appendix a appr teacher rubric and observation form

13 Pages·2011·0.04 MB·English

APPENDIX A

APPR TEACHER RUBRIC

AND OBSERVATION FORM

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CONTENT AND PROFESSIONAL KNOWLEDGE

*Demonstrates a thorough knowledge of the subject matter area and curriculum.

Element Distinguished Proficient Basic Unsatisfactory
Interdisciplinary Extensive and current Discipline knowledge goes General knowledge of the Inadequate knowledge of the
Knowledge knowledge of disciplines beyond the text and consistent discipline being taught discipline being taught
connections with other
disciplines are made
Use of District Fully aligned with curricula and Consistently displays Generally reflects congruence Minimal evidence of
Curricula, which standards congruence with curriculum with curriculum and standards curriculum or standards
and standards implementation
includes the New York
State Standards

*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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PREPARATION

*Demonstrates appropriate preparation employing the necessary pedagogical practices to
support instruction.

Element Distinguished Proficient Basic Unsatisfactory
Selecting instructional Teacher’s goals represent Teacher’s goals represent Teacher’s goals are of Teacher’s goals are not
goals valuable high-level learning valuable learning and are moderate value and are aligned valuable or are not aligned with
and relate to multiple aligned with the standards with the standards. the standards.
disciplines and standards
Plans for effective Lesson design reflects Consistently incorporates Generally incorporates Little evidence of effective
instruction which collaboration and/or multiple components of an effective components of an effective lesson design
disciplines lesson design lesson design
includes but is not
limited to:
- Objective/Purpose
- Linking to Prior
Instruction
- Essential Vocabulary
- Modeling
- Active Participation
- Monitor and Adjust
- Differentiating
- Resources/Material
and/or Personnel

*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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INSTRUCTIONAL DELIVERY

*Demonstrates that the delivery of instruction encourages active student involvement,
appropriate teacher/student interaction and clear and focused instruction resulting in
student learning.

Element Distinguished Proficient Basic Unsatisfactory
Directions/Procedures Directions and procedures Directions and procedures are Directions and procedures are Directions and procedures are
anticipate possible student clearly accessible and detailed clear and accessible confusing
misunderstandings
Engages Students Students are highly engaged Students are consistently Students are generally Students are minimally
throughout the lesson engaged engaged engaged
Questioning and Teacher’s use of questioning Teacher’s use of questioning Teacher’s use of questioning Teacher makes poor use of
Discussion Techniques and discussion techniques and discussion techniques and discussion techniques questioning and discussion
reflects high-level questions, reflects high-level questions, reflects some attempts at techniques, with low-level
true discussion, and full true discussion, and high-level questions, true questions, limited student
engagement of all students engagement of students discussion, and moderate participation, and little true
student engagement discussion

Integrates Appropriate Multiple technologies are Consistently integrates Generally integrates Minimal evidence that
Technology infused to enhance student appropriate technologies appropriate technologies appropriate technology is
learning integrated
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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CLASSROOM MANAGEMENT

*Demonstrates classroom management skills supportive of diverse student learning needs
that create an environment conducive to student learning.

Element Distinguished Proficient Basic Unsatisfactory
Respect and Rapport Classroom interactions are Classroom interactions are Classroom interactions are Classroom interactions are
constructive, collaborative, consistently respectful of the generally respectful of the negative or inappropriate
mutually reinforced and are cultural developmental cultural developmental
positively reflect the differences among groups of differences among groups of
differences between students students but may be
individuals and among characterized by occasional
groups. displays of insensitivity.
Organizing Physical Physical space and resources Physical resources are Physical space and resources Physical space and resources
Space are used creatively and utilized to accommodate are utilized to support are used ineffectively or
enhance student learning various levels of learning learning creates unsafe conditions
Culture for Learning Demonstrates passion and Classroom culture Classroom culture generally Classroom culture does not
commitment for the content consistently supports learning supports learning support learning
and holds student and self to
the highest standard
Class Procedures Classroom routines and Classroom routines and Classroom routines and Classroom routines and
procedures are seamless in procedures have been procedures have been procedures are either
their operation and function established and function established by function nonexistent or inefficient,
smoothly for the most part, unevenly or inconsistently resulting in the loss of
with little loss of instruction with some loss of instruction instruction time or unsafe
time of time conditions
Managing Student Anticipates and manages Response to student behavior Response to student behavior Inappropriate response to
Behaviors behavior to enhance learning is consistent, timely and is generally timely and student misbehavior
appropriate appropriate for learning to
take place
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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STUDENT DEVELOPMENT

*Demonstrates knowledge of student development, and understanding and appreciation of
diversity, and the regular application of developmentally appropriate instructional strategies
for the benefit of all students.

Element Distinguished Proficient Basic Unsatisfactory
Demonstrating Demonstrates thorough Demonstrates thorough Demonstrates partial Makes little or no attempt to
Knowledge knowledge of students’ knowledge of students’ knowledge of students’ acquire knowledge of
backgrounds, skills, and backgrounds, skills, and backgrounds, skills, and students’ backgrounds, skills,
of Students
interests, and uses this interests, and uses this interests, and attempts to use or interests, and does not use
knowledge to plan for knowledge to plan for groups this knowledge in planning such information in planning
individual student learning of students for the class as a whole
Demonstrating Highly responsive to students’ Seeks ways to ensure Demonstrates moderate Adheres to the instruction
Flexibility and interests and questions, successful learning for all flexibility and responsiveness plan in spite of evidence of
making major lesson students, making adjustments to students’ needs and poor student understanding or
Responsiveness
adjustments if necessary and as needed to instruction plans interests during a lesson, and students’ lack of interest, and

persists in ensuring the and responding to student seeks to ensure the success of fails to respond to students’
success of all students interests and questions all students questions; assumes no
responsibility for students’
failure to understand
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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STUDENT ASSESSMENT

*Demonstrates that he or she implements techniques to measure students’ progress in
learning, based on appropriate learning standards.

Element Distinguished Proficient Basic Unsatisfactory
Alignment with Multiple methods of Student assessment is Student assessment is generally Student assessment is
Instructional Goals assessment are congruent with congruent with instructional congruent with instructional incongruent with instructional
instructional goals goals goals goals
Assessing Student Innovative assessments are Multiple methods of Assessments and Student assessment contains
Learning collaboratively developed with assessment are effectively used accompanying criteria are unclear criteria or standards
students to differentiate instruction clearly communicated and used and/or is not used to inform
to inform instruction instruction
Testing Protocol N/A Consistently follows protocols Generally follows protocols Disregards protocols and/or
and adheres to test and adheres to test modifications
modifications modifications
Providing Feedback to Student reflection is infused Feedback is instructive and Feedback is timely and is Feedback is not timely and/or
Students into the feedback cycle constructive and given in a relevant to instructional goals relevant to instructional goals
timely manner or objectives or objectives
Student Participation Evidence of collaboration and Consistently holds students Generally holds students Minimal student accountability
and Task Completion differentiation for participation accountable accountable
and task completion
Maintaining Accurate Students contribute to Teacher’s system for Teacher’s system for Teacher’s system results in
Records maintenance of accurate maintaining accurate records is maintaining accurate records is errors and confusion
records efficient and effective generally effective
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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COLLABORATION

*Teacher develops effective collaborative relationships to meet the learning needs of
students.

Element Distinguished Proficient Basic Unsatisfactory
Relationship with Facilitates and enhances Exhibits support and cooperation Develops and maintains Relationships with colleagues
Colleagues positive collegial relationships in collegial relationships professional relationships with are nonproductive
on an ongoing basis colleagues
Staff Relationships that Facilitates additional Consistently works with others Generally works with others to Staff relationships hinder
Support the Needs of relationships that support to support student needs support student needs student learning/growth
student needs
Students
Inclusion of families in Collaborates with families on Includes families in student Informs families of student Makes minimal attempt to
the instructional matters of student performance performance involve families in student
performance performance
program
Community Collaborates with community Consistently uses community General knowledge of Minimal knowledge or
relationships that to enhance student learning resources to enhance student community resources; contact with community
learning occasional contact with
support the needs of
community
students
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

REFLECTIVE AND RESPONSIVE PRACTICE

*Teacher will demonstrate that practices are reviewed; effectively assessed and appropriate
adjustments are made.

Element Distinguished Proficient Basic Unsatisfactory
Conscious Refinement Reflection and refinement are Demonstrates meaningful Generally demonstrates Demonstrates little
of Practice continuous and pervasive reflection and refinement meaningful reflection and meaningful reflection and/or
refinement refinement
Professional Seeks and leads opportunities Seeks opportunities for Engages in professional Shows minimal signs of
Development for professional growth professional growth development engaging in professional
development
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.

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PROFESSIONAL OBLIGATION

*Teacher demonstrates professional behaviors with all constituents of the school
community.

Element Distinguished Proficient Basic Unsatisfactory
Demonstrates Serves as a model for others Consistently punctual and Generally punctual and Lack of punctuality and
Punctuality and dependable dependable dependability negatively
Dependability impact the learning
environment.
Maintains Acts in a professional manner Consistently maintains Generally respects Lack of confidentiality
Confidentiality maintaining confidentiality in confidentiality in the school and confidentiality in the school negatively impacts students
the school and community at community and community colleagues and/or the
all times learning environment
Follows District and Serves as a role model for Consistently follows district and Generally follows district Failure to follow district
Building Policies and others building policies and procedures and/or building policies and and/or building policies and
Procedures procedures procedures negatively
impacts the learning
environment and/or safety
Participates in District, Assumes a leadership role Actively participates Generally participates Fails to participate and/or
School and Department negatively impacts learning
Meetings environment
Communication Promotes effective Consistently communicates in an Generally communicates in Communication or lack there
communication between all effective manner an effective manner of negatively impacts the
members of the school learning environment and/or
community safety
*In order to be considered for any level, you must meet or exceed the criteria in all previous levels.
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PRE-OBSERVATION CONFERENCE FORM

Instructional Staff Member: Building:

Evaluator (Name, Title): Date of Observation:

Please bring a copy of your lesson plan. Please also indicate which New York State Learning Standards this lesson applies to.

The Lesson

1. Specific objectives: What will the students learn by the end of the lesson?

2. Provide a brief description of the lesson.

3. How will you assess if your students have learned what you expected them to?

4. Is there anything you would like specific feedback on?

Background

1. What is the unit being taught?

2. Broad goals of unit (from curriculum).

3. Past lessons

4. Future lessons

5. Special information regarding specific students.

NOTE: It is recommended that the pre-observation conference is an opportunity for a dialogue between the evaluator and the staff member
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