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SHAMOKIN AREA SCHOOL
DISTRICT
DIFFERENTIATED SUPERVISION
AND EVALUATION PLAN
FOR PROFESSIONAL EMPLOYEES
ADOPTED: JUNE 2013
REVISED: OCTOBER 2015
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TABLE OF CONTENTS
SECTION PAGE
Committee Members 3
Shamokin Area School District Professional Growth and Evaluation Plan 4
Introduction 5
Formal Observation Mode 7
Differentiated Mode
Goal Setting 9
Self-Directed Model 12
Team-Directed Model 14
Intensive Supervision 16
Focused Plan of Intensive Supervision 17
APPENDIX 18
Professional Growth and Evaluation Decision Flowchart 19
Goal and Action Plan Request Form 20
Professional Growth and Evaluation Plan (Sample) 21
Lesson Plan: Evidence of Domains 1 and 4 22
Observation: Evidence for Domains 2 and 3 24
Differentiated Supervision - Action Plan 27
Formal Evaluation Tools 29
S.M.A.R.T. Goals Framework 38
Glossary 49
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2013 Differentiated Supervision and Evaluation Plan
for Professional Employees Committee
Mr. James T. Zack, Superintendent
Mrs. Ruby M. Michetti, Curriculum Coordinator
Mr. Chris Venna, Middle/High School Principal
Mrs. Mary Teresa Komara, Elementary School Principal
Mrs. Shannon Anderson, Teacher
Mr. Edward A. Bailey, Teacher
Mrs. Shannon Fetterman, Teacher
Mrs. Tammy Glowatski, Teacher
Mr. David Kopitsky, Jr., Teacher
Mrs. Bethann Shaffer, Teacher
Mrs. Mary Yohe, Teacher
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Shamokin Area School District
Professional Growth and Evaluation Plan
The language, processes, procedures, and recommendations of this plan come from a variety of
sources, drawing from the best research available on differentiated supervision. Many of these
sources borrowed from one source or another, or were publically shared as models at
conferences, including the SAS Conference, 2012. As these sources become interchangeable,
they are not cited individually throughout the plan, but recognized in a Works Cited page at the
end of this document. The Shamokin Area School District is grateful to these individuals and
LEAs for sharing their work, which has become the foundation of our plan.
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INTRODUCTION
It is the mission of our district to provide an educational program in a safe environment that
ensures students the opportunity to reach their fullest potential. We believe that our professional
growth and evaluation plan should be founded on a number of fundamental principles implied by
the mission. To serve our students well and meet the needs of faculty, teacher growth and
evaluation should:
● Maximize student learning
● Promote lifelong learning
● Encourage teachers to grow professionally through a process of goal setting
● Help teachers understand and use data to target professional development needs
● Help teachers identify and utilize research-based instructional practices
● Establish an atmosphere of supportive attitudes and mutual trust
● Clearly separate supervision (staff development) from evaluation
● Be applied in accordance with teachers’ different levels of experience and learning styles
● Provide for the professional growth of each individual
● Be a continuous and cooperative process
Just as an instructional program is designed to be developmentally appropriate for meeting the
needs of a diverse student population, professional development for teachers must meet the needs
of each teacher of the professional team. This Professional Growth and Evaluation Plan is
committed to providing teachers with both a cycle of supervision options and a supportive
environment that will enhance instruction and promote student achievement growth.
The district’s Professional Growth and Evaluation Plan consists of two modes:
A. Formal Observation
B. Differentiated Supervision
Formal Observation: This mode enables a teacher to work with his/her supervisor for the
purpose of improving the teaching/learning environment by focusing on pedagogy,
methodologies, resources, and techniques using the Danielson Framework for Teaching.
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Working through the collaborative process, a teacher and supervisor can foster a climate to bring
about instructional improvement. This Formal Observation Mode includes a pre-observation
conference, a formal observation, and a post-observation conference. Non-tenured teachers,
teachers new to the district (tenured or not), and teachers on an improvement plan are required to
participate in the Formal Observation Mode. Additionally, a minimum of 25% of the tenured
teaching staff in each building, as assigned by the building administrator, will be required to
participate in a Formal Observation Mode once every 4 years. A teacher may, upon needing
improvement, be required to participate in the Formal Observation Mode at any time, if
necessary, at the direction of the building administrator. This Formal Observation is a process
that helps to develop a teacher’s summative evaluation.
Differentiated Supervision: Tenured teachers, when not in their Formal Observation year, will
participate in a Differentiated Supervision Mode. In this mode, they may choose between two
models: Self-directed or Team-directed professional growth. Differentiated options provide an
opportunity for teachers to identify a professional goal aligned to a domain and component from
the Danielson Framework that will focus their professional development, with the aim of
increasing student achievement. When in this mode, a teacher’s professional development
activities, as they apply to the Danielson Framework for Teaching, and other professional
evidence collected throughout the year, are used to develop the teacher’s summative evaluation.
Regardless of which mode a teacher is in, 100% of teachers will be evaluated using Danielson’s
Teacher Effectiveness Instrument, as per state legislation. Teachers in the Formal Observation
Mode and the Differentiated Supervision Mode will be evaluated on all four, applicable domains
of the Framework.
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FORMAL OBSERVATION MODE
Definition:
Formal Observation is a mode of supervision that enables the teacher to work with his/her
supervisor for the purpose of improving the teaching/learning environment by focusing on
pedagogy, methodologies, resources, and techniques. Working through the collaborative
process, the teacher and supervisor can foster a climate to bring about instructional improvement.
This mode includes a pre-observation conference, a formal observation, and a post-observation
conference to determine areas for growth and serve as data for the summative evaluation.
Requirements:
All non-tenured teachers, newly-hired-tenured teachers, tenured teachers who have received an
unsatisfactory/needs improvement/failing evaluation in the previous two years, and teachers in
intensive supervision are required to participate in the formal observation mode. Tenured
teachers will be required to participate in the formal observation mode once every 4 years. A
teacher may require multiple years in the formal observation mode for improvement, and a
principal may place a teacher in the formal observation mode at any time during the school year
or cycle should a need arise.
Characteristics of Formal Observation:
Beginning in the 2013-14 school year, all Formal Observation will use the Teacher Effectiveness
Instrument, based upon the Charlotte Danielson model. Requirements of the Formal Observation
Mode using the Teacher Effectiveness Instrument and District Guidelines are as follows:
1 The administrator will fill out all of the applicable dates on the Observation Timelines
sheet (Appendix B) and provide this to the teacher before the timeline begins.
2 The teacher will create and submit a written lesson plan and evidence of Domains 1 and 4
using the district-provided form or online program prior to the pre-observation
conference.
Evidence of Domains 1 & 4 Form (Appendix).
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3 The teacher and administrator will discuss these documents during the pre-observation
conference.
4 The supervisor will conduct a formal observation of the lesson discussed in the pre-
observation conference, collecting evidence from Domains 2 and 3 using the district-
provided form or online program. Feedback from this observation will be provided to the
teacher.
Evidence of Domains 2 & 3 Form (Appendix).
5 The teacher will self-reflect on the lesson observed, adding additional evidence from
Domains 2 & 3, and will use the Danielson Framework rubric to categorize his or her
performance on each component. This reflection is handed in to the supervisor at least
one day prior to the post-observation conference.
6 The supervisor and teacher will meet in a post-observation conference as scheduled. They
will discuss the evidence and rubric, identify categories of performance for the applicable
components, and identify an area of improvement.
7 The supervisor will conduct an unannounced walk-through to see how the teacher has
demonstrated growth in his/her area of improvement in the classroom. Additional walk-
throughs should occur if the teacher has not demonstrated growth in his/her area of
improvement until the teacher experiences observable success.
8 Beginning with the school year 2013-2014, teachers in Formal Observation Mode will
receive the appropriate rating on the Teacher Effectiveness Instrument, as evident
through the complete Danielson model, and dictated by the state.
9 A Formal Observation Flow Chart is available for further clarification (Appendix).
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DIFFERENTIATED MODE
GOAL SETTING: SELF-DIRECTED AND TEAM-DIRECTED MODELS
Goal Setting:
Goal setting is an essential component of both Self-directed and Team-directed models.
Teachers in the Differentiated Mode will identify a domain and component on which to focus
their professional growth to best impact student achievement. This focus should be an area of
need for a teacher or team and result in a goal(s) which is specific, measurable, attainable,
realistic, and timely.
There are three types of goals a teacher might consider:
1. Teaching Goals are built around teacher behaviors that are directly related to student
outcomes.
Examples:
Use instructional time efficiently, maximizing time on task
Teach each lesson with a focus on student engagement.
To enhance instructional clarity by using such strategies as anticipatory set, outlines and
cloze notes, demonstrations, questioning, and closure.
2. Learner Goals relate directly to solving a specific learning problem or improving some
particular student deficit.
Examples:
Use various forms of differentiated instruction to address learner profiles.
Use flexible grouping to address the different levels of achievement among students.
Use behavioral modification strategies with six students in order to increase their spans of
attention.
3. Program Goals relate to curriculum areas, course outlines, articulation activities, materials
selection, and so on.
Examples:
Integrate writing skills (specific procedural directions) into the teaching of sixth grade
science.
Integrate the teaching of American history and literature
Goal Development Process:
1. Reflecting on the past, identify an evidence-based, existing need or area for improvement
to focus on.
2. Identify the domain and component of focus this need relates to.
3. State your goal.
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4. State your reasons for choosing this goal (needs assessment).
5. State your projected increase in student achievement/benefit(s) for students.
6. Describe how you will assess whether you have achieved this goal. What evidence will
be collected? (Include strategies, observations, reflective practices, and method of
collecting results, including benchmarks and/or timelines.)
7. Describe how the chosen model of supervision (self-directed vs. team-directed) will help
you achieve this goal?
8. Describe any resources/supports needed to achieve your goal.
The Goal and Action Plan Request Form is to be submitted according to district timelines
(Appendix). Please refer to the goal setting sheet below as a reference for developing solid,
measurable, and clearly-defined professional goals.
Sample Goal Statements with Commentary:
Example 1: I will create differentiated assessments for my inclusion students this year. I am going to do
this through self-directed growth and I will know if I achieved my goal if my students do better on the
assessments.
This is a poorly defined goal. The focus of the goal is too broad, it is not clearly defined, and is
not measurable as written. It does not define how self-directed growth will help the teacher
achieve the goal nor does it discuss the benefit to the student.
Example 2: I am going to differentiate my instruction for my biology classes. The students will benefit
because they will learn at their pace and instruction will be at each student’s level of understanding.
This is a poorly defined goal. Differentiated Instruction covers a wide variety of instructional
approaches and methods. The goal does not discuss the chosen differentiated supervision option
and how it will help the teacher achieve his or her goal. There is no measure defining how the
teacher will assess whether he or she achieved the goal. The goal does discuss student benefit.
The goal is a worthy goal however, needs to be narrower in focus (one or two methods of
differentiation, specify method(s), identify the supervision option and how it will assist the
teacher in meeting the goal (i.e., self-directed growth would be appropriate because it would
allow the teacher to implement and keep record of the implementation), and the measure of
assessment needs to be identified.
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Example 3: My goal is to utilize upgraded technology for video monitoring and conferencing
with students. I will produce student DVD's for language arts oral presentations. This will allow
me to showcase students’ communication and summarizing skills by showing student/teacher
produced "I Movies." I will pursue self-directed growth by keeping records of the students'
progress and my implementation of the technology in a journal. The impact/benefit will be the
capability to integrate digital media resources into the curriculum and improve students' oral
presentation skills through students viewing and conferencing concerning the videos.
This is a well-written goal. The teacher has clearly stated the goal which is concrete,
focused, and measurable through the production of the DVD and the progress notes kept
in the self-reflective journal. The manner in which self-directed growth supports the goal
is clearly stated as is the impact on the students and the method for determining the
achievement of the goal.
Example 4: My goal is to continue to improve students' "thinking" about their reading. I will do
more modeling earlier in the year with "read alouds," more sharing among peers, and involve
parents by having them respond to reader workshop letters. I will use self-directed growth to
achieve my goal by keeping a journal (notebook) of my new strategies and how they impacted
both student writing and peer and parent responses. I will use my notes to assess the
effectiveness of the strategies I implement. My goal will benefit the students as they will not
only have their teacher but also peers and parents responding to their thinking about their
reading. They will be exposed to more modeling, sharing, and writing and as a result more
thinking. I hope this will impact all areas of learning.
This is an exemplary goal. The teacher has stated the goal in a clear, concise, and
concrete manner that is measurable. The teacher clearly answered the three questions
from the goal box on the supervision option form. It is also clear as to how the goal will
benefit the teacher and the students.
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DIFFERENTIATED MODE
SELF-DIRECTED MODEL
Definition:
The Self-directed model of supervision enables an individual teacher to engage in a sustained
study of a particular domain and component of the Danielson Framework that will enhance
teaching skills and increase student achievement as evidenced by supporting data. This practice
is also known as action research.
Requirements:
To participate in the Self-Directed Professional Growth model, a teacher must:
1. Have tenure.
2. Have received two consecutive, summative ratings of
satisfactory/proficient/distinguished.
3. Receive approval from a designated supervisor on the Goal and Action Plan Request
Form.
4. Conduct a mid-year review with the supervisor to monitor progress toward goal
(Appendix).
5. Conduct an end of year review with the supervisor to reflect on this year’s goal and share
initial thoughts for a goal for the following school year, if applicable, (Appendix).
Characteristics of Self-Directed/Action Research:
Self-directed action research enables the individual teacher to work independently on
professional growth concerns in the areas of research, special teaching projects, or any other
areas of personal interest.
Focused activities enable the teacher to work on a particular topic of professional interest, which
results in the teacher gaining new knowledge, refining practices and knowledge, or creating new
knowledge that will benefit student achievement. Below is a description of each possibility
followed by a professional example. These are examples, and not an exhaustive list of
possibilities.
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● Gaining new knowledge: A teacher’s goal may include the implementation of research-
based ideas or instructional strategies that are new to his practice.
○ i.e. In year one, a physics teacher, whose assessments show evidence that his
male students are underperforming his female students, is curious about the
research-based effects of single-gender classroom instruction. He attends two
workshops on this topic and completes a book study to gain background
knowledge on this topic. After presenting his findings to the administration, he is
given permission in year two, to implement optional single-sex physics classes. In
this year, he collects evidence in a portfolio regarding the performance of his
male and female students, and sets a direction for the following year.
● Refining knowledge: A teacher’s goal may include the use the district training and
resources already provided to improve her classroom use of these strategies to increase
student achievement.
○ i.e. The teacher will identify through previous trainings, how her use of graphic
organizers can be improved. She will create new graphic organizers for each unit
based on her training and reflect on the effectiveness of these improvements in a
portfolio of evidence including student achievement data.
● Creating knowledge: A teacher’s goal may include the application of training and
knowledge to create something new for their profession and/or their students.
○ i.e. The teacher will develop an online course to make his/her classroom activities
accessible to students at home.
○ i.e. The teacher will create a professional development module that will allow his
7th and 8th grade colleagues to better understand the Common Core Math
Eligible Content, resulting in higher achievement on the Algebra I Keystone
Assessment.
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DIFFERENTIATED MODE
TEAM-DIRECTED MODEL
Definition:
Team-directed model is a collaborative process in which two or more teachers agree to work
together for their own professional growth to improve the achievement of their students. This
process may take place in an individual classroom, in a team-teaching set up, or in an
interdisciplinary cooperative setting.
Requirements:
To participate in the Team-Directed Professional Growth model, teachers must:
1 Have tenure.
2 Have received two consecutive summative ratings of satisfactory, proficient or
distinguished.
3 Receive approval from a designated supervisor on the Goal and Action Plan Request
Form (Appendix).
4 Conduct a Mid-year Review Conference with the supervisor to monitor progress toward
goal (Appendix).
5 Conduct an End of Year Summary Conference with the supervisor to reflect on this
year’s goal and share initial thoughts for a goal for the following school year, if
applicable, (Appendix).
Characteristics of Team-Directed/Action Research:
Team-directed action research enables the individual teacher to work collaboratively with
colleagues on professional growth concerns in the areas of research, special teaching projects, or
any other areas of personal interest. Focused activities enable teachers to work on particular
topics of interest, which results in the team gaining new knowledge, refining practices and
knowledge, or creating new knowledge that will benefit student achievement. Below is a
description of each possibility followed by a professional example.
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Gaining new knowledge: The team will conduct research through a variety of sources on a topic
of interest; implement the strategies in their rooms, level, or grades. Through a portfolio,
evidence will provide implementation results.
○ i.e. The team will conduct a book study on the book entitled Explicit Instruction by
Anita Archer. These strategies will be implemented in their classrooms
throughout the year. A portfolio of evidence from the impact of these strategies
regarding student achievement is presented at the end of the year.
● Refining knowledge: The team’s goal may include using district training and resources
already provided to improve their classrooms use of these strategies to increase student
achievement.
○ i.e. The 10th grade English teachers will use the SAS and district resources
available to them regarding the Common Core Non-fiction Standards to examine
and refine their current non-fiction units. They will assess students
collaboratively as they go and refine re-teaching strategies and resources to
increase student achievement on the Keystone Literature exam.
● Creating knowledge: The team’s goal may include applying training and knowledge to
create something new for their profession and/or their students.
○ i.e. The team of teachers will create benchmark assessments in mathematics
aligned to the PA Common Core Standards. The team will utilize Webb’s Depth
of Knowledge (DOK) to include higher order questioning strategies comprised of
Levels 2, 3, and 4. They will keep the benchmarks and their student’s performance
on them in a portfolio.
Note: Within a 4 year period, all teachers will cycle into Formal Observation Mode for a 1 year
period. During this time, teachers may also participate in a Team-directed model, if it pertains to
their content or grade.
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INTENSIVE SUPERVISION
Definition:
A professional may be placed in the Intensive Supervision program by a supervisor because he
or she has been identified as at risk through observation. An at-risk employee has been identified
as needing improvement or failing on the Danielson Framework for teaching. Every professional
placed in the Intensive Supervision program will receive a Performance Improvement Plan that
will require the Formal Observation Mode at least every six weeks.
Requirements:
Whenever a professional is placed in this mode of supervision, the administrator will:
1. Meet with the professional to discuss the areas needing to be addressed.
2. Establish a Performance Improvement Plan with the professional’s input, addressing the areas
of concern, the types of data that will be collected, observations, and feedback following all
observations.
3. Create an Intensive Supervision timeline to observe the professional using the Formal
Observation Mode addressing the performance improvement plan.
4. Determine if the professional is making progress to a proficient rating level.
5. Determine if the professional has made sufficient progress to earn a proficient rating and
maintain employment.
Whenever, this remedial mode of supervision has been successfully completed by the at-risk
employee (a proficient rating), it is recommended that the professional will be placed in the
Formal Observation Mode.
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SHAMOKIN AREA SCHOOL DISTRICT
FOCUSED PLAN OF INTENSIVE SUPERVISION
Teacher: _______________________________ School: _______________________________
School Year: ___________________________ Date: _________________________________
Supervisor: _____________________________
The focused plan of assistance for _______________________ will be in effect for the _________ school
year and will consist of the following items/ expectations: (Provide a bulleted, detailed list of all items
expectations with due dates for each domain that requires improvement.)
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
__________________________________________________ Teacher
__________________________________________________ Supervisor
__________________________________________________ Central Office Administrator
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APPENDIX
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SHAMOKIN AREA SCHOOL DISTRICT
PROFESSIONAL GROWTH ACTION PLAN REQUEST FORM
Faculty Member _____________________________________ Date________________
Required Portfolio Dates: Completion ___________ Additions/Revisions ___________
Format (Check preference)
Self-directed ____ Team-directed ___ Formal ___
Participants:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Participant(s) signature
___________________________________________________________________________
___________________________________________________________________________
Length of plan: 1 year 2 years
Plan Approved by:
Administrator: _________________________________________ Date: ________________
Title: _________________________________________________
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SAMPLE
Faculty Member ___ Second Grade Teacher________________ Date__8/1/2013_________
Required Portfolio Dates: Completion ___________ Additions/Revisions ___________
Format (Check preference)
Self-directed ____ Team-directed _X__ Formal ___
Participants: ___All second grade classroom teachers.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Participant(s) signature
___________________________________________________________________________
Length of plan: X 1 year 2 years
Plan Approved by:
Administrator: _________________________________________ Date: ________________
Title: _________________________________________________
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Teacher:__________________
Observer: _______________
Date: _________________
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Teacher:___________________
Observer: _______________
Date: _________________
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Teacher:___________________
Observer: ________________
Date: _____________________
OBSERVATION:
EVIDENCE FOR DOMAINS 2 AND 3
DOMAIN 2:
2a. Creating a Climate of Respect and Rapport:
Teacher Interaction with Students
Student Interactions with One Another
2b. Creating a Culture for Learning:
Importance of the Content
Expectations for Learning and Achievement
Student Pride in Work
2c. Managing Classroom Procedures:
Management of Instructional Groups
Management of Transitions
Management of Materials And Supplies
Performance of Non-Instructional Duties
Supervision of Volunteers and Paraprofessionals
2d. Managing Student Behavior:
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
2e. Organizing the Physical Space:
Safety and Accessibility
Arrangement of Furniture and Use of Physical Resources
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Teacher: ___________________
Observer: ________________
Date: _____________________
OBSERVATION:
EVIDENCE FOR DOMAINS 2 AND 3
DOMAIN 3:
3a. Communicating with Students:
Expectations for Learning
Directions and Procedures
Explanations of Content
Use of Oral and Written Language
3b. Using Questioning and Discussion Techniques:
Quality of Questions
Discussion Techniques
Student Participation
3c. Engaging Students in Learning:
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
3d. Assessing Student Learning:
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of Progress
3e. Demonstrating Flexibility and Responsiveness:
Lesson adjustment
Response to Students
Persistence
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T= Teacher E= valuator
BEFORE
DURING
AFTER
Step #1
Step #2
Step #3
Step #4
1. T: Using the Shamokin Area
Evidence of Domains 1 and 4
Form, answer the guiding
questions, providing evidence
where appropriate.
2. T: Hand in to E before the
conference.
3. T and E meet to discuss the
questions and answers provided.
1. E: Arrive 5 minutes prior to
observation to “read the room.”
2. E: Collect evidence (non-
evaluative) including student
interview questions.
3. E: Match up evidence with
domain and component.
4. E: Send the teacher this
completed form by the end of the
day.
1. T: If you have additional
evidence, add it to each
component.
2. T: Use this form to highlight
statements on the Rubric that you
feel apply to you. These
statements may appear in multiple
categories (i.e. Distinguished and
Proficient).
3. T: Hand this in to the E prior to
your post-conference.
4. E: Review the T’s comments and
put an “A” where you agree. Also,
highlight in a different color
additional statements that you feel
apply.
1. T: Attend post conference and
bring physical evidence to support
your self- assessment.
2. T and E: Discuss highlights on the
rubric. Based on the review of
evidence, determine the rating for
each component. Fill this rating
out on the State Form.
3. T and E: Set one or two goals for
improvement to target during
unannounced walk-throughs. If
evidence toward the goal cannot
be collected during the walk-
through, an additional walk-
through will be performed
Conversation Stems:
Comment on the evidence
for…
Let’s look at the rubric for…
Tell me more about…
What is the backstory for…
Describe what led you to…
Expand on your thinking
about…
What were your reasons for..
Let’s look at the language
that was highlighted
here…talk about the
evidence for this in the
lesson…
The goal is professional conversation
and growth, not offense/defense.
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Differentiated Supervision – Action Plan
Type of Differential Supervision: (peer Coaching, Portfolio, Action Research, Other)
Component Focus:
Project Goal: Describe the goal of your Differentiated Supervision Action Plan.
Purpose/Rationale: Describe the rationale for selecting and implementing you Differentiated Supervision
Action Plan.
Steps and/or Activities to Achieve Goal: Describe the various steps and/or activities that will be involved
in completing your Differentiated Supervision Action Plan.
Implementation Timeline: Describe how you will implement your Differentiated Supervision Action Plan
over the course of the school year.
Indicators of Effectiveness/Measurers of Student Success: Describe what you will use to measure student
success and/or the effectiveness of your Differentiated Supervision Action Plan.
MID-YEAR PROGRESS UPDATE
Provide and update on your progress toward meeting the goal of your action plan.
YEAR-END PROGRESS UPDATE
Describe the final results of your action plan and how successful you were in meeting your goal and
impacting student achievement.
Recommendations – Describe the recommendations you have for moving forward and how you might
share what you learned with others.
Teacher Effectiveness Process
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Tools for Teacher Evaluation
Paula Bevan, D.Ed., 2011
Teacher Effectiveness Process
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Formal Evaluation Tools
Teacher Effectiveness Process
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(Optional)
_____ Formative _____ Summative
(Optional)
This column
completed with
teacher through
rubric comparison
LESSON PLAN:
EVIDENCE OF DOMAINS 1 AND 4
(To be completed by the teacher in advance of announced observation and sent to
evaluator 2 days in advance)
(Evidence not required for each D4 component for 1 lesson)
This column
completed with
teacher through
rubric comparison
DOMAIN 1
DOMAIN 4:
o F
o NI
o P
o D
1a. Demonstrating Knowledge of
Content and Pedagogy: What is the content
to be taught? What prerequisite learning is required?
4a. Reflecting on Teaching: (Following the
lesson) Collect samples of the students work from the
observed lesson that represent a range of student
performance. Discuss the degree to which students met your
objectives and how the work shows this.
o F
o NI
o P
o D
o F
o NI
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o D
1b. Demonstrating Knowledge of
Students: Characterize the class. How will you
modify this lesson for groups or individual students?
4b. Maintaining Accurate Records: How
do you track student learning as it relates to this lesson?
o F
o NI
o P
o D
o F
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o D
1c. Selecting Instructional
Outcomes: What do you want students to learn
during this lesson?
4c. Communicating with Families: What
specifically have you learn by communicating with families
that impacted your planning of this lesson/
o F
o NI
o P
o D
o F
o NI
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o D
1d. Demonstrating Knowledge of
Resources: What resources were considered for
this lesson and rejected? Why? What resources will be
used? Why?
4d. Participating in a Professional
Community: In what ways is today’s lesson related to
collaboration with colleagues?
o F
o NI
o P
o D
o F
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o D
1e.Designing Coherent Instruction:
List very briefly the steps of the lesson
4e. Growing and Developing
Professionally: What aspects of this lesson are the
result of some recent professional learning?
o F
o NI
o P
o D
o F
o NI
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o D
1f: Designing Student Assessments:
How will you measure the goals articulated in 1c?
What does success look like?
4f: Showing Professionalism: In what ways
have you been an advocate for students that relate directly to
this lesson?
o F
o NI
o P
o D
Teacher Effectiveness Process
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(Optional)
This column
completed with
teacher through
rubric comparison
OBSERVATION:
EVIDENCE FOR DOMAINS 2, 3
_____Announced ____Unannounced
____ Formative ___ Summative
(Optional)
This column
completed with
teacher through
rubric comparison
o F
o NI
o P
o D
2a. Creating a Climate of Respect and
Rapport
Teacher Interaction with Students
Student Interactions with One Another
3a. Communicating with Students
Expectations for Learning
Directions and Procedures
Explanations of Content
Use of Oral and Written Language
o F
o NI
o P
o D
o F
o NI
o P
o D
2b. Creating a Culture for Learning
Importance of the Content
Expectations for Learning and Achievement
Student Pride in Work
3b. Using Questioning and Discussion
Techniques
Quality of Questions
Discussion Techniques
Student Participation
o F
o NI
o P
o D
o F
o NI
o P
o D
2c. Managing Classroom Procedures
Management of Instructional Groups
Management of Transitions
Management of Materials And Supplies
Performance of Non-Instructional Duties
Supervision of Volunteers And Paraprofessionals
3c. Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
o F
o NI
o P
o D
o F
o NI
o P
o D
2d. Managing Student Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
3d. Assessing Student Learning
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of Progress
o F
o NI
o P
o D
o F
o NI
o P
o D
2e. Organizing the Physical Space
Safety and Accessibility
Arrangement of Furniture and Use of Physical
Resources.
3e. Demonstrating Flexibility and
Responsiveness
Lesson adjustment
Response to Students
Persistence
o F
o NI
o P
o D
Teacher Effectiveness Process
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Observation Summary
Component Strengths of the Teacher’s Practice (List no more than two components.)
Component Areas for Growth in the Teacher’s Practice (List no more than two components)
Next Steps:
We have conducted a conversation and rubric assessment on the above items.
Teacher’s signature: ____________________________ Date:
Administrator’s signature: ____________________________ Date:
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Teacher response/evidence (optional):
WALK-THROUGH OBSERVATION
EVIDENCE FOR DOMAINS 1, 2, 3, and/or 4
Date:
Evidence
Related
Components
Component Strength and
comment:
Component for Focus and
comment:
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Teacher Self-assessment___ Evaluator Assessment____
Domain 1: Planning and Preparation
Component
Failing
Needs Improvement
Proficient
Distinguished
N/A
1a:
Demonstrating
knowledge of
content and
pedagogy
Teacher’s plans and
practice display little
knowledge of the
content, prerequisite
relationships between
different aspects of the
content, or of the
instructional practices
specific to that
discipline.
Teacher’s plans and practice
reflect some awareness of
the important concepts in the
discipline, prerequisite
relations between them and
of the instructional practices
specific to that discipline.
Teacher’s plans and
practice reflect solid
knowledge of the content,
prerequisite relations
between important
concepts and of the
instructional practices
specific to that discipline.
Teacher’s plans and practice reflect
extensive knowledge of the content
and of the structure of the discipline.
Teacher actively builds on
knowledge of prerequisites and
misconceptions when describing
instruction or seeking causes for
student misunderstanding.
1b:
Demonstrating
knowledge of
students
Teacher demonstrates
little or no knowledge of
students’ backgrounds,
cultures, skills, language
proficiency, interests,
and special needs, and
does not seek such
understanding.
Teacher indicates the
importance of understanding
students’ backgrounds,
cultures, skills, language
proficiency, interests, and
special needs, and attains
this knowledge for the class
as a whole.
Teacher actively seeks
knowledge of students’
backgrounds, cultures,
skills, language
proficiency, interests, and
special needs, and attains
this knowledge for groups
of students.
Teacher actively seeks knowledge of
students’ backgrounds, cultures,
skills, language proficiency,
interests, and special needs from a
variety of sources, and attains this
knowledge for individual students.
1c: Setting
instructional
outcomes
Instructional outcomes
are unsuitable for
students, represent trivial
or low-level learning, or
are stated only as
activities. They do not
permit viable methods of
assessment.
Instructional outcomes are of
moderate rigor and are
suitable for some students,
but consist of a combination
of activities and goals, some
of which permit viable
methods of assessment. They
reflect more than one type of
learning, but teacher makes
no attempt at coordination or
integration.
Instructional outcomes are
stated as goals reflecting
high-level learning and
curriculum standards. They
are suitable for most
students in the class,
represent different types of
learning, and are capable
of assessment. The
outcomes reflect
opportunities for
coordination.
Instructional outcomes are stated as
goals that can be assessed, reflecting
rigorous learning and curriculum
standards. They represent different
types of content, offer opportunities
for both coordination and
integration, and take account of the
needs of individual students.
1d:
Demonstrating
knowledge of
resources
Teacher demonstrates
little or no familiarity
with resources to
enhance own
knowledge, to use in
teaching, or for students
who need them. Teacher
does not seek such
knowledge
Teacher demonstrates some
familiarity with resources
available through the school
or district to enhance own
knowledge, to use in
teaching, or for students who
need them. Teacher does not
seek to extend such
knowledge
Teacher is fully aware of
the resources available
through the school or
district to enhance own
knowledge, to use in
teaching, or for students
who need them.
Teacher seeks out resources in and
beyond the school or district in
professional organizations, on the
Internet, and in the community to
enhance own knowledge, to use in
teaching, and for students who need
them.
1e: Designing
coherent
instruction
The series of learning
experiences are poorly
aligned with the
instructional outcomes
and do not represent a
coherent structure. They
are suitable for only
some students.
The series of learning
experiences demonstrates
partial alignment with
instructional outcomes, some
of which are likely to engage
students in significant
learning. The lesson or unit
has a recognizable structure
and reflects partial
knowledge of students and
resources.
Teacher coordinates
knowledge of content, of
students, and of resources,
to design a series of
learning experiences
aligned to instructional
outcomes and suitable to
groups of students. The
lesson or unit has a clear
structure and is likely to
engage students in
significant learning.
Teacher coordinates knowledge of
content, of students, and of
resources, to design a series of
learning experiences aligned to
instructional outcomes,
differentiated where appropriate to
make them suitable to all students
and likely to engage them in
significant learning. The lesson or
unit’s structure is clear and allows
for different pathways according to
student needs.
1f: Designing
student
assessment
Teacher’s plan for
assessing student
learning contains no
clear criteria or
standards, is poorly
aligned with the
instructional outcomes,
or is inappropriate to
many students.
Assessment results not
used in planning
Teacher’s plan for student
assessment is partially
aligned with the instructional
outcomes, without clear
criteria, and inappropriate
for at least some students.
Teacher intends to use
assessment results to plan for
future instruction for the
class as a whole.
Teacher’s plan for student
assessment is aligned with
the instructional outcomes,
using clear criteria, is
appropriate to the needs of
students. Teacher intends
to use assessment results to
plan for future instruction
for groups of students.
Teacher’s plan for student
assessment is fully aligned with the
instructional outcomes, with clear
criteria and standards that show
evidence of student contribution to
their development. Assessment
methodologies may have been
adapted for individuals, and the
teacher intends to use assessment
results to plan future instruction for
individual students.
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Domain 2: The Classroom Environment
Component
Failing
Needs Improvement
Proficient
Distinguished
2a: Creating
an
environment of
respect and
rapport
Classroom interactions,
both between the teacher
and students and among
students, are negative,
inappropriate, or
insensitive to students’
cultural backgrounds, and
characterized by sarcasm,
put-downs, or conflict.
Classroom interactions, both
between the teacher and students
and among students, are
generally appropriate and free
from conflict but may be
characterized by occasional
displays of insensitivity or lack
of responsiveness to cultural or
developmental differences
among students.
Classroom interactions,
between teacher and students
and among students are
polite and respectful,
reflecting general warmth
and caring, and are
appropriate to the cultural
and developmental
differences among groups of
students.
Classroom interactions among the
teacher and individual students are
highly respectful, reflecting
genuine warmth and caring and
sensitivity to students’ cultures
and levels of development.
Students themselves ensure high
levels of civility among members
of the class.
2b:
Establishing a
culture for
learning
The classroom
environment conveys a
negative culture for
learning, characterized by
low teacher commitment to
the subject, low
expectations for student
achievement, and little or
no student pride in work.
Teacher’s attempt to create a
culture for learning are partially
successful, with little teacher
commitment to the subject,
modest expectations for student
achievement, and little student
pride in work. Both teacher and
students appear to be only
“going through the motions.”
The classroom culture is
characterized by high
expectations for most
students, genuine
commitment to the subject
by both teacher and students,
with students demonstrating
pride in their work.
High levels of student energy and
teacher passion for the subject
create a culture for learning in
which everyone shares a belied in
the importance of the subject, and
all students hold themselves to
high standards of performance, for
example by initiating
improvements to their work.
2c: Managing
classroom
procedures
Much instructional time is
lost due to inefficient
classroom routines and
procedures, for transitions,
handling of supplies, and
performance of non-
instructional duties.
Some instructional time is lost
due to only partially effective
classroom routines and
procedures, for transitions,
handling of supplies, and
performance of non-instructional
duties.
Little instructional time is
lost due to classroom
routines and procedures, for
transitions, handling of
supplies, and performance of
non-instructional duties,
which occur smoothly.
Students contribute to the
seamless operation of classroom
routines and procedures, for
transitions, handling of supplies,
and performance of non-
instructional duties.
2d: Managing
student
behavior
There is no evidence that
standards of conduct have
been established, and little
or no teacher monitoring of
student behavior. Response
to student misbehavior is
repressive, or disrespectful
of student dignity.
It appears that the teacher has
made an effort to establish
standards of conduct for
students. Teacher tries, with
uneven results, to monitor
student behavior and respond to
student misbehavior.
Standards of conduct appear
to be clear to students, and
the teacher monitors student
behavior against those
standards. Teacher response
to student misbehavior is
appropriate and respects the
students’ dignity.
Standards of conduct are clear,
with evidence of student
participation in setting them.
Teacher’s monitoring of student
behavior is subtle and preventive,
and teacher’s response to student
misbehavior is sensitive to
individual student needs. Students
take an active role in monitoring
the standards of behavior.
2e: Organizing
physical space
The physical environment
is unsafe, or some students
don’t have access to
learning. There is poor
alignment between the
physical arrangement and
the lesson activities.
The classroom is safe, and
essential learning is accessible to
most students, and the teacher’s
use of physical resources,
including computer technology,
is moderately effective. Teacher
may attempt to modify the
physical arrangement to suit
learning activities, with partial
success.
The classroom is safe, and
learning is accessible to all
students; teacher ensures that
the physical arrangement is
appropriate to the learning
activities. Teacher makes
effective use of physical
resources, including
computer technology.
The classroom is safe, and the
physical environment ensures the
learning of all students, including
those with special needs. Students
contribute to the use or adaptation
of the physical environment to
advance learning. Technology is
used skillfully, as appropriate to
the lesson.
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Domain 3: Instruction
Component
Failing
Needs Improvement
Proficient
Distinguished
N/A
3a:
Communicating
with students
Expectations for learning,
directions and procedures,
and explanations of
content are unclear or
confusing to students.
Teacher’s use of language
contains errors or is
inappropriate to students’
cultures or levels of
development.
Expectations for learning,
directions and procedures,
and explanations of content
are clarified after initial
confusion; teacher’s use of
language is correct but may
not be completely
appropriate to students’
cultures or levels of
development.
Expectations for learning,
directions and procedures, and
explanations of content are
clear to students.
Communications are
appropriate to students’
cultures and levels of
development
Expectations for learning,
directions and procedures, and
explanations of content are
clear to students. Teacher’s
oral and written
communication is clear and
expressive, appropriate to
students’ cultures and levels of
development, and anticipates
possible student
misconceptions.
3b: Using
questioning and
discussion
techniques
Teacher’s questions are
low-level or inappropriate,
eliciting limited student
participation, and
recitation rather than
discussion.
Some of the teacher’s
questions elicit a thoughtful
response, but most are low-
level, posed in rapid
succession. Teacher’
attempts to engage all
students in the discussion
are only partially successful.
Most of the teacher’s
questions elicit a thoughtful
response, and the teacher
allows sufficient time for
students to answer. All
students participate in the
discussion, with the teacher
stepping aside when
appropriate.
Questions reflect high
expectations and are culturally
and developmentally
appropriate. Students
formulate many of the high-
level questions and ensure that
all voices are heard.
3c: Engaging
students in
learning
Activities and
assignments, materials,
and groupings of students
are inappropriate to the
instructional outcomes, or
students’ cultures or levels
of understanding, resulting
in little intellectual
engagement. The lesson
has no structure or is
poorly paced.
Activities and assignments,
materials, and groupings of
students are partially
appropriate to the
instructional outcomes, or
students’ cultures or levels
of understanding, resulting
in moderate intellectual
engagement. The lesson has
a recognizable structure but
is not fully maintained.
Activities and assignments,
materials, and groupings of
students are fully appropriate
to the instructional outcomes,
and students’ cultures and
levels of understanding. All
students are engaged in work
of a high level of rigor. The
lesson’s structure is coherent,
with appropriate pace.
Students are highly
intellectually engaged
throughout the lesson in
significant learning, and make
material contributions to the
activities, student groupings,
and materials. The lesson is
adapted as needed to the needs
of individuals, and the
structure and pacing allow for
student reflection and closure
3d: Using
Assessment in
Instruction
Assessment is not used in
instruction, either through
students’ awareness of the
assessment criteria,
monitoring of progress by
teacher or students, or
through feedback to
students.
Assessment is occasionally
used in instruction, through
some monitoring of
progress of learning by
teacher and/or students.
Feedback to students is
uneven, and students are
aware of only some of the
assessment criteria used to
evaluate their work.
Assessment is regularly used
in instruction, through self-
assessment by students,
monitoring of progress of
learning by teacher and/or
students, and through high
quality feedback to students.
Students are fully aware of the
assessment criteria used to
evaluate their work.
Assessment is used in a
sophisticated manner in
instruction, through student
involvement in establishing the
assessment criteria, self-
assessment by students and
monitoring of progress by both
students and teachers, and high
quality feedback to students
from a variety of sources.
3e:
Demonstrating
flexibility and
responsiveness
Teacher adheres to the
instruction plan, even
when a change would
improve the lesson or of
students’ lack of interest.
Teacher brushes aside
student questions; when
students experience
difficulty, the teacher
blames the students or
their home environment.
Teacher attempts to modify
the lesson when needed and
to respond to student
questions, with moderate
success. Teacher accepts
responsibility for student
success, but has only a
limited repertoire of
strategies to draw upon.
Teacher promotes the
successful learning of all
students, making adjustments
as needed to instruction plans
and accommodating student
questions, needs and interests.
Teacher seizes an opportunity
to enhance learning, building
on a spontaneous event or
student interests. Teacher
ensures the success of all
students, using an extensive
repertoire of instructional
strategies.
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Domain 4: Professional Responsibilities
Component
Failing
Needs Improvement
Proficient
Distinguished
N/A
4a: Reflecting on
Teaching
Teacher’s reflection does
not accurately assess the
lesson’s effectiveness, the
degree to which outcomes
were met and/or has no
suggestions for how a
lesson could be improved.
Teacher’s reflection is a
generally accurate impression of
a lesson’s effectiveness, the
degree to which outcomes were
met and/or makes general
suggestions about how a lesson
could be improved.
Teacher’s reflection
accurately assesses the
lesson’s effectiveness/degree
to which outcomes were met
and can cite evidence to
support the judgment; makes
specific suggestions for
lesson improvement.
Teacher’s reflection accurately,
thoughtfully assesses the
lesson’s effectiveness/degree to
which outcomes were met, citing
specific examples; offers
specific alternative actions
drawing on an extensive
repertoire of skills.
4c:Communicating
with Families
The educator provides
little/no culturally-
appropriate information to
families about the
instructional program,
student progress or
responses to family
concerns. Families are not
engaged in the instructional
program.
The educator provides minimal
and/or occasionally insensitive
communication/response to
family concerns; partially
successful attempts to engage
families in the instructional
program.
The educator provides
frequent, culturally-
appropriate information to
families about the
instructional program, student
progress, and responses to
family concerns; frequent,
successful efforts to engage
families in the instructional
program.
The educator provides frequent,
culturally-appropriate
information to families with
student input; successful efforts
to engage families in the
instructional program to enhance
student learning.
4d: Participating in
a Professional
Community
Professional relationships
with colleagues are
negative or self-serving;
teacher avoids participation
in a culture of inquiry
and/or avoids becoming
involved in school events
and/or school and district
projects.
Professional relationships are
cordial and fulfill required
school/district duties; include
involvement in a culture of
inquiry, school events and/or
school/district projects when
asked.
Professional relationships are
characterized by mutual
support and cooperation;
include active participation in
a culture of professional
inquiry, school events and
school/district projects, with
teacher making substantial
contributions.
Professional relationships are
characterized by mutual support,
cooperation and initiative in
assuming leadership in
promoting a culture of inquiry
and making substantial
contributions to school/district
projects.
4e: Growing and
Developing
Professionally
Teacher engages in no
professional development
activities and/or resists
feedback on teaching
performance and/or makes
no effort to share
knowledge with others or
to assume professional
responsibilities.
Teacher engages in professional
activities to a limited extent
and/or accepts with some
reluctance, feedback on teaching
performance and/or finds
limited ways to contribute to the
profession.
Teacher engages in seeking
out professional development
opportunities, welcomes
feedback on performances
and participates actively in
assisting other educators.
Teacher engages in seeking out
opportunities for professional
development and makes a
systematic effort to conduct
action research, seeks out
feedback and initiates important
activities to contribute to the
profession.
4f: Showing
Professionalism
Teachers professional
interactions are
characterized by
questionable integrity, lack
of awareness of student
needs, and/or decisions that
are self-serving, and/or do
not comply with
school/district regulations.
Teacher interactions are
characterized by honest, genuine
but inconsistent attempts to
serve students, decision-making
based on limited data, and/or
minimal compliance with
school/district regulations.
Teacher interactions are
characterized by honesty,
integrity, confidentiality
and/or assurance that all
students are fairly served,
participation in team or
departmental decision-
making, and/or full
compliance with regulations.
Teacher displays the highest
standards of honesty, integrity,
confidentiality; assumption of
leadership role with colleagues,
in serving students, challenging
negative attitudes/practices, in
ensuring full compliance with
regulations.
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S.M.A.R.T. GOALS FRAMEWORK
Identifying the Characteristics of S.M.A.R.T. Goals
To begin in self or team-directed growth, teachers are required to develop goals that are specific, actionable, and
measurable. In addition, these goals must be accompanied by action plans with benchmarks to assess progress. The
S.M.A.R.T. goals framework is a useful tool that individuals and teams can use to create effective goals and action
plans. The key characteristics of S.M.A.R.T. goals are as follows:
S = Specific and Strategic – Goals should be specific so that at the end of the evaluation cycle educators and
evaluators can determine whether they have been achieved. Goals should also be strategic, i.e., serve an important
purpose for students, the school, and/or the district.
M = Measurable – Goals should be measurable so that progress toward a goal can be evaluated and managed.
A = Action Oriented – Goals have active, not passive verbs. The action steps attached to the goals indicate
who is doing what.
R = Realistic (Rigorous, and Results Focused) – Goals should make clear what will be different as a
result of achieving the goal. A goal needs to describe a realistic yet ambitious result. It needs to stretch the educator,
team, school, or district toward improvement, but it should not be out of reach.
T = Timed and Tracked – A goal needs to have a final deadline, as well as interim deadlines by when key
actions will be completed and benchmarks will be achieved. Tracking the progress on both action steps and outcome
benchmarks is important, as they help educators know whether they are on track to achieve the goal, and give
educators information they need to make midcourse corrections.
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
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Creating S.M.A.R.T. Goals
Examine the table below. On the left is an educator goal that lacks several characteristics of a S.M.A.R.T. goal. By
analyzing the goal against the S.M.A.R.T. goals framework, the educator is able to create a more robust goal – one
that will be useful as the educator builds out her/his educator plan.
Goal
S.M.A.R.T. Goal
I will improve my 8th
grade students’
mathematical literacy
in geometry.
In order to ensure mathematical literacy in each of the three content areas for
eighth-grade geometry, I will incorporate essay questions into unit assessments
that require elaboration of mathematical reasoning so that by the end of the
2012–13 school year, 80 percent or more of my students demonstrate
proficiency on essay questions on the end-of-the-year eighth-grade geometry
assessment.
The analysis below shows how the revised goal meets the criteria of a S.M.A.R.T. goal.
S.M.A.R.T. Analysis
S
Is the goal specific
and strategic?
Yes. The goal is narrowly focused on “three content areas for eighth-grade
geometry” and involves the incorporation of “essay questions into unit
assessments that require elaboration of mathematical reasoning.”
M
Is it measurable?
Yes. The goal calls for “80 percent or more” of students to demonstrate
proficiency.
A
Is it action-oriented?
Yes. The goal uses action words such as “ensure,” “incorporate” and
“demonstrate.”
R
Does it have the 3
R’s?
Yes. The goal sets high but attainable expected outcomes for students.
T
Is it timed?
Yes. The goal should be met “by the end of the 2012-13 school year.”
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
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SHAMOKIN AREA SCHOOL DISTRICT - SMART Goal Worksheet
School:
Team Name:
Members of Team in Action Research:
District Goal(s):
School Goal(s):
Domain and Components:
1) Put an X next to the domain and component that your goal is focusing on.
2) Record a component (s) in each of the other domains that will be impacted by your goal.
Focus
Domain
Component
Planning and Preparation
The Classroom Environment Preparation
Instruction
Professional Responsibilities
Our Current Reality:
Team SMART Goal
Strategies and Action Steps
Who is Responsible
Target Date or Timeline
Evidence of Effectiveness
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Glossary
Professional Growth and Evaluation Plan--This plan will combine both supervision and
evaluation in order to provide a framework for professional development as it recognizes the
level of experience, effectiveness, and professionalism of teachers. This plan should relate to
district or building initiatives designed to improve student achievement and must contain a
cyclical timeline. It is aligned to the Danielson Framework for teaching which is the system
supported by PDE including formative and summative observations and evaluations.
Supervision- -An organizational function designed to enhance/promote teacher learning and
growth and, as a consequence, improve student learning. Teaching is a complex activity that
requires lifelong learning in a collegial relationship between teachers and supervisors with both
partners bringing different but equally important knowledge and skills to the process. In
supervision the learning process should be personalized and differentiated to fit the needs of the
teacher.
Evaluation--An organizational function designed to assess and make judgments about the
quality of teacher performance/competencies and identify areas for growth. Evaluation fulfills
the state’s obligation to protect children and is global and comprehensive. The task of the
evaluator is to make objective judgments about the teacher’s performance based upon evidence.
It is the role of the supervisor to conduct a standardized process utilizing an identified criteria
resulting in some form of summative rating.
Formal Observation Mode--Formal Observation is a mode of supervision that enables the
teacher to work with his/her supervisor for the purpose of improving the teaching/learning
environment by focusing on pedagogy, methodologies, resources, and techniques. Working
through the collaborative process, the teacher and supervisor can foster a climate to bring about
instructional improvement. This mode includes a pre-observation conference, a formal
observation, and a post-observation conference to determine areas for growth and serve as data
for the summative evaluation.
Self-Directed Model--The Self-directed model of supervision enables an individual teacher to
engage in a sustained study of a particular domain and component of the Danielson Framework
that will enhance teaching skills and increase student achievement as evidenced by supporting
data.
Team-Directed Model--A collaborative process in which two or more teachers agree to work
together for their own professional growth. This process may take place in an individual
classroom, in a team teaching set up, or in an interdisciplinary cooperative setting.
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Intensive Supervision Assistance Plan--Intensive supervision is where professionals are placed
in the Intensive Supervision program by a supervisor because they have been identified through
observation as being an at-risk employee. An at-risk employee has been identified as needing
improvement or failing on the Danielson Framework for teaching. Every professional placed in
the Intensive Supervision program will receive a Performance Improvement Plan that will
require the formal observation mode at least every six weeks.
Categories of Performance-- Failing, Needs Improvement, Proficient, Distinguished
Walk-through observation--The walk-through can be defined as a brief, structured classroom
observation by the supervisor that is followed by a conversation between the supervisor and the
teacher about what was observed. Walk-throughs are formative observations that develop
summative evaluations.
Portfolio--A portfolio is a tool used to collect evidence needed to document progress toward an
identified goal. The items or artifacts gathered within it are reflective of the Four Domains of
Charlotte Danielson: Planning and Preparation, The Classroom Environment, Instruction, and
Professional Responsibilities.
Action Research--A process, which can be carried out by a single teacher or group of teachers,
allowing for problem solving, searching for solutions, experimentation, analysis, and reflection
through the development of research questions, literature reviews, methodology, research design,
data collection, data analysis and interpretation, and drawing conclusions and is measurable by
data or an instrument of data. This process is goal-driven, closes the gap between conducting
research and implementing research, and can translate into improved classroom practice and
student achievement.
Goals--Based on a domain and component from the Danielson Framework, goals focus on a
teacher’s or team’s professional needs, resulting in student achievement. Goals should be
specific, measurable, attainable, realistic, and timely.