Instructional Performance Rating Rubric FY13

The School District of Lee County

Performance Rating
School District of Lee County

Requires Action
Lesson plans and practice display no knowledge of the state standards, content, or the instructional practices specific to that discipline. Lesson plans are incomplete. Lesson plans are not evident on a consistent basis.

Basic
Lesson plans and practice reflect some knowledge of the state standards, content and instructional practices specific to that discipline. Lesson plans are lacking basic elements, or are difficult for others to follow. Lesson plans are rudimentary. Some evidence of extension activities, methods, and higher level thinking skills.

Accomplished
Lesson plans and practice reflect consistent and appropriate knowledge of the state standards and the instructional practices specific to that discipline. Lesson plans include all basic elements of lesson design including objectives. Consistent evidence of extension activities, methods, and higher level thinking skills.

Exemplary
Lesson plans and practice reflect detailed knowledge of state standards, content and instructional practices specific to that discipline. Lesson plans include extensive use of higher level thinking skills, activities, and application. Research and new or innovative methods are extensively incorporated into lesson plans and instructional strategies. Teachers 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 utilizes results to plan for future instruction for individual students. Assessments are adapted for individual students and provide multiple ways to demonstrate mastery and multiple opportunities during the unit to demonstrate mastery. The teacher collaboratively develops and monitors ambitious and measurable achievement goals with individual students, as well as instructional outcomes for the class or course, that are aligned to the state standards.

Domain 1: Planning and Preparation

1a. Demonstrating Knowledge of Content and Pedagogy

1b. Designing Student Assessment

Teachers plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is not appropriate for most students. The results of assessment have minimal impact on the design of future instruction.

Teachers plan for student assessment is moderately aligned with the instructional outcomes, lacks clear criteria, and is not appropriate for at least some students. Teacher utilizes assessment results to plan for future instruction for the class as a whole. Assessments provide students with limited ways to demonstrate mastery.

Teachers plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. Teacher utilizes assessment results to plan for future instruction for groups of students. Assessments provide students with multiple ways to demonstrate mastery.

1c. Setting Instructional Outcomes

The teacher develops general student achievement goals for the class or does not develop goals at all.

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. Outcomes reflect more than one activity, and there is some evidence of, or attempt at, coordination or integration. The teacher develops measurable student achievement goals for her or his class.

Instructional outcomes are stated as goals reflecting high-level learning and state standards, are suitable for most students in the class, represent different types of learning, and can be assessed. Outcomes reflect opportunities for extension and interdisciplinary application. The teacher develops measurable student achievement goals for the class that are aligned to content standards and are differentiated based on the needs of the class.

Instructional Performance Rating Rubric FY13

The School District of Lee County

Performance Rating
School District of Lee County

Requires Action
The teacher demonstrates minimal familiarity with resources and technology available to enhance own knowledge, use in teaching, or to provide for students who need them.

Basic
The teacher, at times, demonstrates some familiarity with resources and basic technology available through the school or district to enhance own knowledge, to use in teaching, or to provide for students who need them. The teacher makes limited attempts to extend knowledge of resources and technology.

Accomplished
The teacher consistently utilizes the basic or required resources and technology available through the school or district to enhance own knowledge, use in teaching, or to provide for students who need them. The teacher utilizes available support for required knowledge of resources and technology.

Exemplary
The teacher extensively integrates resources and technology (as available) in and beyond the school, the district and the community to enhance own knowledge, to use in teaching, and to provide for students who need them. The teacher provides support to others for required knowledge of resources and technology.

1d. Demonstrating Knowledge of Resources and Technology

The teacher does not seek knowledge of resources and technology.

1e. Designing Coherent Instruction that Demonstrates Knowledge of Students

The teacher's plan for learning experiences is poorly aligned with instructional outcomes and does not represent a coherent structure. Lessons are not differentiated. Teacher demonstrates minimal knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding.

The teacher's plan for learning experiences demonstrates some alignment with instructional outcomes. Lessons have a recognizable structure and reflect moderate knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan. Lessons are inconsistently differentiated. Teacher demonstrates some knowledge of the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole.

The teacher's plan for learning experiences consistently demonstrates knowledge of content, students, and resources to design lessons that are aligned to instructional outcomes. Lessons have a clear structure and reflect effective knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan. Lessons are often differentiated and suitable for groups of students, and are likely to engage students in significant learning. Teacher clearly demonstrates the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole.

The teacher's plan for learning experiences extensively demonstrates knowledge of content, students, and resources to design detailed lessons that are fully aligned to instructional outcomes. Lessons have a clear structure, are reflective of detailed knowledge of grade level, school, or district strategies and resources found in the instructional standards and/or Academic Plan, and allow for different pathways according to student needs. Detailed interdisciplinary instruction is utilized, as appropriate, for the content, setting and level. Lessons are differentiated where appropriate, suitable for individual students, and expected to engage all students in significant learning. 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.

Instructional Performance Rating Rubric FY13

The School District of Lee County

Performance Rating Requires Action Domain 2: The Classroom Environment

2a. Creating an Environment of Respect
Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students' cultural backgrounds or developmental differences, and are characterized by sarcasm, put-downs, or conflict.

School District of Lee County

Basic
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.

Accomplished
Classroom interactions, both between teacher and students and among students, are polite and respectful, reflect general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students.

Exemplary
Classroom interactions, both between teacher and students and among students, are respectful and reflect genuine warmth, caring, and sensitivity to the cultural and developmental differences among groups of students. Students themselves ensure high levels of civility among members of the class.

2b. Establishes a Culture for Learning

The teacher has not created a positive culture for learning. Teacher commitment to the subject matter and expectations for student achievement are low. Student pride in work is not evident.

The teacher has moderately established a positive culture for learning. Commitment to the subject matter is developing, and there are rudimentary expectations for student achievement. Students show some pride in their work.

The teacher has created a positive classroom culture for learning, characterized by high expectations for most students, the belief that students can succeed if they work hard, and appropriate commitment to the subject matter by both the teacher and students. Students demonstrate pride in their work.

The teacher has created a culture for learning characterized by high levels of student energy and the teacher's passion for the subject area. Everyone shares a belief in the importance of the subject and the belief that all students can succeed if they work hard. All students hold themselves to high standards of performance; for example, by initiating improvement to their work.

2c. Establishes and Manages Classroom Procedures

Considerable instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties.

Some instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which are only rudimentary.

Little instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties, which occur smoothly.

Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of noninstructional duties.

Instructional Performance Rating Rubric FY13

The School District of Lee County

Performance Rating
School District of Lee County

Requires Action
There is no evidence that standards of conduct have been established and minimal teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. The teacher does not address off-task, inappropriate, or challenging behavior efficiently, thereby creating significant negative impact on the learning of students in the class. The teacher does not reinforce positive behavior.

Basic
There is some evidence that the teacher has made an effort to establish standards of conduct for students and tries to monitor student behavior, but these efforts are not always successful. The teacher addresses some off task, inappropriate, or challenging behavior efficiently, thereby creating some negative impact on the learning of students in the class. The teacher generally reinforces positive behavior.

Accomplished
There is consistent evidence that standards of conduct are clear to students, and the teacher monitors student behavior against those standards. The teacher's response to student misbehavior is appropriate and respectful to students. The teacher addresses most off-task, inappropriate, or challenging behavior efficiently, thereby creating little negative impact on the learning of students in the class. The teacher strategically reinforces positive behavior.

Exemplary
Standards of conduct are clear, with evidence of student participation in setting them. Expectations are developed and taught. The teacher's monitoring of student behavior is subtle and preventative, and the teacher's response to student misbehavior is sensitive to individual student needs. The teacher addresses almost all off-task, inappropriate, or challenging behavior efficiently, thereby creating no negative impact on the learning of students in the class. Students take an active role in monitoring the standards of behavior and there is significant evidence that students support the positive classroom culture.

2d. Stops Misconduct by Using Effective, Appropriate Techniques

2e. Organizing Physical Space

The physical environment is unsafe, or students don't have access to learning. There is poor alignment between the physical arrangement and the lesson activities.

The classroom is safe, essential learning is accessible to some students, and the teacher's use of physical resources is moderately effective. Teacher may attempt to modify the physical arrangement to suit learning activities, with limited success.

The classroom is safe, and learning is accessible to most students. Teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources.

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.

Instructional Performance Rating Rubric FY13

The School District of Lee County

School District of Lee County

Performance Rating Requires Action Basic

The teacher has a positive presence in the classroom. The teacher develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson and connecting the objective to prior knowledge.

Accomplished
The teacher has a positive presence in the classroom. The teacher effectively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson, connecting the objective to prior knowledge, and explaining the importance of the objective.

Exemplary
The teacher has a positive presence in the classroom. The teacher extensively develops students understanding of the objective by communicating what students will know or be able to do by the end of the lesson, connecting the objective to prior knowledge, explaining the importance of the objective, providing multiple opportunities for student think time, and referring to the objective at key points during the lesson. The teacher checks for understanding of content at all key moments. Checks always provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction if necessary. The teacher regularly asks questions that reflect high expectations and are culturally and developmentally appropriate, always allows sufficient time for students to answer, promotes critical and creative thinking, ensures that all voices are heard, and frequently responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher frequently uses guided discussion techniques with success.

Domain 3: Instruction
3a. Communicating with Students
The teacher has an inadequate presence in the classroom. The teacher ineffectively develops students understanding of the objective by not communicating it, the teacher does not have a clear objective, or the lesson does not connect to the objective.

3b. Using Questioning and Discussion Techniques

The teacher checks for understanding of content, but misses all key moments. Checks do not provide an accurate pulse of the class' understanding. The teacher asks questions that are lowlevel or inappropriate, elicits minimal or no student participation and recitation rather than discussion, and does not respond to students' correct answers by probing for higher-level understanding in an effective manner. The teacher does not use guided discussion techniques.

The teacher checks for understanding of content, but misses several key moments. Checks sometimes provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction, if necessary. The teacher asks few questions that elicit a thoughtful response, attempts to engage all students in the discussion but is only moderately successful, and sometimes responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher attempts to use guided discussion techniques with limited success.

The teacher checks for understanding of content, but misses one or two key moments. Checks consistently provide an accurate pulse of the class' understanding, such that the teacher has enough information to adjust subsequent instruction, if necessary. The teacher asks many questions that elicit a thoughtful response and consistently allows sufficient time for students to answer, engages most students in the discussion, steps aside when appropriate, and consistently responds to students' correct answers by probing for higher level understanding in an effective manner. The teacher uses guided discussion techniques with success.

Instructional Performance Rating Rubric FY13

The School District of Lee County

School District of Lee County

Performance Rating Requires Action Basic

Activities and assignments, materials, and groupings of students are moderately appropriate for the instructional outcomes or are somewhat sensitive to the students' culture or level of understanding, resulting in moderate intellectual engagement. Lessons have recognizable structure, but are not fully maintained, are poorly paced, and have limited academic focus. The teacher sometimes uses technology (as available) in the teaching and learning processes. Teacher demonstrates limited knowledge of subject matter.

Accomplished
Activities and assignments, materials, and groupings of students are appropriate for the instructional outcomes and are sensitive to the students' culture and level of understanding, resulting in intellectual engagement with most students engaged in a high level of rigor. Lessons have coherent structure, are appropriately paced, and have consistent academic focus. The teacher consistently uses appropriate technology (as available) in the teaching and learning processes. Teacher demonstrates knowledge of subject matter.

Exemplary
Activities and assignments, materials, and groupings of students promote significant learning for the instructional outcomes and are frequently sensitive to the students' culture and level of understanding, resulting in high intellectual engagement with all students engaged in a high level of rigor. Lessons have coherent structure that is adapted as necessary to the needs of individuals, are appropriately paced to allow for student reflection and closure, and always maintain academic focus. The teacher frequently uses appropriate technology (as available) in the teaching and learning processes, and teaches students how to use technology. Teacher demonstrates a depth and breadth of subject matter.

3c. Engaging Students in Learning

Activities and assignments, materials, and groupings of students are not appropriate for the instructional outcome or not sensitive to the students' culture or level of understanding, resulting in minimal intellectual engagement. Lessons have no structure, have no pace, and have no academic focus. The teacher does not use technology (as available) in the teaching and learning processes. Teachers knowledge of subject matter is poor.

3d. Using Assessment in Instruction

Formative assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work.

Formative assessment is sometimes used in instruction, through some monitoring of progress of learning by teacher and/or students. Feedback to students is rudimentary. Students are aware of only some of the assessment criteria used to evaluate their work.

Formative assessment is consistently used in instruction, through selfassessment by students and monitoring of progress of learning by the teacher and/or students. Feedback to students is of high quality. Students are mostly aware of the assessment criteria used to evaluate their work.

Formative assessment is frequently used in a sophisticated manner in instruction, through student involvement in establishing criteria, self-assessment by students, and monitoring of progress by both the teacher and students. Feedback to students is of high quality and from a variety of sources. Students are fully aware of the assessment criteria used to evaluate their work.

Instructional Performance Rating Rubric FY13

The School District of Lee County

School District of Lee County

Performance Rating Requires Action Basic

The delivery of instruction is inconsistently aligned to the instructional standards and/or Academic Plan. The teacher attempts to respond to some student needs through modification of the lesson plan or instructional momentum, with moderate success. The teacher sometimes attempts to differentiate instruction to ensure student learning.

Accomplished
The delivery of instruction is mostly aligned to the instructional standards and/or Academic Plan. The teacher successfully promotes the learning of most students through modification of the lesson plan and instructional momentum. The teacher consistently uses differentiated strategies to ensure student learning.

Exemplary
The delivery of instruction is always aligned to the instructional standards and/or Academic Plan. The teacher successfully promotes the learning of all students through modification of the lesson plan and instructional momentum. The teacher frequently uses a multitude of differentiated strategies to ensure student learning. The teacher considers student questions, needs, and interest when instructing. The teacher holds students accountable for personal learning through the use of data folders, goal statements, and/or reflection of individual learning. The teacher adjusts long term plans when needed.

3e. Demonstrating Flexibility and Responsiveness

The delivery of instruction is not aligned with the instructional standards and/or Academic Plan. The teacher does not adjust the lesson plan or instructional momentum to address student needs. The teacher does not re-teach or attempt to differentiate instruction to ensure or reinforce student learning.

Instructional Performance Rating Rubric FY13

The School District of Lee County

School District of Lee County

Performance Rating Basic

The teacher inconsistently adheres to standards for professional conduct and overall performance requirements, including attendance and punctuality, with some support supervision. The teacher attempts to comply with school and district regulations. The teacher strives to develop behaviors that model the values of respect, responsibility, honesty and integrity, and requires some support supervision. The teacher responds appropriately to and acts upon feedback.

Requires Action Domain 4: Professional Responsibilities

4a. Showing Professionalism
The teacher does not adhere to standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher fails to comply with school and district regulations and timelines. The teacher has difficulty demonstrating respect, responsibility, honesty and integrity, requires frequent support supervision, and resists feedback from colleagues and administration.

Accomplished
The teacher consistently adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher complies fully and voluntarily with school and district regulations. Performs with minimum supervision. The teacher models the values of respect, responsibility, honesty, and integrity, and performs with minimum supervision. The teacher responds appropriately to and acts upon feedback.

Exemplary
The teacher always adheres to and models standards for professional conduct and overall performance requirements, including attendance and punctuality. The teacher complies fully and voluntarily with school and district regulations. The teacher positively influences members of school community to understand and adhere to these professional obligations. The teacher responds appropriately to and acts upon feedback.

4b. Maintaining Accurate Records

The teachers systems for maintaining both instructional and non-instructional records are either nonexistent or in disarray, resulting in errors and confusion. The teacher does not use student grades to monitor and analyze student progress.

The teachers systems for maintaining both instructional and non-instructional records are rudimentary and moderately effective. The teacher tracks and monitors student progress.

The teachers systems for maintaining both instructional and non-instructional records are accurate, efficient, effective and timely. The teacher tracks, monitors, and analyzes student progress data to drive instructional planning. Attendance, grades, and records/reports are consistently submitted in a timely manner.

The teachers systems for maintaining both instructional and non-instructional records are accurate, efficient, effective and on time. Students contribute to the maintenance of these systems. The teacher tracks, monitors, and analyzes student progress data to drive instructional planning and uses results to differentiate instructional and curriculum design. Attendance, grades, and records/reports are always submitted on time.

4c. Communicating with Families

The teachers communication with families about instructional programs or about individual students is sporadic and/or insensitive.

The teacher's communication with families meets basic requirements for frequency, however; communication is not always appropriate. The teacher makes modest attempts to engage families in the instructional program.

The teacher's communication with most families is frequent and conveyed in an appropriate manner. The teacher successfully engages most families in the instructional program, as appropriate.

The teacher frequently communicates with all families using a variety of methods. Communication is sensitive to cultural traditions. Students participate in the communication. The teacher successfully engages all families in the instructional programs, as appropriate.

Instructional Performance Rating Rubric FY13

The School District of Lee County

School District of Lee County

Performance Rating Requires Action Basic

The teacher becomes involved in the professional community and in school and/or district events and projects when specifically asked, makes some effort to collaborate with colleagues, and has cordial relationships with colleagues.

Accomplished
The teacher participates actively in the professional community and in school and/or district events and projects, actively seeks out opportunities to collaborate with others, and maintains positive and productive relationships with colleagues.

Exemplary
The teacher makes a substantial contribution to the professional community and to school and district events and projects, collaborates with/coaches others through difficult situations, and assumes a leadership role among the faculty.

4d. Participating in a Professional Community

The teacher avoids participating in a professional community or in school and district events and projects, minimally collaborates with colleagues, and has negative or self-serving relationships with colleagues.

4e. Growing and Developing Professionally

The teacher does not participate in professional development activities, and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues.

The teacher participates in professional development activities that are convenient or are required, and makes limited contribution to the profession. The teacher accepts feedback from supervisors and colleagues with some reluctance.

The teacher seeks out opportunities for professional development based on an individual assessment of needs, and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues.

The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues.

SUPERVISOR COMMENTS AND/OR SUGGESTIONS:

Signature of Supervisor: Signature of Teacher:

Date: Date:

(My signature does not necessarily imply agreement with the assessment, but acknowledges that I have discussed it with the assessor.)