success.
Fails to differentiate instruction for students with learning deficits.
3 Effective Improvement
NecessaryHighly Effective
Overall rating:. Comments:
i. Nimbleness
Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.
Is flexible about modifying lessons to take advantage of teachable moments.
Sometimes doesn't take advantage of teachable moments.
Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments.
J-Closure
Consistently has students summarize and internalize what they learn and apply it to real-life situations and future opportunities.
Has students sum up what they have learned and apply it in a different context.
Sometimes brings closure to lessons and asks students to think about applications.
Moves on at the end of each lesson without closure or application to other contexts.
D. Monitoring, Assessment, and Follow-Up
Does Not Meet Standards
The teacher:
a. Criteria
Consistently posts and reviews clear criteria for good work, with rubrics and exemplars of student work at each level of proficiency.
Posts criteria for proficiency, including rubrics and exemplars of student work.
Tells students some of the qualities that their finished work should exhibit.
Expects students to know (or figure out) what it takes to get good grades.
b. Diagnosis
Gives students a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.
Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.
Begins instruction without diagnosing students' skills and knowledge.
c. On-the-Spot
Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
Frequently checks for understanding and gives students helpful information if they seem confused.
Uses mediocre methods (e.g., thumbs up, thumbs down) to check for understanding during instruction.
Uses ineffective methods ("Is everyone with me?") to check for understanding.
d. Self-Assessment
Has students set ambitious goals, continuously self-assess, and take responsibility for improving performance.
Has students set goals, self-assess, and know where they stand academically at all times.
Urges students to look over their work, see where they had trouble, and aim to improve those areas.
Allows students to move on without assessing and improving problems in their work.
e. Recognition
Frequently posts students' work with rubrics and commentary to celebrate progress and motivate and direct effort.
Regularly posts students' work to make visible their progress with respect to standards.
Posts some 'A' student work as an example to others.
Posts only a few samples of student work or none at all.
f. Interims
Works with colleagues to immediately use interim assessment data to fine-tune teaching, re-teach, and help struggling students.
Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.
Returns tests to students and follows up by clarifying a few items that caused problems.
Is slow getting test results back to students and moves on without analyzing data and following up with students.
Tenacity Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.
Takes responsibility for students who are not succeeding and gives them extra help.
Offers students who fail tests some additional time to study and do re-takes.
Tells students that if they fail a test, that's it; the class has to move on to cover the curriculum.
h. Support
Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
When necessary, refers students for specialized diagnosis and extra help.
Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.
Often fails to refer students for special services and/or refers students who do not need them.
3 Effective Improvement
NecessaryHighly Effective
Overall rating: Comments:
i. Analysis
Works with colleagues to analyze and chart data, draw action conclusions, and leverage student growth.
Analyzes data from assessments, draws conclusions, and shares them appropriately.
Records students' grades and notes some general patterns for future reference.
Records students' grades and moves on with the curriculum.
J-Reflection
Works with colleagues to reflect on what worked and what didn't and continuously improve instruction.
Reflects on the effectiveness of lessons and units and continuously works to improve them.
At the end of a teaching unit or semester, thinks about what might have been done better.
Does not draw lessons for the future when teaching is unsuccessful.
E. Family and Community Outreach
Does Not Meet Standards
The teacher:
a. Respect
Shows great sensitivity and respect for family and community culture, values, and beliefs.
Communicates respectfully with parents and is sensitive to different families' culture and values.
Tries to be sensitive to the culture and beliefs of students' families but sometimes shows lack of sensitivity.
Is often insensitive to the culture and beliefs of students' families.
b. Belief
Shows each parent an in-depth knowledge of their child and a strong belief that he or she will meet or exceed standards.
Shows parents a genuine interest and belief in each child's ability to reach standards.
Tells parents that he or she cares about their children and wants the best for them.
Does not communicate to parents knowledge of individual children or concern about their future.
c. Expectations
Gives parents clear, user-friendly learning and behavior expectations and exemplars of proficient work.
Gives parents clear expectations for student learning and behavior for the year.
Sends home a list of classroom rules and the syllabus for the year.
Doesn't inform parents about learning and behavior expectations.
d. Communication
Makes sure parents hear positive news about their children first, and immediately flags any problems.
Promptly informs parents of behavior and learning problems, and also updates parents on good news.
Lets parents know about problems their children are having but rarely mentions positive news.
Seldom informs parents of concerns or positive news about their children.
e. Involving
Frequently involves parents in supporting and enriching the curriculum for their children as it unfolds.
Updates parents on the unfolding curriculum and suggests ways to support learning at home.
Sends home occasional suggestions on how parents can help their children with schoolwork.
Rarely if ever communicates with parents on ways to help their children at home.
f. Homework
Assigns highly engaging homework, gets close to a 100% return, and promptly provides helpful feedback.
Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.
Assigns homework, keeps track of compliance, but rarely follows up.
Assigns homework but is resigned to the fact that many students won't turn it in, and doesn't follow up.
Responsiveness Deals immediately and successfully with parent concerns and makes parents feel welcome any time.
Responds promptly to parent concerns and makes parents feel welcome in the school.
Is slow to respond to some parent concerns and comes across as unwelcoming.
Does not respond to parent concerns and makes parents feel unwelcome in the classroom.
h. Reporting
Uses student-led conferences, report cards, and informal talks to give parents detailed and helpful feedback on children's progress.
Uses conferences and report cards to give parents feedback on their children's progress.
Uses report card conferences to tell parents the areas in which their children can improve.
Gives out report cards and expects parents to deal with the areas that need improvement.
3 Effective Improvement
NecessaryHighly Effective
Overall rating: Comments:
i. Outreach
Successfully contacts and works with virtually all parents, including those who are hard to reach.
Reaches out to all parents and is tenacious in contacting hard-to-reach parents.
Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.
Makes little or no effort to contact parents.
J-Resources
Successfully enlists classroom volunteers and extra resources from homes and the community to enrich the curriculum.
Reaches out to families and community agencies to bring in volunteers and additional resources.
Asks parents to volunteer in the classroom and contribute extra resources.
Does not reach out for extra support from parents or the community.
F. Professional Responsibilities
1 Does Not Meet
Standards The teacher:
a. Attendance
Has perfect or near-perfect attendance (98-100%).
Has very good attendance (95-97%).
Has moderate absences (6-10%). If there are extenuating circumstances, state below.
Has many absences (11 % or more). If there are extenuating circumstances, state below.
b. Language
In professional contexts, speaks and writes correctly, succinctly, and eloquently.
Uses correct grammar, syntax, usage, and spelling in professional contexts.
Periodically makes errors in grammar, syntax, usage and/or spelling in professional contexts.
Frequently makes errors in grammar, syntax, usage, and/or spelling in professional contexts.
c. Reliability
Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late.
Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.
Occasionally skips assignments, is late, makes errors in records, and misses paperwork deadlines.
Frequently skips assignments, is late, makes errors in records, and misses paperwork deadlines.
d. Professionalism
Presents as a consummate professional and always observes appropriate boundaries.
Demonstrates professional demeanor and maintains appropriate boundaries.
Occasionally acts and/or dresses in an unprofessional manner and/or violates boundaries.
Frequently acts and/or dresses in an unprofessional manner and violates boundaries.
e. Judgment
Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.
Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.
Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information.
Is frequently unethical, dishonest, uses poor judgment, and/or discloses student information.
f. Above-and- beyond
Is an important member of teacher teams and committees and frequently volunteers for extra activities.
Shares responsibility for grade-level and schoolwide activities and takes part in extra activities.
When asked, will serve on a committee and attend an extra activity.
Declines invitations to serve on committees and attend extra activities.
Leadership Frequently contributes valuable ideas and expertise and instills in others a desire to improve student results.
Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.
Occasionally suggests an idea aimed at improving the school.
Rarely if ever contributes ideas that might help improve the school.
3 Effective
Improvement NecessaryHighly Effective
Overall rating:. Comments:
h. Openness
Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.
Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.
Is somewhat defensive but does listen to feedback and suggestions.
Is very defensive about criticism and resistant to changing classroom practice.
i. Collaboration
Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments.
Collaborates with colleagues to plan units, share teaching ideas, and look at student work.
Meets occasionally with colleagues to share ideas about teaching and students.
Meets infrequently with colleagues, and conversations lack educational substance.
J-Growth
Actively reaches out for new ideas and engages in action research with colleagues to figure out what works best.
Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.
Can occasionally be persuaded to try out new classroom practices.
Is not open to ideas for improving teaching and learning.
Evaluation Summary Page
Teacher's name:
School:
_____________
Subject area: School year:
Evaluator: Position:
RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for Learning:
Highly Effective Effective Improvement Necessary
B. Classroom Management:
Highly Effective Effective Improvement Necessary
C. Delivery of Instruction:
Highly Effective Effective Improvement Necessary
D. Monitoring, Assessment, and Follow-Up:
Highly Effective Effective Improvement Necessary
E. Family and Community Outreach:
Highly Effective Effective Improvement Necessary
F. Professional Responsibilities:
Highly Effective Effective Improvement Necessary
Does Not Meet Standards
Does Not Meet Standards
Does Not Meet Standards
Does Not Meet Standards
Does Not Meet Standards
Does Not Meet Standards
OVERALL RATING: Highly Effective Effective Improvement Necessary Does Not Meet Standards
OVERALL COMMENTS BY EVALUATOR:
OVERALL COMMENTS BY TEACHER:
Evaluator's signature:
Teacher's signature: _
Date:
Date:
(The teacher's signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)
8
Knowledge:
Standards :
Curricular Units :
Assessments :
Anticipation :
Lessons :
Whittier Christian High's End of Year Review
Planning and Preparation for Learning
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective Improvement Necessary Does Not Meet Standards
TeachBoost Report
Materials :
Differentiation :
Environment :
Expectations :
Relationships :
Respect:
Social-emotional :
No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Classroom Management
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Highly Effective Effective
Routines:
Responsibility:
Repertoire :
Efficiency :
Prevention:
Incentives :
Expectations :
Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Delivery of Instruction
Mindset :
Goals :
Connections :
Repertoire:
Engagement :
Differentiation :
Nimbleness :
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Closure :
Criteria:
Diagnosis :
On-the-Spot :
Self-Assessment :
Recognition :
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Monitoring, Assessment, and Follow-Up
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards
Interims :
Tenacity :
Support :
Analysis :
Reflection :
Respect :
Belief :
No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Family and Community Outreach
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective
Expectations :
Communication :
Involving :
Homework :
Responsiveness :
Outreach :
Resources :
Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective
Attendance :
Language :
Reliability :
Professionalism :
Judgement :
Above-and-beyond :
Leadership :
Effective Improvement Necessary Does Not Meet Standards No choice selected
Professional Responsibilities
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Openness :
Collaboration:
Growth :
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected
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