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FRAMEWORK FORPROFESSIONAL PRACTICEANDTEACHER EVALUATIONPROCESSKalamazoo Public Schools1220 Howard StreetKalamazoo, MI 49008Adapted from:Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson, 2007October 2018
Table of ContentsOverview of Teacher Evaluation Process .1Evaluation Cycle: Probationary Teachers.2Evaluation Cycle: Tenured Teachers .3Framework for Professional Practice.4Domain One: Planning and Preparation .5Domain Two: Classroom Environment . 13Domain Three: Instruction. 19Domain Four: Professional Responsibilities. 26Domain Five: Student Growth . 33Track I – Initial Professional Development . 34Track II – Professional Growth. 36Track III – Specific Professional Development.39Appendix A – Forms . 41Appendix B – Suggestions for Goal Setting. 60Appendix C – Common Language . 63Appendix D – Scoring Summative Evaluation 66Appendix E – Student Assessment Charts. 68
OVERVIEW OF THE KALAMAZOO PUBLIC SCHOOLS PROFESSIONAL EVALUATION SYSTEMCOMPONENTS OF PROFESSIONAL PRACTICEDomain 1:Domain 2:Domain 3:Domain 4:Domain 5:TRACK IPlanning and PreparationThe Classroom EnvironmentInstructionProfessional ResponsibilitiesStudent GrowthTRACK IITRACK IIIIndividualized DevelopmentPlan (IDP)Who: Probationary status teachers who areacquiring knowledge and developingproficienciesContinuous ProfessionalGrowthWho: Non-probationary non-tenure trackstaff demonstrating proficiency thatare continuing to growprofessionallyImprovement Assessment/Individualized Development Plan (IDP)Who: Professional staff, non-probationary,in need of specific professionaldevelopment and improvement inidentified area(s)Purpose: To improve student achievement To ensure that the Components ofProfessional Practice are understood,accepted, and demonstrated To provide support in implementing theComponents To provide accountability for decisions tocontinue employmentPurpose: To improve student achievement To focus on school improvementinitiatives To provide accountability forattaining district goals To ensure that the Components ofProfessional Practice areunderstood, accepted, anddemonstrated To enhance professional growth To provide feedback onprofessional issuesWhat: Team or individual participation todevelop and implement aProfessional Growth Plan (PGP) ona 1 or 2 year cycle A mid-point summary of theindividual or team’s ProfessionalGrowth Plan progress is optional A final summary of the team’sProfessional Growth Plan A summative individual evaluationis prepared each year, unless theDirector has approved an everyother year cyclePurpose: To improve student achievement To ensure that the Components ofProfessional Practice are understood,accepted, and demonstrated To enable a teacher the opportunityto seek assistance in areas ofweakness To provide a structured process for ateacher who may benefit from moresupport To provide accountability fordecisions to continue employmentWhat: Observations and evaluation ofperformance Pre and post observationconferencing Progress toward goals Individualized Development Plan tospecifically address identified needs A mid-point summary of theindividual’s progress on the IDP, ifapplicable A summative individual evaluationthat rates progress on IDP goals,based on a minimum of two formalobservationsMethod: Development of IDP Observation and feedback focusedon identified areas(s) of neededimprovement Ongoing discussion, collaboration,and activities, to supportimprovement Mid-Year Progress Report Discussion of professional practicesincluding a formal review of theSummative Evaluation Matrix Other actions as warrantedWhat: Annual Individualized Development Planto be completed by 10/31 or within 30days of hire (if later) A year-end summative evaluation ofperformance by 5/30 based on aminimum of two observations Pre and post-observation conferencing A mid-point summary of the individuals’progress towards the IDP Portfolio required in years one and twoMethod: Development of Annual IndividualizedDevelopment Plan by evaluator inconsultation with the teacher Classroom observation with feedbackand coaching Collection and review of relevant dataand the portfolio Discussion of professional practicesincluding a formal review of theSummative Evaluation MatrixMethod: Ongoing discussion of teachingand professional performance Ongoing discussion of theProfessional Growth Plan goalprogress and attainment Collaboration between teacher,PGP teams, and administrator Administrative support of teacherand PGP Teams A formal review of the ProfessionalGrowth Plan Final Summary Form A formal review of the individualteacher’s Summative EvaluationMatrix1
Kalamazoo Public SchoolsEvaluation Cycle for Probationary TeachersTrack IInitial Professional DevelopmentProbationary TeacherNon-Tenured(Five years probation)Previously Tenuredin Michigan(Two years probation)Annual IndividualizedDevelopment Plan(each of five years)Annual IndividualizedDevelopment Plan(each of two years)MID-YEAR PROGRESS REPORT CONFERENCE FOR FIRST YEAR PROBATIONARY TEACHER AND ANYPROBATIONARY TEACHER RATED MINIMALLY EFFECTIVE (ME) OR INEFFECTIVE (IE) IN THE MOSTRECENT YEAR WITH THE DISTRICTAnnual Summative EvaluationEvaluationIndividualizedDevelopment Plan(annually duringprobationary period)Non-renewalTenured (completion ofprobationary period: two yearevaluation cycle)Notes:Requirements for teachers new to the profession during first three years: 15 days of in-service training Paired with a mentor teacher Portfolio (in first 2 years)2
Kalamazoo Public SchoolsEvaluation Cycle for Tenured TeachersTenured TeacherTrack IIProfessional GrowthSatisfactory Performance(Effective)Track IIISpecific ProfessionalDevelopmentCompetency IssueMID-YEAR PROGRESS REPORT CONFERENCE WITH ANYTEACHER RATED ME OR IE IN THE PRIOR YEARIndividualizedDevelopmentPlan (IDP)Summative EvaluationTenure Commission or Return to Track IISummative EvaluationEach teacher shall have a PGP3
Kalamazoo Public SchoolsFramework for Professional PracticeDomain 1: Planning and PreparationDomain 2: The Classroom EnvironmentDomain 1 includes comprehensive understanding of thecontent to be taught, knowledge of the students’backgrounds, and designing instruction and assessment.Its components are:Domain 2 addresses the teacher’s skill in establishing anenvironment conductive to learning, including both thephysical and interpersonal aspects of the environment. Itscomponents are:Component 1a:Demonstrating Knowledge of Content and PedagogyComponent 1b:Demonstrating Knowledge of StudentsComponent 1c:Setting Instructional OutcomesComponent 1d:Demonstrating Knowledge of ResourcesComponent 1e:Designing Coherent InstructionComponent 1f:Designing Student AssessmentsComponent 1g:Designing the Use of TechnologyComponent 2a:Creating an Environment of Respect and RapportComponent 2b:Establishing a Culture for LearningComponent 2c:Managing Classroom ProceduresComponent 2d:Managing Student BehaviorComponent 2e:Organizing Physical SpaceComponent 2f:Incorporating Technology into the EnvironmentDomain 3: InstructionDomain 3 is concerned with the teacher’s skill in engagingstudents in learning the content and includes the widerange of instructional strategies that enable students tolearn. Its components are:Domain 4: Professional ResponsibilitiesDomain 4 addresses a teacher’s additional professionalresponsibilities, including self-assessment and reflection,communication with parents, participating in ongoingprofessional development, and contributing to the schooland district environment. Its components are:Component 3a:Communicating with StudentsComponent 3b:Using Questioning and Discussion TechniquesComponent 3c:Engaging Students in LearningComponent 3d:Using Assessments in InstructionComponent 3e:Demonstrating Flexibility and ResponsivenessComponent 3f: Providing Instruction Through TechnologyComponent 4a:Reflecting on TeachingComponent 4b:Maintaining Accurate RecordsComponent 4c:Communicating with FamiliesComponent 4d:Participating in a Professional CommunityComponent 4e:Growing and Developing ProfessionallyComponent 4f:Showing ProfessionalismDomain 5: Assessment Results4
Framework for Professional PracticeDomain One: Planning & PreparationKalamazoo Public SchoolsComponent 1a: Demonstrating Knowledge of Content and PedagogyKnowledge of content and the structure of the disciplineKnowledge of prerequisite relationshipsKnowledge of content-related pedagogyComponent 1b: Demonstrating Knowledge of Students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge and language proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needsComponent 1c: Setting Instructional Outcomes Value, sequence and alignment Clarity Balance Suitability for diverse studentsComponent 1d: Demonstrating Knowledge of Resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for studentsComponent 1e: Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structureComponent 1f: Designing Student Assessments Congruence with instructional goals Criteria and standards Design of formative assessments Use for planningComponent 1g: Designing the Use of Technology Expectations for use5
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1a: Demonstrating Knowledge of Content and PedagogyElements: Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogyELEMENTIneffectiveKnowledge of contentand the structure of thedisciplineKnowledge ofprerequisiterelationshipsKnowledge ofcontent-relatedpedagogyIn planning and practice,teacher makes contenterrors or does not correcterrors made by students.Teacher’s plans andpractices display littleunderstanding of prerequisite knowledgeimportant for studentlearning of the content.Teacher displays little orno understanding of therange of pedagogicalapproaches suitable tostudent learning of thecontent.LEVEL OF PERFORMANCEMinimally EffectiveEffectiveTeacher is familiar with theimportant concepts in thediscipline but may displaylack of awareness of howthese concepts relate toone another.Teacher indicates someawareness of prerequisitelearning, although suchknowledge may beincomplete or inaccurate.Teacher displays solidknowledge of the importantconcepts in the disciplineand how these relate toone another.Teacher’s plans andpractice reflect a limitedrange of pedagogicalapproaches or someapproaches that are notsuitable to the discipline orto the students.Teacher’s plans andpractice reflect familiaritywith a wide range ofeffective pedagogicalapproaches in thediscipline.Teacher’s plans andpractices reflectunderstanding ofprerequisite relationshipsamong topics andconcepts.Highly EffectiveTeacher displays extensiveknowledge of the importantconcepts in the disciplineand how these relate bothto one another and to otherdisciplines.Teacher’s plans andpractices reflectunderstanding ofprerequisite relationshipsamong topics andconcepts and a link tonecessary cognitivestructures by students toensure understanding.Teacher’s plans andpractice reflect familiaritywith a wide range ofeffective pedagogicalapproaches in thediscipline, anticipatingstudent misconceptions.6
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1b: Demonstrating Knowledge of StudentsElements: Knowledge of child and adolescent development Knowledge of learning process Knowledge of students’ skills, knowledge, andlanguage proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needsELEMENTLEVEL OF PERFORMANCEIneffectiveMinimally EffectiveEffectiveHighly EffectiveTeacher displays little or noknowledge of thedevelopmental characteristicsof the age group.Teacher displays partialknowledge of thedevelopmental characteristicsof the age group.Teacher displays accurateunderstanding of the typicaldevelopmental characteristicsof the age group, as well asexceptions to the generalpatterns.Knowledge of thelearning processTeacher sees no value inunderstanding how studentslearn and does not seek suchinformation.Teacher recognizes the valueof knowing how studentslearn, but this knowledge islimited or outdated.Knowledge ofstudents’ skills,knowledge and languageproficiencyTeacher displays little or noknowledge of students’ skills,knowledge, and languageproficiency and does notindicate that such knowledgeis valuable.Teacher recognizes the valueof understanding students’skills and knowledge, andlanguage proficiency butdisplays this knowledge forthe class only as a whole.Teacher’s knowledge of howstudents learn is accurateand current. Teacher appliesthis knowledge to the class asa whole and to groups ofstudents.Teacher recognizes the valueof understanding students’skills, knowledge, andlanguage proficiency anddisplays this knowledge forgroups of students.Knowledge ofstudents’ interestsand cultural heritageTeacher displays little or noknowledge of students’interests or cultural heritageand does not indicate thatsuch knowledge is valuable.Teacher recognizes the valueof understanding students’interests and cultural heritagebut displays this knowledgeonly for the class as a whole.Teacher recognizes the valueof understanding students’interests and cultural heritageand displays this knowledgefor groups of students.Knowledge of studentsspecial needsTeacher displays little or nounderstanding of students’special learning or medicalneeds or why suchknowledge is important.Teacher displays awarenessof the importance of knowingstudents’ special learning ormedical needs, but suchknowledge may beincomplete or inaccurate.Teacher is aware of students’special learning and medicalneeds.Knowledge ofchild and adolescentdevelopmentIn addition to accurateknowledge of the typicaldevelopmental characteristicsof the age group andexceptions to the generalpatterns, teacher displaysknowledge of the extent towhich individual studentsfollow the general patterns.Teacher displays extensiveand subtle understanding ofhow students learn andapplies this knowledge toindividual students.Teacher displaysunderstanding of individualstudents’ skills, knowledge,and language proficiency andhas a strategy for maintainingsuch information.Teacher recognizes thevalues of understandingstudents’ interests andcultural heritage and displaysthis knowledge for individualstudents.Teacher possessesinformation about eachstudent’s learning andmedicalneeds, collecting suchinformation from a variety ofsources.7
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1c: Selecting Instructional GoalsElements: Value, sequence, and alignment Clarity Balance Suitability for diverse learnersELEMENTIneffectiveValue, sequence andalignmentClarityBalanceSuitability fordiverse learnersOutcomes represent lowexpectations for studentsand lack of rigor. They donot reflect importantlearning in the discipline ora connection to asequence of learning.Outcomes are either notclear or are stated asstudent activities, not asstudent learning.Outcomes do not permitviable methods ofassessment.Outcomes reflect only onetype of learning and onlyone discipline or strand.Outcomes are not suitablefor the class or are notbased on any assessmentof student needs.LEVEL OF PERFORMANCEMinimally EffectiveEffectiveOutcomes representmoderately highexpectations and rigor.Some reflect importantlearning in the disciplineand at least someconnection to a sequenceof learning.Outcomes are onlymoderately clear or consistof a combination ofoutcomes and activities.Some outcomes do notpermit viable methods ofassessment.Outcomes reflect severaltypes of learning butteacher has made noattempt at coordination orintegration.Most outcomes representhigh expectations and rigorand important learning inthe discipline. They areconnected to a sequenceof learning.Most of the outcomes aresuitable for most of thestudents in the class basedon global assessments ofstudent learning.Most of the outcomes aresuitable for all students inthe class and are based onevidence of studentproficiency. However, theneeds of some individualstudents may not beaccommodated.All the instructionaloutcomes are clear, writtenin the form of studentlearning. Most suggestviable methods ofassessment.Outcomes reflect severaldifferent types of learningand opportunities forcoordination.Highly EffectiveAll outcomes representshigh expectations and rigorand important learning inthe discipline. They areconnected to a sequenceof learning both in thediscipline and in relateddisciplines.All the outcomes are clear,written in the form ofstudent learning and permitviable methods ofassessment.Where appropriate,outcomes reflect severaldifferent types of learningand opportunities for bothcoordination andintegration.Outcomes are based on acomprehensiveassessment of studentlearning and take intoaccount the varying needsof individual students orgroups.8
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1d: Demonstrating Knowledge of ResourcesElements: Resources for classroom use Resources to extend content knowledge and pedagogy Resources for studentsELEMENTLEVEL OF PERFORMANCEIneffectiveMinimally EffectiveEffectiveHighly EffectiveResources forClassroom useResources to extendcontent knowledge andpedagogyResources forstudentsTeacher is unaware ofresources for classroomuse available through theschool or district.Teacher displaysawareness of resourcesavailable for classroomuse through the school ordistrict but no knowledgeof resources availablemore broadly.Teacher displaysawareness of resourcesavailable for classroomuse through the school ordistrict and some familiaritywith resources external tothe school and on theInternet.Teacher is unaware ofresources to enhancecontent and pedagogicalknowledge availablethrough the school ordistrict.Teacher displaysawareness of resources toenhance content andpedagogical knowledgeavailable through theschool or district but noknowledge of resourcesavailable more broadly.Teacher displaysawareness of resources toenhance content andpedagogical knowledgeavailable through theschool or district and somefamiliarity with resourcesexternal to the school andon the Internet.Teacher is unaware ofresources for studentsavailable through theschool or district.Teacher displaysawareness of resources forstudents available throughthe school or district but noknowledge of resourcesavailable more broadly.Teacher displaysawareness of resources forstudents available throughthe school or district andsome familiarity withresources external to theschool and on the Internet.Teacher’s knowledge ofresources for classroomuse is extensive, includingthose available through theschool or district, in thecommunity, throughprofessional organizationsand universities, and onthe Internet.Teacher’s knowledge ofresources to enhancecontent and pedagogicalknowledge is extensive,including those availablethrough the school ordistrict, in the community,through professionalorganizations anduniversities, and on theInternet.Teacher’s knowledge ofresources for students isextensive, including thoseavailable through theschool or district, in thecommunity, and on theInternet.9
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1e: Designing Coherent InstructionElements: Learning activities Instructional materials and resources Instructional groups Lesson and unit structureELEMENTLEVEL OF PERFORMANCEIneffectiveMinimally EffectiveEffectiveHighly EffectiveLearning activitiesInstructional materialsand resourcesInstructional groupsLesson and unitstructureLearning activities are notsuitable to students or toinstructional outcomesand are not designed toengage students in activeintellectual activity.Only some of the learningactivities are suitable tostudents or to theinstructional outcomes. Somerepresent a moderatecognitive challenge, but withno differentiation for differentstudents.All of the learning activitiesare suitable to students or tothe instructional outcomes,and most representsignificant cognitivechallenge, with somedifferentiation for differentgroups of students.Materials and resources arenot suitable for students anddo not support theinstructional outcomes orengage students inmeaningful learning.Some of the materials andresources are suitable tostudents, support theinstructional outcomes, andengage students inmeaningful learning.All of the materials andresources are suitable tostudents, support theinstructional outcomes, andare designed to engagestudents in meaningfullearning.Instructional groups do notsupport the instructionaloutcomes and offer novariety.Instructional groups partiallysupport the instructionaloutcomes, with an effort atproviding some variety.Instructional groups arevaried as appropriate tostudents and the differentinstructional outcomes.The lesson or unit has noclearly defined structure, orthe structure is chaotic.Activities do not follow anorganized progression, andtime allocations areunrealistic.The lesson or unit has arecognizable structure,although the structure is notuniformly maintainedthroughout. Progression ofactivities is uneven, with mosttime allocations reasonable.The lesson or unit has aclearly defined structurearound which activities areorganized. Progression ofactivities is even, withreasonable time allocations.Learning activities are highlysuitable to diverse learnersand support the instructionaloutcomes. They are alldesigned to engage studentsin high-level cognitive activityand are differentiated, asappropriate, for individuallearners.All of the materials andresources are suitable tostudents, support theinstructional outcomes, andare designed to engagestudents in meaningfullearning. There is evidence ofappropriate use of technologyand of student participation inselecting or adaptingmaterials.Instructional groups arevaried as appropriate to thestudents and the differentinstructional outcomes. Thereis evidence of student choicein selecting the differentpatterns of instructionalgroups.The lesson’s or unit’sstructure is clear and allowsfor different pathwaysaccording to diverse studentneeds. The progression ofactivities is highly coherent.10
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1f: Designing Student AssessmentsElements: Congruence with instructional goals Criteria and standards Design of formative assessments Use for planningELEMENTLEVEL OF PERFORMANCEIneffectiveMinimally EffectiveEffectiveHighly EffectiveAssessment proceduresare not congruent withinstructional outcomes.Some of the instructionaloutcomes are assessedthrough the proposedapproach, but many arenot.All the instructionaloutcomes are assessedthrough the approach toassessment; assessmentmethodologies may havebeen adapted for groups ofstudents.Proposed approachcontains no criteria orstandards.Assessment criteria andstandards have beendeveloped, but they arenot clear.Assessment criteria andstandards are clear.Teacher has no plan toincorporate formativeassessment in the lessonor unit.Approach to the use offormative assessment isrudimentary, including onlysome of the instructionaloutcomes.Teacher has no plans touse assessment results indesigning futureinstruction.Teacher plans to useassessment resultsto plan for futureinstruction for the class asa whole.Teacher has a welldeveloped strategy tousing formativeassessment and hasdesigned particularapproaches to be used.Teacher plans to useassessment results to planfor future instruction forgroups of students.Congruence withinstructional outcomesCriteria and standardsDesign of formativeassessmentsUse for planningProposed approach toassessment is fully alignedwith the instructionaloutcomes in both contentand process. Assessmentmethodologies have beenadapted for individualstudents, as needed.Assessment criteria andstandards are clear; thereis evidence that studentscontributed to theirdevelopment.Approach to usingformative assessment iswell designed and includesstudent as well as teacheruse of the assessmentinformation.Teacher plans to useassessment results to planfuture instruction forindividual students.11
DOMAIN ONE: PLANNING AND PREPARATIONComponent 1g: Designing the Use of TechnologyELEMENTIneffectiveTeachers’ use oftechnology fails toadequately supportinstructional goals.Expectations for UseElements: Expectations for useLEVEL OF PERFORMANCEMinimally EffectiveEffectiveTeacher uses technologyto support instructionalgoals, taking intoconsideration students’prior knowledge abouttechnology.Teacher uses technologyto support instructionalgoals while engagingstudents in meaningfullearning that enhanceslearning in content areas.Highly EffectiveTeacher uses technologyto plan varied approachesto learning, to supportinstructional goals, and toengage students inmeaningful learning ofcontent areas and as apart of a coherent unitstructure.12
Framework for Professional PracticeDomain 2: The Classroom EnvironmentKalamazoo Public SchoolsComponent 2a: Creating an Environment of Respect and Rapport Teacher interaction with students Student interaction with other studentsComponent 2b: Establishing a Culture for Learning Importance of the content Expectations for learning and achievement Student pride in workComponent 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 paraprofessionalsComponent 2d: Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehaviorComponent 2e: Organizing Physical Space Safety and accessibility Arrangement of furniture and use of physical resourcesComponent 2f: Incorporating Technology into the Environment Management of materials and classroom interactions13
DOMAIN 2: THE CLASSROOM ENVIRONMENTComponent 2a: Creating an Environment of Respect and RapportElements: Teacher interaction with students Student interactions with other studentsELEMENTTeacher interactionwith studentsStudent interactions withother studentsIneffectiveTeacher interaction with atleast some students isnegative, demeaning,sarcastic, or inappropriateto the age or culture of thestudents. Students exhibitdisrespect for the teacher.Student interactions arecharacterized by conflict,sarcasm, or put-downs.LEVEL OF PERFORMANCEMinimally EffectiveEffectiveTeacher-studentinteractions are generallyappropriate but may reflectoccasional inconsistencies,favoritism, or disregard forstudents’ cultures.Students exhibit onlyminimal respect for theteacher.Students do notdemonstrate disrespect forone another.Teacher-studentinteractions are friendlyand demonstrate generalcaring and respect. Suchinter-actions areappropriate to the age andcultures of the students.Students exhibit respectfor the teacher.Student interactions aregenerally polite andrespectful.Highly EffectiveTeacher interactions withstudents reflect genuinerespect and caring forindividuals as well asgroups of students.Students appear to trustthe teacher with sensitiveinformation.Students demonstrategenuine caring for oneanother and monitor oneanother’s treatment ofpeers, correctingclassmates respectfullywhen needed.14
Component 2b: Establishing a Culture for LearningElements: Importance of the content Expectations for learning and achievement Student pride in workELEMENTImportance of thecontentExpectations for learningand achievementStudent pride in workIneffectiveLEVEL OF PERFORMANCEMinimally EffectiveEffectiveTeacher or studentsconvey a negative attitudetoward the content,suggesting that it is notimportant or has beenmandated by others.Instructional outcomes,activities and assignments,and classroom interactionsconvey low expectationsfor at least some students.Teacher communicatesimportance of the work butwith little conviction andonly minimal apparent buyin by the students.Teacher conveys genuineenthusiasm for the content,and students demonstrateconsistent commitment toits value.Instructional outcomes,activities and assignments,and classroom interactionsconvey only modestexpectations for studentlearning and achievement.Instructional outcomes,activities and assignments,and classroom interactionsconvey high expectationsfor most students.Students demonstrate littleor no pride in their work.They seem to be motivatedby the desire to complete atask rather than to do highquality work.Students minimally acceptthe responsibility to dogood work but invest littleof their energy into itsquality.Students accept theteacher’s insistenceon work of high quality anddemonstrate pride in thatwork.Highly EffectiveStudents demonstratethrough their activeparticipation, curiosity andtaking initiative that theyvalue t
A mid-point summary of the individual or team's Professional Growth Plan progress is optional A final summary of the team's Professional Growth Plan A summative individual evaluation is prepared each year, unless the Director has approved an every other year cycle Observations and evaluation of performance
