Component

Unsatisfactory

Basic

Proficient

Outstanding

1a.) Demonstrates knowledge of content & pedagogy

Teacher demonstrates minimal understanding of the subject, the structure of the discipline, or the content-related pedagogy as evidenced by content misconceptions and uncorrected errors within submitted documentation (i.e. lesson plans, PDAs, etc) or planning conferences.

Teacher demonstrates marginal understanding of the subject, the structure of the discipline, or the content-related pedagogy as evidenced by submitted documentation (i.e. lesson plans, PDAs, etc.) or planning conference.

Teacher demonstrates solid understanding of the subject, the structure of the discipline, and the content-related pedagogy as evidenced by submitted documentation (i.e. lesson plans, PDAs, etc.) or planning conference. Teacher’s planning practices reflect sound pedagogical knowledge.

Teacher demonstrates an extensive understanding of the subject, the structure of the discipline, and the content-related pedagogy as evidenced by the submitted documentation or planning conference. Teacher’s planning anticipates students needs and demonstrates a continuing search for improved practice.

Component

Unsatisfactory

Basic

Proficient

Outstanding

1b.) Demonstrating knowledge of students

Teacher makes little or no attempt to acquire knowledge of students’ backgrounds, skills, or interest, and does not use such information in planning. Teacher is unaware of the effective needs of students.

Teacher demonstrates partial knowledge of students’ backgrounds, skills, and interest, and attempts to use this knowledge in planning for the class as a whole. Teacher marginally addresses the effective needs of the students’.

Teacher demonstrates thorough knowledge of students’ backgrounds, skills, and interest, and uses this knowledge to plan for groups of students. Teacher addresses the effective needs of students.

Teacher demonstrates thorough knowledge of students’ backgrounds, skills, and interest, and uses this knowledge to plan for individual student learning. Teacher consistently addresses the effective needs of the students.

Component

Unsatisfactory

Basic

Proficient

Outstanding

1c.)

Selecting instructional goals and objective(s)

Teacher’s  goals and objectives are unclear, not aligned to the NJCCCS, meet the needs of a few students in class, and do not permit viable methods of assessment.

Teacher goals and objectives are clear, aligned to the NJCCCS, meet the needs of the students in the class, and may not permit viable methods of assessment.

Teacher’s goals and objectives are clear, aligned to the NJCCCS, meet the needs of most of the students in the class, and permit viable methods of assessment.

Teacher’s goals and objectives reflect higher order learning, are aligned to the NJCCCS, permits viable methods for assessment, and take into account the varying needs of the students.

Component

Unsatisfactory

Basic

Proficient

Outstanding

1d.)

Designing coherent instruction

The instructional design does not support the stated objective(s), nor is it stated how students will be engaged in meaningful learning. Developmentally appropriate materials and resources are not identified.

The instructional design marginally supports the stated objective(s) and somewhat engages students in meaningful learning. Developmentally appropriate materials and resources are selected, but not utilized effectively.

The instructional design clearly supports the stated objective(s) and differentiated to address the needs of most students. Developmentally appropriate resources and materials are utilized effectively.

The instructional design clearly supports the stated objective(s) and is differentiated to address the needs of all students. Students participate in its development and in the selection of resources, where appropriate.

Component

Unsatisfactory

Basic

Proficient

Outstanding

1e.)

Assessing student learning

Teacher’s plan to assess student learning does not contain clear criteria or standards, and does not measure the learning outcomes described in the instructional objectives. Teacher has no plans to use assessment results and designing future instruction.

Teacher’s plan for student assessment includes criteria and standards that are not entirely clear and/or understood by students, and effectively measure the learning outcomes described in the instructional objectives. Teacher uses the assessment to plan for future instruction for the class as a whole.

Teacher’s plan for student assessment includes clear assessment criteria and standards that have been communicated to students, and effectively measure the learning outcomes described in the instructional objectives. Teacher uses the assessment to plan for groups of students and individuals.

Teacher’s plan for student assessment includes clear assessment criteria and standards that are not only understood by students, but also show evidence of student participation in their development. Students use the assessment to monitor their own progress in achieving the learning outcomes.

Component

Unsatisfactory

Basic

Proficient

Outstanding

2a.)

Creating an Environment of Respect and Rapport

Classroom interactions are inappropriate with negative overtones such as sarcasm, putdowns, conflict.

Classroom interactions are generally appropriate with occasional displays of insensitivity.

Classroom interactions reflect warmth and caring and are respectful of the cultural, developmental, and personal difference of students.

Classroom interactions are highly respectful, reflecting genuine warmth and caring. Students themselves ensure maintenance of high levels of civility among members of the class.

Component

Unsatisfactory

Basic

Proficient

Outstanding

2b.)

Managing student behavior

Student behavior is poor with no clear expectations, no monitoring of student behavior, and inappropriate responses to student behaviors.

Teacher makes an effort to establish standards of conduct for students, monitor student behavior, and respond to student’s misbehavior, but these efforts are not always successful.

Teacher has established clear standards of conduct, monitors student behavior, and responds to student misbehavior in ways that are appropriate and respectful of the students.

Student behavior is entirely appropriate, with evidence of student participation in setting expectations. Response to student behavior is highly effective and sensitive to students’ individual needs.

Component

Unsatisfactory

Basic

Proficient

Outstanding

2c.)

Managing Classroom Procedures

Classroom routines and procedures are none existent or ineffective. Available materials/resources are used inefficiently and result in excessive loss of instructional time.

Classroom routines and procedures are established, but not consistently implemented. Available materials/resources are used inconsistently, resulting in some loss of instructional time.

Classroom routines and procedures are established and function effectively. Available materials/resources are used efficiently, resulting in a minimal loss of instructional time period.

Classroom routines and procedures are seamless in their operation and students assume considerable responsibility for their smooth functioning.

Component

Unsatisfactory

Basic

Proficient

Outstanding

2d.)

Establishing a Culture For learning

Classroom environment reflects low expectations for student achievement. The teacher and/or most students convey a negative attitude toward the learning. Students do not demonstrate pride in their work.

Classroom environment reflects modest expectations for student achievement. The teacher communicates the importance of the learning, but with only minimal acceptance from the students. The students demonstrate little pride in their work.

Classroom environment reflects high expectations for student achievement. The teacher and students convey commitment to the learning. Students demonstrate pride in their work.

Teacher demonstrates passionate commitment to the learning. Students assume much of the responsibility for establishing a learning environment in the classroom by taking pride in their work, initiating improvements to the products, in holding the work to the highest standard.

Component

Unsatisfactory

Basic

Proficient

Outstanding

2e.)

Organizing Physical Space

Teacher makes poor use of the physical environment, resulting in unsafe and/or inaccessible conditions.

Teacher makes minimal use of the physical environment resulting in a safe classroom with limited use of resources.

Teacher makes appropriate use of the physical environment resulting in a safe classroom with effective use of resources to support learning.

Teacher encourages student participation in maintaining a safe environment. Students contribute to ensuring that the physical environment supports the learning of all students.

Component

Unsatisfactory

Basic

Proficient

Outstanding

3a.)

Communication clearly and Accurately

Teacher’s oral and written communication contains syntactical and grammatical error, or is unclear and inappropriate for students. Teacher’s spoken language is inaudible.

Teacher’s oral and written communication does not contain errors but may not or may require further explanation to avoid confusion.

Teacher communicates clearly and accurately to students, both orally and in writing. Teacher uses content language and encourages student use.

The teacher’s oral and written communication is clear and expressive anticipating possible student misconceptions. Teacher’s well chosen vocabulary enriches the lesson and serves as a positive model.

Component

Unsatisfactory

Basic

Proficient

Outstanding

3b.)

Using questioning and discussing techniques

Teacher makes poor use of questioning and discussion techniques as indicated by low-level questions, limited student participation, and little discussion. Teacher mediates and answers all questions.

Teacher’s use of questioning and discussion techniques is uneven with some high level questions, and limited student participation.

Teacher’s use of questioning and discussion techniques usually reflects high level questions, discussion and broad participation. Adequate time is available for students to respond and when appropriate, teacher steps to the side during discussion.

From the teacher’s appropriate use of high level questioning and discussion techniques, the students formulate many of the high level questions and facilitate the active participation of other students in the discussion.

Component

Unsatisfactory

Basic

Proficient

Outstanding

3c.)

Engaging students in learning.

Students are not engaged in learning as evidenced by inappropriate activities, and/or materials, poor presentation of content, or lack of lesson structure, and/or inappropriate student grouping.

Students are partially engaged in the learning due to teacher’s inconsistent representation of content and limited use of appropriate activities, materials, lesson structure, and/or student grouping.

Students are engaged throughout the lesson in significant learning. The structure and pacing of the lesson allows for student understanding, reflection, and closure. Learning is facilitated through the use of appropriate instructional strategies and materials.

Students are highly engaged in the learning process and make significant contributions to the content of the lesson, activities, and materials. The structure and pacing of the lesson allow for student understanding, reflection, and sharing of their learning.

Component

Unsatisfactory

Basic

Proficient

Outstanding

3d.)

Providing feedback to students

Teacher’s verbal and/or written feedback to students is of poor quality and is not given in a timely manner.

Teacher’s verbal and/or written feedback to students is uneven, and is timeliness and/or accuracy is inconsistent.

Teacher’s verbal and/or written feedback to students is accurate, substantive, constructive, specific and timely.

Teacher’s verbal and/or written feedback to students is accurate, substantive, constructive, specific and timely. Students make use of feedback from teacher and peers (if applicable) in their learning.

Component

Unsatisfactory

Basic

Proficient

Outstanding

3e.)

Demonstrating flexibility and responsiveness

Teacher adheres to the instruction in spite of evidence of poor student understanding or of students’ lack of interest. Teacher fails to respond to students’ questions. Teacher does not assume responsibility for students’ failure to understand. 

Teacher demonstrates moderate flexibility and responsiveness to students’ needs and interests during a lesson, and seeks to ensure the success of all students.

Teacher seeks ways to ensure successful learning for all students, monitoring and adjusting instructional plans as needed, and responding to students’ interests and questions.

Teacher is highly responsive to students’ interests and questions, making major lesson adjustments if necessary, and persists in supporting the success of all students.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4a.)

Reflecting on Teaching

Teacher does not reflect accurately on lessons nor proposes ideas as to how they may improved.

Teacher’s reflection on lessons are generally accurate, and teacher makes global suggestions as to how they might be improved.

Teacher reflects accurately on the lessons citing general characteristics and making specific suggestions about how they may be improved.

Teacher’s reflection on lessons are highly accurate and perceptive citing specific examples. Teacher draws on an extensive repertoire to suggest alternative strategies.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4b.)

Maintaining Accurate records

Teacher has no system for maintaining accurate instructional and non-instructional records, resulting in errors and confusion as evidenced by a lack of plan books, grade books, and folders which track student progress.

Teacher’s system for maintaining accurate instructional and non-instructional records is rudimentary and only partially effective as evidenced by plan books, grade books, and student folders which track student progress.

Teacher’s system for maintaining accurate instructional and non-instructional records is efficient and effective  as evidenced by plan books, grade books, and student folders which track student progress

Teacher’s system for maintaining accurate instructional and non-instructional records is efficient and effective, as evidenced by varied examples of organized student performance artifacts to illustrate progressive growth. Students contribution to the maintenance of system.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4c.)

Communicating with Families

Teacher provides little or no information to families and makes no attempt to inform them of the instructional program or student progress.

Teacher complies with school procedures for communicating with families and makes an effort to inform them of the instructional program and student progress.

Teacher communicates frequently with families to inform them of the instructional program and student progress.

Teacher uses variety of strategies and resources to engage families in the instructional program and student progress.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4d.)

Contributing to the School and District

Teacher’s relationships with others in the school community are generally negative. Teacher makes no effort to become involved in school or district projects.

Teacher’s relationships with others in the school community are inconsistent. Teacher makes little effort to become involved in school or district projects.

Teacher maintains positive relationships with others in school community. Teacher participates in school or district projects.

Teacher maintains positive relationships with others in school community. Teacher assumes responsibility and/or leadership for school or district projects.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4e.)

Growing and developing Professionally

Teacher does not participate in professional development activities required in his/her PIP.

Teacher occasionally participates in professional development activities required in his/her PIP.

Teacher meets professional development responsibilities required in his/her PIP.

Teacher meets professional development responsibilities required in his/her PIP and makes a contribution to the profession.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4f.)

Demonstrating Promptness/

Attendance

Teacher’s attendance and promptness are not consistent and are significantly below District AIP Policy standards.

Teacher’s attendance and promptness are not consistent and do not meet District AIP Policy standards.

Teacher’s attendance and promptness are consistent and meet the District AIP Policy standards.

Teacher’s attendance and promptness are exemplary and contribute to student achievement.

Component

Unsatisfactory

Basic

Proficient

Outstanding

4g.)

Implementing Liberty Academy Policies (Discipline, Dress, Student attendance, Fire Drill, etc.)

Teacher’s actions do not meet district policy requirements.

Teacher’s actions are inconsistent in meeting district policy requirements.

Teacher’s actions consistently meet district policy requirements.

Teacher’s actions show exemplary practice of meeting district policy requirements.