Accomplished - soesd.k12.or.us



SOUTHERN OREGON EDUCATION SERVICE DISTRICT

LICENSED STAFF ASSESSMENT

AND EVALUATION RUBRIC

EVALUATION RATING WORKSHEETS

SOESD GLOSSARY OF TERMS

|Term |Definition |

| | |

|Communities |Any recipient, such as classrooms, schools, and component districts |

| | |

|Evidence |An outward sign, confirmation, corroboration, documentation, or proof |

| | |

|Inclusive |The types of opportunities, provided by the teacher, to enable each learner to benefit from the learning environment and instruction |

|Learner |One who receives instruction, supports and resources from the teacher |

| | |

|Teacher |Any person who holds a teaching license or registration or who is otherwise authorized to teach in the public schools of this state and who is employed|

| |as an instructor (of students and/or teachers) or administrator; includes TOSAs, instructional coaches, mentors, counselors, social workers, |

| |psychologists, speech language pathologists, case managers, library/ media specialists, and related services personnel such as orientation and mobility|

| |services, counseling services, occupational therapy, and physical therapy |

STANDARD 1: LEARNER DEVELOPMENT

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|1.1 Demonstrates an understanding of how |Demonstrates minimal knowledge of student |Demonstrates basic knowledge of student |Demonstrates thorough knowledge of student|Is a resource for colleagues in |

|children/adolescents learn and develop. |patterns of learning and development. |patterns of learnmjning and development. |patterns of learning and development. |understanding and interpreting student |

| | | | |patterns of learning and development. |

|1.2 Designs and/or informs developmentally |Implements and/or informs activities and |Implements and/or nforms Implements some |Implements and/or informs activities and |Implements and/or informs activities and |

|appropriate instruction. |assignments that are not developmentally |activities and assignments that are |assignments that are developmentally |assignments that challenge each student at |

| |appropriate for students. |developmentally appropriate for students. |appropriate for students. |his/her developmental level. |

STANDARD 1: LEARNER DEVELOPMENT

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• How is student data used to modify instruction? |• Analysis of pre- and post-assessment data |

|• Is instruction scaffolded for individuals and groups of students to move them to the next level of |Ongoing formative assessment data |

|understanding? |Provides and/or consults about developmentally appropriate instruction within their content area |

|• Is there a demonstrated understanding of student development? |• Uses flexible groupings based on on-going analysis of learning styles and |

| |developmental needs |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

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

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• How is student data used to modify instruction? |• Analysis of pre- and post-assessment data |

|• Is instruction scaffolded for individuals and groups of students to move them to the next level of |• Ongoing formative assessment data |

|understanding? |• Uses flexible groupings based on on-going analysis of learning styles and |

|• Are learning styles and developmental needs of students recognized and appropriately responded to? |developmental needs |

|• Are learning styles and developmental needs of students recognized and appropriately used to modify |• Examples of modified materials created in response to data and/or disability needs |

|instruction? |• Comprehensive present level of performance that drive goal development and |

|• Is there a demonstrated knowledge of disabilities and their impact? |specially-designed instruction on the IEP |

|• Is there a demonstrated connection between IEP goals and instruction? | |

STANDARD 2: LEARNING DIFFERENCES

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|2.1 Makes appropriate and timely provisions |Does not differentiate instruction |While not always effective, attempts to |Differentiates instruction according to |Anticipates individual students’ learning |

|for individual students with particular |according to students’ learning |differentiate instruction according to |students’ learning differences or needs. |needs by proactively designing |

|learning differences or needs. |differences or needs. |students’ learning differences or needs. | |differentiated instruction, and makes |

| | | | |effective differentiation decisions while |

| | | | |teaching. |

|2.2 Incorporates and/or consults regarding |Does not use or consult about strategies |While not always effective, attempts to |Uses or consults about strategies and |Cultivates or consults to support student |

|tools of language development into planning |and tools to support student development |use or consult about strategies and tools |tools to support student development of |independence in the development of academic|

|and instruction to support development of |of academic language proficiency. |to support student development of academic|academic language proficiency for all |language proficiency. |

|academic language proficiency for all | |language proficiency. |students. | |

|students. | | | | |

STANDARD 2: LEARNING DIFFERENCES

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are resources and/or specialists accessed to meet student needs when those needs extend beyond current |•Documentation of instructional and testing accommodations and modifications for students |

|professional understandings or skills? |•Anecdotal notes on student learning differences |

|• Is an understanding of students’ needs and backgrounds demonstrated? |•Records showing communication with students, parents, and specialists regarding student learning needs |

|• Are high expectations for all students consistently communicated? |•Documentation of how students respond to varied teaching strategies |

|• Are tools of language development used or recommended to scaffold learning for diverse students? | |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are resources and/or specialists accessed to meet student needs when those needs extend beyond current |• Documentation of instructional and testing accommodations and modifications |

|professional understandings or skills? |for individual students |

|• Is an understanding of students’ needs and backgrounds demonstrated? |• Anecdotal notes on student learning differences |

|• Are high expectations for all students consistently communicated? |• Records showing communication with students, parents, and specialists regarding student learning needs |

|• Are tools of language development used to scaffold learning for diverse students? |• Documentation of how students respond to varied teaching strategies |

STANDARD 3: LEARNING ENVIRONMENTS

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|3.1 Organizes, allocates, and manages and/or|Ineffectively designs and manages or |While not always effective, designs and |Designs and manages or consults about the |Proactively establishes or consults about |

|consults about the resources of time, space,|consults about the learning environment |manages or consults about the learning |learning environment and instructional |systems in which both teacher and students |

|and attention to actively and equitably |and/or instructional time, resulting in |environment and/or instructional time to |time to accommodate all students’ needs |manage the learning environment, transitions|

|engage learners. |students failing to engage in learning. |accommodate students’ needs and |and involvement in learning. |and instructional time to maximize active |

| | |involvement in learning. | |involvement in learning for all students. |

|3.2 Communicates with students or teachers |Does not build a classroom community based|While not always effective, attempts to |Creates a positive classroom community |Collaborates with students or teachers to |

|in ways that respect unique backgrounds and |upon shared values and expectations. At |build a classroom community based on |based on shared values and expectations |facilitate their self-reflection and |

|support a positive classroom climate. |times fails to communicate with students |shared values and expectations. |for respectful interactions with regard to|ownership for ongoing improvement of the |

| |or teachers in a fair and respectful |Communicates with students or teachers in |race, culture, gender, sexual orientation,|classroom community based upon respect, |

| |manner. |a fair and respectful manner. |religion, socioeconomic status, and |fairness, and the inherent value of all |

| | | |exceptionalities. |members. |

|3.3 The teacher establishes and monitors |Minimal standards of conduct or systems |Standards of conduct and systems for |Standards of conduct are clear; efficient |Standards of conduct and efficient systems |

|and/or supports elements of a safe and |for performing non-instructional tasks are|performing non-instructional tasks are in |systems for performing non-instructional |encourage students to independently monitor |

|productive learning environment, including |in place. Teacher or consultant either |place; however, they are at times |tasks are in place. Teacher or consultant |their behavior and performance. Monitoring |

|norms, expectations, routines and |does not monitor student behavior or |inconsistent or unclear. Teacher or |monitors or supports student behavior and |or supports by teacher or consultant is |

|organizational structures. |responds inconsistently. |consultant monitors or supports student |responds effectively. |subtle and preventive. |

| | |behavior and responds with moderate | | |

| | |effectiveness. | | |

STANDARD 3: LEARNING ENVIRONMENTS

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• In what ways is the environment organized or meaningful consultation provided to engage students in |• Expectations are developed collaboratively, posted, and referred to as needed |

|learning? |• Groupings of students which are utilized for content discussions and teamwork |

|• Is a behavior system in place or meaningful consultation provided which promotes a climate of respect and |• Classroom organization, equipment, and materials are easily accessible and complement the instructional |

|learning? |focus |

|• Are respect, safety, and value or meaningful consultation provided for differing perspectives and cultural|• Documentation of modifications in the classroom environment to improve student success (e.g., visual |

|backgrounds communicated through language, behavior, and the classroom environment? |schedules, cues for strategies/behavior) |

|• Is a sense of classroom and school-wide community built, promoted, and facilitated or meaningful | |

|consultation provided throughout the academic year? | |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• In what ways is the environment organized to engage students in learning? |• Expectations that are clear, consistent, and referred to as needed |

|• Is a behavior system in place which promotes a climate of respect and learning? |• Groupings of students, when appropriate, which foster content discussions and teamwork |

|• Is the behavior system appropriate for the classroom focus? |• Classroom organization, equipment, and materials are easily accessible and complement the instructional |

|• Are respect, safety, and value for differing perspectives and cultural backgrounds communicated through |focus |

|language, behavior, and the classroom environment? |• Documentation of modifications in the classroom environment to improve student success (e.g., visual |

|• Is a sense of classroom and school-wide community built, promoted, and facilitated throughout the academic|schedules, cues for strategies/behavior) |

|year? |• Documentation of student behavior management system based on the type of classroom |

|• How is the environment organized to address students’ disabilities? (Lack of visual clutter, clear traffic| |

|patterns, etc.) | |

|• Are positive strategies incorporated to help students cope with frustrations in the learning situation | |

|that may be associated with their disability? | |

|• Are tasks and learning/social situations modified to optimize student success? | |

STANDARD 4: CONTENT KNOWLEDGE

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|4.1 Maintains deep knowledge of content |Displays minimal content knowledge. |Displays basic content knowledge. |Displays thorough content knowledge. |Mastery of content knowledge and learning |

|standards and learning progressions in the |Instructional practices indicate little |Instructional practices indicate some |Instructional practices reflect |progressions allow flexible adjustments to |

|discipline(s) and setting(s) s/he teaches or|awareness of learning progressions and |awareness of learning progressions, |understanding of learning progressions |address students at their current level of |

|consults. |such knowledge is incomplete or |although such knowledge may be incomplete |within the discipline. |understanding to either remediate or deepen |

| |inaccurate. |or inaccurate. | |their understanding. |

|4.2 Integrates culturally relevant content |Demonstrates inadequate knowledge of |Demonstrates limited knowledge and/or |Designs and/or informs learning |Designs and/or informs learning experiences |

|or content knowledge to build on learner’s |learners’ cultural backgrounds and |ability to design and/or consult regarding|experiences that integrate culturally |that integrate culturally relevant content |

|background knowledge. |experiences and lacks ability to design |learning experiences that integrate |relevant content to build on learners’ |for each student within the context of the |

| |and/or consult regarding learning |culturally relevant content to build on |cultural backgrounds and experiences. |curriculum. |

| |experiences as a result. |learners’ cultural backgrounds and | | |

| | |experiences. | | |

|4.3 Engages students in learning experiences|Does not apply strategies designed to |While not always effective, attempts to |Applies strategies designed to engage |Creates an interactive environment where |

|in the discipline(s) s/he teaches that |engage students in understanding, |apply strategies designed to engage |students in understanding, questioning and|students take the initiative to |

|encourage learners to understand, question |questioning and analyzing ideas from |students in understanding, questioning and|analyzing ideas from differing |independently understand, question and |

|and analyze ideas from differing |differing perspectives within the |analyzing ideas from differing |perspectives within the discipline. |analyze ideas from differing perspectives |

|perspectives so that they master the |discipline. |perspectives within the discipline. | |within the discipline. |

|content. | | | | |

STANDARD 4: CONTENT KNOWLEDGE

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are opportunities created to develop academic language as a part of the content instruction? |• Use of varied questioning techniques and levels of questions |

|• Is instruction connected to content standards? |• Providing diverse perspectives through a variety of resources (e.g., discussion, |

|• Are multiple levels of questioning strategies used to engage students? |readings, guests, online sources) |

|• Do students understand the purpose of lessons and value of the content area being taught? |• Presentation of content standards in ways which are clear and meaningful |

| |Uses tools of language development to scaffold learning of academic language (ELD, GLAD, SIOP) |

STANDARD 4: CONTENT KNOWLEDGE

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are opportunities created to develop academic language as a part of the content instruction? |• Use of varied questioning techniques and levels of questions. |

|• Is instruction related to student’s IEP? |• Presentation of content standards occurs at the students’ instructional level(s) and in ways that are |

|• Are IEP goals related to state content standards at the student’s developmental/instructional level? |clear and meaningful. |

|• Are multiple levels of questioning strategies used to engage students? |• Use of a variety of communication supports (e.g., augmentative communication, visual system) to assist |

|• Is the purpose of the lesson clear? |students in building social and academic language. |

| |• IEP paperwork completed and compliant with Federal, state, and district timelines. |

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

STANDARD 5: APPLICATION OF CONTENT

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

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|5.1 Engages learners in applying content |Does not design or facilitate learning |While not always effective, attempts to |Designs or facilitates learning |Embeds or facilitates interdisciplinary |

|knowledge to encourage interdisciplinary |experiences where students apply content |design or facilitate learning experiences |experiences where students apply content |connections within curriculum, allowing |

|connections to real world (i.e., meaningful,|knowledge to real world issues in order to|where students apply content knowledge to |knowledge to real world issues in order to|students to independently relate these |

|relevant) issues. |develop interdisciplinary connections. |real world issues in order to develop |develop interdisciplinary connections. |connections to key concepts and underlying |

| | |interdisciplinary connections. | |themes. |

|5.2 Engages learners in critical and |Does not encourage students’ formation of |Applies strategies that may allow students|Applies strategies that facilitate |Creates an environment that regularly |

|creative thinking, encouraging new ideas and|independent ideas and creative approaches.|to form independent ideas and creative |students’ formation of independent ideas |encourages students’ formation of |

|approaches. | |approaches that are sometimes connected to|and creative approaches that are connected|independent ideas and creative approaches. |

| | |relevant content. |to relevant content. | |

STANDARD 5: APPLICATION OF CONTENT

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

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• How is content made “real” to students as they reach the level of application? |• Use or support of multiple activity formats which allow students to communicate critically |

|• Are students’ literacy skills supported by instruction which allows them to access and demonstrate |and creatively in the content area (e.g., speeches, debates, written work) |

|understanding of content? |• Application or demonstrated understanding of research-based practices and other evidence-based strategies |

|• What methods are used to bring students to a level of understanding of the content which allows them to |to encourage literacy development across the curriculum |

|think critically and creatively? |• Inquiry methods or consultation purposefully chosen to connect with real world content application and |

|• Are there a variety of activities that allow students to demonstrate the ability to apply content? |involve other disciplines |

|• How is application of content generalized to other content areas? | |

|• Are activities used to allow students to demonstrate the ability to apply content? | |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• How is content made “real” to students as they reach the level of application? |• Use of multiple activity formats which allow students to communicate critically and creatively in the |

|• Are students’ literacy skills supported by instruction which allows them to access |content area (e.g., speeches, written work, varied communication systems - visual, augmentative |

|and demonstrate understanding of the content area? |communication) |

|• What methods are used to bring students to a level of understanding of the |• Application of the Comprehensive Literacy Model and associated strategies to encourage literacy |

|content which allows them to think critically and creatively? |development at the student’s instructional level |

|• Are activities used to allow students to demonstrate the ability to apply content? |• Activities which are purposefully chosen to connect with real-world content application at the student’s |

| |instructional level |

| |• Modifications and adaptations of materials used in the classroom to help with application of content |

| |(e.g., built up spoons, visual schedules, assistive technology, therapy balls) |

STANDARD 6: ASSESSMENT

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|6.1 Designs and/or selects assessments that |Assessments are not aligned with learning |Constructs, selects, formative and |Constructs, selects, and/or consults about|Constructs, selects, and/or consults about |

|match learning objectives with assessment |objectives and/or do not enable students |summative assessments that sometimes do |formative and summative assessments that |assessments that clearly inform students of |

|methods so that learners can demonstrate |to demonstrate their learning. |not align with learning objectives, and |align with learning objectives and uses |their progress and encourage them to take |

|their knowledge and skills. | |may use limited measures for learners to |multiple measures for learners to |responsibility for their learning by showing|

| | |demonstrate what they know. |demonstrate what they know. |an understanding of where they are and their|

| | | | |next steps for learning. |

|6.2 Works independently and collaboratively |Uses assessment solely as a means to |Documents, analyzes and interprets limited|Documents, analyzes and interprets a |Documents, analyzes and interprets a variety|

|to examine formative and summative |determine a grade, functional performance |student assessment data independently and |variety of student assessment data, |of student assessment data, independently |

|assessment data to identify student learning|level, or eligibility and/or neither |with colleagues, and/or assessment data is|independently and with colleagues, to |and with colleagues, resulting in a |

|needs and strengths to inform instruction. |examines assessment data independently nor|sometimes used to identify student |identify individual student learning |continuous feedback loop of effective |

| |with colleagues to inform instructional |learning needs. |needs, trends, and patterns among groups |assessment informing effective instruction. |

| |decisions. | |of students to inform instruction. | |

|6.3 Engages learners in understanding and |Performance standards are not provided to |Sometimes provides or consults about |Provides or consults about explicit |Models, facilitates, and/or consults about |

|identifying quality work and provides them |students/consultation about performance |performance standards for student work |performance standards for student work. |processes that involve students in examining|

|with effective descriptive feedback to guide|standards is not provided. Rarely provides|and/or standards may lack specific |Provides models and guides students in |and assessing their work products, both |

|their progress. |models, guidance, or consultation for |expectations. Sometimes provides models |methods for improving the quality of their|individually and collectively, using clearly|

| |students to improve the quality of their |and guides students in methods for |work. |defined performance standards. Allocates |

| |work. |improving the quality of their work. | |time to provide specific descriptive |

| | | | |feedback to individual learners. |

STANDARD 6: ASSESSMENT

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are students exposed to a variety of assessment formats without interrupting the flow of a unit of study? |• Data notebooks with formative and summative assessment results |

|• Is assessment data reviewed, both individually and in collaboration with others (such as a team or PLC) to|• Work samples scored with team input to ensure inter-rater reliability |

|differentiate future instruction? |• Differentiation in analysis of student work with consideration of special needs of students |

|• Do students receive timely and effective feedback to guide their academic progress? |• Conferences with students to discuss academic goals and growth plans |

| |Evaluation reports |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|Guiding Questions |Evidence Examples |

|• Are students exposed to a variety of assessment formats without interrupting the flow of a unit of study? |• Data notebooks with formative and summative assessment results |

|• Is assessment data reviewed, both individually and in collaboration with others (such as IEP teams, |• Work samples scored with team input to ensure inter-rater reliability |

|instructional team, or PLC) to differentiate future instruction? |• Differentiation in analysis of student work with consideration of special needs of students |

|• Do students receive timely and effective feedback to guides their academic progress? |• Conferences with students to discuss academic goals, IEP goals, and growth plans |

|• Is there evidence of a data collection system? |• Documentation of modifications and/or accommodations individualized to student needs |

| |Evaluation Reports |

STANDARD 7: PLANNING FOR INSTRUCTION

The teacher/consultant/trainer plans or assists in the planning of instruction that supports every student in meeting precise learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|7.1 Designs and/or assist in the design of |Demonstrates minimal evidence of planning |While not always effective, attempts to |Creates, consults, and/or collaborate |Plans, consultation, and/or collaboration |

|learning experiences aligned to curriculum |and/or assistance aligned to content |create, consult, or collaborate about |regarding short- and long-term plans |reflect understanding of prerequisite |

|standards and student needs. |standards and student needs. |short- and long-term plans which may be |aligned to content standards. Plans |relationship between content standards. |

| | |aligned to content standards. Attempts to |integrate student learning needs, goals, |Teacher is proactive in planning for student|

| | |integrate student learning needs, goals, |and learning activities. |misconceptions and |

| | |and learning activities into plans. | |addressing them before proceeding. |

|7.2 Evaluates and adjusts plans based on |Does not evaluate, customize, or consult |Sometimes customizes, consults, or |Customizes, consults, or collaborates |Anticipates and plans or supports through |

|student outcomes. |regarding instructional plans based upon |collaborates about instructional plans |about instructional plans based upon |consultation for a wide range of adaptations|

| |student outcomes. |based upon assessment data. Sometimes |ongoing assessment data. Responds to |to lessons based on analysis of individual |

| | |responds to student outcomes by tailoring |student outcomes by tailoring instruction |student outcomes. Engages with students to |

| | |instruction and strategies to assessed |and strategies to assessed student needs. |identify adjustments in instruction that |

| | |student needs. | |best meet their learning needs. |

|7.3 Plans collaboratively with colleagues |Does not access colleagues and/or |Consultation with colleagues and/or |Collaborates with colleagues and/or |Anticipates unique student needs and |

|and/or specialists to design instruction to |specialists for collaborative planning. |specialists sometimes influences the |specialists to design instruction that |collaborates with colleagues and/or |

|meet unique learning needs. | |design of instruction to address unique |addresses unique learning needs. |specialists to proactively address them. |

| | |learning needs. | | |

STANDARD 7: PLANNING FOR INSTRUCTION

The teacher/consultant/trainer plans or assists in the planning of instruction that supports every student in meeting precise learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Do planned lessons assist students in meeting learning goals and relevant standards of proficiency? |• Notes from collaborative meetings, reports, behavior plans, and Functional Behavior Assessments |

|• Are resource colleagues and/or specialists involved in planning for the instruction of students with |• Clearly posted and/or communicated instructional targets/goals which refer to standards in |

|special needs? |student-friendly language |

|• Is data from team meetings used to inform instructional plans? |• Lesson plans which reflect accommodations for individual student needs |

|• Is student achievement data used to differentiate instruction? |• Plans for units of study which support adjustment based upon observed student outcome |

STANDARD 7: PLANNING FOR INSTRUCTION

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Do planned lessons assist students in meeting learning goals and relevant standards of proficiency? |• Notes from team meetings, reports, behavior plans, and Functional Behavior Assessments |

|• Are resource colleagues and/or specialists involved in planning for the instruction of students with |• Documentation of modifications and/or accommodations from IEP |

|special needs? |• Clearly posted and/or communicated instructional targets/goals which refer to standards (at the student’s |

|• Is data from collaborative meetings used to inform instructional plans? |instructional level) in a student-friendly format |

|• Is student achievement data used to differentiate instruction? |• Lesson plans which reflect accommodations for individual student needs |

| |• Plans for units of study which support adjustment based upon observed student outcomes |

| |• Plans for expanded curriculum, such as functional life skills and communication skills (when needed). |

| |Discussions about conversations with instructional coach(es), teacher(s), specialists, related services |

| |personnel, and others |

STANDARD 8: INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|8.1 Varies role in the instructional process|Utilizes only a teacher directed |Beginning to integrate role variation, but|Varies role between instructor, |Integrates a variety of roles for all |

|(e.g., instructor, facilitator, guide, |instructional approach. |relies primarily on direct instruction. |facilitator, guide and audience. Considers|members of the classroom community, so |

|audience) | | |learners’ needs and instructional goals in|students become both teachers and learners. |

| | | |determining appropriate instructional | |

| | | |role. | |

|8.2 The teacher demonstrates his/her |Does not incorporate or ineffectively |Moderately effective at incorporating |Incorporates available media and |Seeks out new and/or innovative ways to |

|understanding how content and skill |incorporates available media and |available media and technology and/or |technology that supports content and skill|integrate available media and technology to |

|development can be supported through the use|technology in support of content and skill|support of content and skill development |development. |support content and skill development. |

|of available media and technology, and knows|development. |is not always clear. | | |

|how to evaluate these resources for quality,| | | | |

|accuracy, and effectiveness. | | | | |

|8.3 Uses or promotes use of a variety of |Rarely uses or promotes use of |Sometimes uses or promotes use of |Uses or promotes use of instructional |Uses or promotes use of instructional |

|evidence-based instructional strategies to |instructional strategies which provide |instructional strategies which provide |strategies which provide regular |strategies to create an interactive |

|support and expand learners’ communication |opportunities for students to communicate.|opportunities for students to communicate.|opportunities for students to develop and |environment where students independently |

|with various audiences through speaking, | |May not allow for use a variety of methods|use a variety of methods for communicating|select and use a variety of communication |

|listening, reading, writing, and other | |for communicating to various audiences. |to various audiences. |modes. |

|modes. | | | | |

STANDARD 8: INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|8.4 Poses questions to stimulate discussion |Does not use questioning strategies to |While not always effective, attempts to |Uses questioning strategies to stimulate |Flexibly uses questioning strategies, based |

|that serve different purposes, such as |stimulate discussion that enhances student|use questioning strategies to stimulate |discussion that enhances student learning.|on in-the moment analysis of student |

|probing for learner understanding, helping |learning. |discussion that enhances student learning.| |understanding, to stimulate discussion and |

|learners articulate their ideas and thinking| | | |move students forward in their learning. |

|processes, stimulating curiosity, and | | | | |

|helping learners to question. | | | | |

|8.5 Engages or assists learners in |Does not use or offer consultation |Uses or offer consultation regarding a |Effectively uses or offer consultation |Creates or promotes a classroom culture |

|developing higher order thinking skills and |regarding teaching strategies to develop |limited number of strategies that are |regarding various strategies to engage |where students use higher order thinking |

|metacognitive processes. |higher order thinking skills or |sometimes effective at developing higher |learners in developing higher order |skills and metacognitive processes, both |

| |metacognitive processes. |order thinking skills and metacognitive |thinking skills and metacognitive |independently and with others, as a natural |

| | |processes for all learners. |processes. |part of the learning process. |

STANDARD 8: INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are varied roles used (at appropriate times) during the instructional process? |• Work samples |

|• Are appropriate tools and/or available technology utilized to enhance and support inquiry and instruction?|• Lesson plans that demonstrate a variety of instructional strategies (as appropriate to |

|• Do students receive encouragement in applying various levels of questioning and problem-solving |the content and learners) |

|strategies? |• Use of varied grouping strategies (e.g., individual, small group, and whole group) |

|• Is collaboration in inquiry and problem-solving encouraged among students? |• Observation of student engagement |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are varied roles used (at appropriate times) during the instructional process? |• Work samples |

|• Are appropriate tools and/or available technology utilized to enhance and support inquiry and instruction?|• Lesson plans that demonstrate a variety of instructional strategies (as appropriate |

|• Do students receive encouragement in applying various levels of questioning or problem-solving strategies?|to the content and learners) |

|• Is collaboration in inquiry and problem-solving encouraged among students? |• Use of varied grouping strategies (e.g., individual, small group, and whole group) |

|• Does the teacher implement strategies that foster student engagement at each student’s appropriate level? |• Observation of student engagement |

| |• List of instructional strategies implemented and their outcomes |

| |• Use of varied communication modalities to facilitate participation in discussion |

STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|9.1 Engages in ongoing learning |Rarely engages in professional learning |Engages in professional learning |Engages in professional learning |Initiates and pursues professional learning |

|opportunities to develop and apply knowledge|opportunities. |opportunities, but demonstrates little or |opportunities based on self-assessment. |opportunities and actively shares expertise |

|and skills. | |no implementation of new knowledge and |Implements new knowledge and skills. |with others. |

| | |skills. | | |

|9.2 Uses multiple sources of evidence (e.g.,|Does not use evidence to self-assess |Uses few sources of evidence to |Utilizes multiple sources of evidence to |Integrates experimentation, data analysis, |

|student growth data, self-reflection tools, |professional practice. |self-assess professional practice. |self-assess professional practice. |and reflection into daily professional |

|classroom observations) to self-assess | | | |practice. Readily engages in collaborative |

|professional practice. | | | |efforts to reflect on professional practice.|

|9.3 Demonstrates knowledge of professional, |Demonstrates inadequate knowledge of |Demonstrates limited understanding of |Demonstrates thorough understanding and |Demonstrates an understanding of the larger |

|legal, and ethical rights and |federal, state, district, and school |federal, state, district, and school |fully complies with federal, state, |context of public education policy by |

|responsibilities. |regulations and policies. |regulations and policies. |district, and school regulations and |staying abreast of changing laws and ethical|

| | | |policies. |standards, through literature, professional |

| | | | |development or activities. |

STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|Guiding Questions |Evidence Examples |

|• Are strengths and areas for growth identified during self-assessment? |• Professional Growth Goals |

|• Are student outcomes or performance data used during self-assessment? |• Self-assessment rubrics with documented reflection and relevance to Professional Growth Goals |

|• Are professional growth opportunities selected and participated which relate to previously identified |• Active participant in team, school, PLC, and other meetings |

|areas of opportunity for growth? |• Practice which reflects knowledge of most recent changes in legal and ethical rights and responsibilities |

|• Is professionalism exhibited based on confidentiality; legal and ethical rights and responsibilities; and | |

|school, district, and state performance requirements? | |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Are strengths and areas for growth identified during self-assessment? |• Professional Growth Goals |

|• Are professional growth opportunities selected and participated in which relate to previously identified |• Self-assessment rubrics with documented reflection and relevance to Professional Growth Goals |

|areas of opportunity for growth? |• Active participation in team, school, PLC, Jobs Alike, and other meetings |

|• Is professionalism exhibited based on confidentiality; legal and ethical rights and responsibilities; and |• Practice which reflects knowledge of most recent changes in legal and ethical rights and responsibilities.|

|school, district, and state performance requirements? |• Participation in professional development which relates to current student needs |

| |• Current with required trainings (e.g., NVCI, first aid, medication administration) |

STANDARD 10: LEADERSHIP AND COLLABORATION

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

|Indicator |Does Not Meet Standard |Basic Knowledge of Standard |Proficient Application of Standard |Exceeds Standard |

|10.1 Takes an active role in instructional |Rarely engages in meetings and activities |Sometimes engages in meetings and |Engages in meetings and activities |Initiates opportunities for staff |

|meetings and activities. |designed to plan curriculum, coordinate |activities designed to plan curriculum, |designed to plan curriculum, coordinate |collaboration to plan curriculum, coordinate|

| |resources, and solve problems. |coordinate resources and solve problems. |resources, and solve problems. |resources, and solve problems. |

|10.2 Works collaboratively with |Rarely invites interactive communication |Sometimes invites interactive |Invites interactive communication to |Uses interactive communication to foster a |

|administrators, teachers, students and |to support learner development and |communication. Shares information to |support learner development and |culture in which students and/or families |

|families to support learner development and |achievement. |support learner development and |achievement. |know how to advocate for and articulate |

|achievement. | |achievement. | |their learning needs in order to improve |

| | | | |achievement. |

|10.3 Models or promotes effective practice |Does not cooperate with colleagues and/or |Cooperates with colleagues in implementing|Actively collaborates with |Initiates collaboration, modeling, and |

|and demonstrates shared leadership (either |does not implement or offer effective |effective practices in support of school |colleagues in modeling and |reflective discussion of effective practices|

|formally or informally) in support of school|practices in support of school and program|and program goals. |discussing effective practices |in support of school and program goals and |

|and program goals. |goals. | |in support of school and program goals. |advancement of the profession. |

STANDARD 10: LEADERSHIP AND COLLABORATION

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

GENERAL GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Is there evidence of collaborative work with team members and/or the entire school to advance student |• Documentation of communication with families on student needs |

|learning? |• Engagement in team and school meetings |

|• Are opportunities to lead in student learning and development sought? |• Assumption of leadership roles at school, community (school-related), or district level |

|• Are students, families, and other community resources encouraged to collaborate and be involved in learner|• Guiding and collaborating with peers to advance district/school/program goals |

|development? |• Modeling best practices or providing staff development for peers |

SPECIAL EDUCATION GUIDING QUESTIONS AND EVIDENCE EXAMPLES

|GUIDING QUESTIONS |EVIDENCE EXAMPLES |

|• Is there evidence of collaborative work with team members and/or the entire school to advance student |• Documentation of communication with families on student needs |

|learning? |• Engagement in team and school meetings |

|• Are opportunities to lead in student learning and development sought? |• Assumption of leadership roles at school, community (school-related), or district level |

|• Are students, families, and other community resources encouraged to collaborate and be involved in learner|• Guiding and collaborating with peers to advance district/school/program goals. |

|development? |• Modeling best practices or providing staff development for peers |

|• Does teacher work with related services to design, implement, and evaluate instructional plans for |• Coordination and management of the classroom-based educational team |

|students with disabilities? | |

|• Does teacher provide consultation and/or support for school personnel? | |

|• Does teacher collaborate with the school staff and family to facilitate student participation in the least| |

|restrictive environment? | |

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