Instructional Evaluation System

Appendix B – Observation Instruments for Classroom Teachers

In Appendix B, the district shall include the observation rubric(s) to be used for collecting
instructional practice data for classroom teachers.
DOMAIN 1: TEACHER PERFORMANCE RUBRIC
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 1: Teacher displays Teacher displays Teacher is familiar In planning and practice,
PLANNING extensive knowledge solid knowledge with the important teacher makes content
AND of the important of the important concepts and some pre- errors, displays little
PREPARATION concepts and pre- concepts and requisite relationships understanding of pre-
requisite relationships pre-requisite in the discipline but requisite relationships or
Component 1a in the discipline and relationships in the may display lack of does not correct errors
Demonstrating how these relate both discipline and how awareness of how these made by students.
Knowledge of to one another and to these relate to one concepts relate to one
Content and other disciplines. another. another.
Teacher displays little
Pedagogy or no understanding of
Teacher’s plans Teacher’s plans Teacher’s plans and the range of pedagogical
and practice reflect and practice practice reflect a limited approaches suit-able to
familiarity with reflect familiarity range of pedagogical student learning of the
a wide range of with a wide approaches or some content.
effective pedagogical range of effective approaches that are not
The lesson or unit has no
approaches in pedagogical suitable to the discipline
clearly defined structure,
the discipline, approaches in the or to the students.
or the structure is chaotic.
anticipating student discipline.
The lesson or unit has a Activities do not follow
misconceptions.
The lesson recognizable structure, an organized progression,
The lesson’s or unit’s or unit has a although the structure and time allocations are
structure is clear and clearly defined is not uniformly unrealistic.
allows for different structure around maintained throughout.
pathways according to which activities Progression of activities
diverse student needs. are organized. is uneven, with most
The progression of Progression of time allocations
activities is highly activities is even, reasonable.
coherent. with reasonable
time allocations.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 1: The teacher displays The teacher The teacher The teacher displays
PLANNING understanding of recognizes recognizes the value little or no knowledge
AND individual students, the value of of understanding of students including
PREPARATION recognizes the value understanding students including the information related to
of understanding their students including importance of knowing their cultural heritage or
Component 1b: cultural heritage, their cultural students’ special understanding of special
Demonstrating collects information heritage as learning or medical learning or medical needs.
Knowledge of from a variety of displayed for needs but displays
Students sources and possesses groups of students that knowledge for
Learning activities are not
suitable to students or to
information about each and shows the class as a whole
instructional outcomes
student’s learning and awareness of their or in an incomplete or
and are not designed to
medical needs. special learning and inaccurate manner.
engage students in active
medical needs.
Learning activities Only some of the intellectual activity.
are highly suitable All of the learning activities are
Instructional groups
to diverse learners learning activities suitable to students
do not support the
and support the are suitable to or to the instructional
instructional outcomes
instructional students or to outcomes. Some
and offer no variety.
outcomes. They are the instructional represent a moderate
all designed to engage outcomes, and cognitive challenge, but
students in high-level most represent with no differentiation
cognitive activity and significant for different students.
are differentiated, cognitive
Instructional groups
as appropriate, for challenge, with
partially support the
individual learners. some differentiation
instructional outcomes,
for different groups
Instructional with an effort at pro-
of students.
groups are varied viding some variety.
as appropriate to Instructional
the students and the groups are varied
different instructional as appropriate
outcomes. There is to the students
evidence of student and the different
choice in selecting the instructional
different patterns of outcomes.
instructional groups.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 1: Proposed approach All the instructional Some of the instructional Assessment procedures
PLANNING to assessment is outcomes are outcomes are assessed are not congruent with
AND fully aligned with assessed through through the proposed instructional outcomes,
PREPARATION instructional outcomes the approach approach and represent represent low expectations
which represent high to assessment; moderately high for students, lack of rigor
Component 1c: expectations and however, most expectations and rigor and do not reflect important
Assessments and rigor in both content outcomes represent reflecting important learning in the discipline or a
Outcomes and process and are high expectations learning in the discipline connection to a sequence of
connected to a sequence and rigor and and at least some learning.
of learning within the important learning connection to a sequence
Outcomes are either not
discipline and related in the discipline. of learning.
clear or are stated as
disciplines. Assessment They are connected
Outcomes are only activities not as student
methodologies have been to a sequence of
moderately clear or consist learning. Outcomes do not
adapted for individual learning. Assessment
of a combination of permit viable methods of
students, as needed. methodologies may
outcomes and activities. assessment.
All the outcomes are have been adapted for
Some outcomes do not
groups of students. Outcomes reflect only one
clear, written in the form permit viable methods of
of student learning, and type of learning and only
All the instructional assessment.
permit viable methods of one discipline or strand.
outcomes are clear,
assessment. Outcomes reflect several
written in the form Outcomes are not suitable
types of learning, but
of student learning. for the class or are not based
Where appropriate,
teacher has made no
Most suggest on any assessment of student
outcomes reflect several attempt at coordination or
different types of learning viable methods of needs.
integration.
assessment.
and opportunities for
Proposed approach contains
both coordination and Most of the outcomes are
Outcomes reflect no criteria or standards.
integration. suitable for most of the
several different The teacher has no plan
students in the class based
Outcomes are based types of learning to incorporate formative
on global assessments of
on a comprehensive and opportunities for assessment or to use
student learning.
assessment of student coordination. assessment results in
learning and take into designing future instruction.
account the varying
needs of individual
students or groups.

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Assessment criteria Most of the outcomes Assessment criteria and

and standards are are suitable for standards are unclear,
clear, assessed through all students in the assessed through
formative assessments class and are based rudimentary formative
designed with on evidence of assessments and teacher
evidence of student student proficiency. uses results to plan for
participation and However, the needs future instruction for the
results are used to plan of some individual class as a whole.
for future instruction students may not be
for individual students. accommodated.

Assessment criteria
and standards are
clear, assessed
through formative
assessments and
results are used by
the teacher to plan for
future instruction for
groups of students.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 1: Teacher’s knowledge of Teacher displays Teacher displays Teacher is unaware of
PLANNING resources for classroom awareness of awareness of resources resources for classroom
AND use as well as to resources available available for classroom use as well as to enhance
PREPARATION enhance content and for classroom use as well as to enhance content and pedagogical
pedagogical knowledge use as well as to content and pedagogical knowledge and for students
Component is extensive, including enhance content knowledge and for available through the school
1d: Use and those available through and pedagogical students through the or district.
Understanding of the school or district, knowledge through school or district but
Resources in the community, the school or district displays no knowledge of
Materials and resources are
not suitable for students
through professional and some familiarity resources available more
and do not support the
organizations and with resources broadly.
instructional outcomes
universities, and on the external to the school
Some of the materials or engage students in
Internet. and on the Internet.
and resources are suitable meaningful learning.
All of the materials and All of the materials to students, support the
resources are suitable and resources instructional outcomes,
to students, support the are suitable to and engage students in
instructional outcomes, students, support meaningful learning.
and are designed to the instructional
engage students in outcomes, and
meaningful learning. are designed to
There is evidence of engage students in
appropriate use of meaningful learning.
technology and of
student participation in
selecting or adapting
materials.

DOMAIN 2: The Classroom Environment

Effective educators establish procedures and transition to ensure students are engaged in active
learning activities. Components of Domain 2 include:

• Creating an Environment of Respect and Rapport

• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space

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DOMAIN 2: THE CLASSROOM ENVIRONMENT RUBRIC

LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 2: THE Teacher interactions Teacher-student Teacher-student Teacher interaction with
CLASSROOM with students reflect interactions are friendly interactions are generally at least some students
ENVIRONMENT genuine respect and and demonstrate appropriate but may reflect is negative, demeaning,
caring for individuals general caring and occasional inconsistencies, sarcastic, or inappropriate
Component 2a: as well as groups of respect. favoritism, or disregard for to the age or culture of the
Creating an students. students’ cultures. students.
Environment Students exhibit
of Respect and Students demonstrate respect for the teacher, Students exhibit only Student interactions are
Rapport genuine caring for one and student interactions minimal respect for the characterized by conflict,
another and monitor are generally polite and teacher and each other. sarcasm, or put-downs.
one another’s treatment respectful.
of peers, correcting
classmates respectfully
when needed. Students
contribute to explaining
concepts to their peers.
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 2: THE Instructional Instructional Instructional outcomes, Instructional outcomes,
CLASSROOM outcomes, activities outcomes, activities activities and assignments, activities and assignments,
ENVIRONMENT and assignments, and assignments, and and classroom interactions and classroom interactions
and classroom classroom interactions convey only modest convey low expectations for
Component 2b: interactions convey convey high expectations for student at least some students.
Establishing high expectations for all expectations for most learning and achievement.
a Culture for students. As evidenced students.
Learning by their active
participation, curiosity,
initiative and pride in
their work, students
have internalized these
expectations.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 2: THE Small-group work Small-group work is Students in only some Students not working
CLASSROOM is well organized, well organized, and groups are productively with the teacher are not
ENVIRONMENT and students are most students are engaged in learning while productively engaged in
productively engaged at productively engaged unsupervised by the learning.
Component all times, with students in learning while teacher.
2c: Managing assuming responsibility unsupervised by the
Transitions are chaotic
Classroom for productivity. teacher.
Only some transitions and materials and supplies
Procedures are efficient and routines are handled inefficiently,
Transitions and Transitions and for handling materials resulting in significant loss
routines for handling routines for handling and supplies function of instructional time.
materials and supplies materials and supplies moderately well, but with
Considerable instructional
are seamless, with occur smoothly, some loss of instructional
time is lost in performing
students assuming with little loss of time.
non-instructional duties.
some responsibility for instructional time.
Systems for performing
smooth and efficient
Efficient systems for non-instructional duties
operation.
performing non- are only fairly efficient,
Systems for performing instructional duties resulting in some loss of
non-instructional duties are in place, resulting instructional time.
are well established, in minimal loss of
with students instructional time.
assuming considerable
responsibility for
efficient operation.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 2: THE Standards of conduct Standards of conduct Standards of conduct No standards of conduct
CLASSROOM are clear to all students are clear to all students. appear to have been appear to have been
ENVIRONMENT and appear to have been established, and most established, or students are
Teacher is alert to
developed with student students seem to confused as to what the
Component 2d: participation.
student behavior at all
understand them. standards are.
Managing Student times.
Behavior Monitoring by teacher is Teacher is generally aware Student behavior is not
Teacher response
subtle and preventive. of student behavior but monitored, and teacher
to misbehavior is
may miss the activities of is unaware of what the
Teacher response to appropriate and
some students. students are doing.
misbehavior is highly successful and respects
effective and sensitive the student’s dignity, Teacher attempts to Teacher does not respond
to students’ individual or student behavior is respond to student to misbehavior, is overly
needs, or student generally appropriate. misbehavior, or the repressive or does not
behavior is entirely response is inconsistent respect the student’s dignity.
appropriate. but with uneven results,
or there are no major
infractions of the rules.
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 2: The classroom is safe, The classroom is safe, The classroom is safe, and The classroom is unsafe, or
CLASSROOM and students themselves and learning is equally at least essential learning learning is not accessible to
ENVIRONMENT ensure that all learning accessible to all is accessible to most some students.
is equally accessible to students. students.
Component all students.
2e: Organizing
Physical Space

DOMAIN 3: Instruction
Effective educators engage students in learning. Components of Domain 3 include:

• Communication with Students

• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
DOMAIN 3: INSTRUCTION RUBRIC

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 3: Teacher makes Teacher’s purpose for Teacher attempts to Teacher’s purpose in a lesson
INSTRUCTION the purpose of the the lesson or unit is explain the instructional or unit is unclear to students.
lesson or unit clear, clear. purpose, with limited
Component 3a: including where it is success.
Teacher’s directions and
Communication situated within broader
Teacher’s directions procedures are confusing to
with Students learning, linking that
and procedures are Teacher’s directions and students.
clear to students. procedures are clarified
purpose to student Vocabulary maybe
after initial student
interests. Vocabulary is inappropriate, vague, or used
confusion.
appropriate to the incorrectly, leaving students
Teacher’s directions
students’ ages and Vocabulary is correct confused.
and procedures are
interests. but limited or is not
clear to students
appropriate to the
and anticipate
students’ ages or
possible student
backgrounds.
misunderstanding.

Teacher finds
opportunities to extend
students’ vocabularies.
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN Teacher’s questions Most of the teacher’s Teacher’s questions are a Teacher’s questions are
INSTRUCTION are of uniformly high questions are of high combination of low and virtually all of poor quality,
quality, with adequate quality. Adequate time high quality, posed in with low cognitive challenge
Component time for students to is provided for students rapid succession. Only and single correct responses,
3b: Using respond. Students to respond. some invite a thoughtful and they are asked in rapid
Questioning formulate questions. response. succession.
and Discussion Teacher creates a
Techniques Students assume genuine discussion Teacher makes some Interaction between teacher
responsibility for among students, attempt to engage and students is predominantly
the success of stepping aside when students in genuine recitation style, with the
the discussion, appropriate. discussion rather than teacher mediating all
making unsolicited recitation, with uneven questions and answers.
contributions and results.
assisting others in the
discussion.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 3: All students are Most activities and Some activities and Activities and assignments
INSTRUCTION engaged in the assignments are assignments are are inappropriate for students.
activities and appropriate to students, appropriate to some Students are not engaged in
Component assignments in their and most students are students, but others are them.
3c: Engaging exploration of content. engaged in exploring not engaged.
Students in Students initiate or content.
The lesson has no structure,
Learning adapt activities and
The lesson has some or the pace of the lesson is
The lesson has a recognizable structure, too slow or rushed, or both.
projects to enhance
defined structure although it is not
their understanding. Teacher’s explanation of
around which the uniformly maintained
the content is unclear or
The lesson’s structure activities are organized. throughout the lesson.
confusing.
is coherent. Pacing Pacing of the lesson is Pacing of the lesson is
of the lesson is appropriate for most inconsistent.
appropriate for all students.
Teacher’s explanation
students.
Teacher’s explanation of the content is uneven;
Teacher’s explanation of content is some is done skillfully,
of content is engaging appropriate and but other portions are
and connects with connects with students’ difficult to follow.
students’ knowledge knowledge and
and experience. experience.

Students contribute to
explaining concepts to
their peers.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 3: Students are fully Students are fully Students know some Students are not aware of
INSTRUCTION aware of the criteria aware of the criteria of the criteria and the criteria and performance
and performance and performance performance standards standards by which their
Component standards by which standards by which by which their work will work will be evaluated.
3d: Using their work will be their work will be be evaluated.
Assessment in evaluated and have evaluated.
Teacher does not monitor
Instruction contributed to the
Teacher monitors the student learning in the
Teacher monitors progress of the class as curriculum.
development of the
the progress of a whole but elicits no
criteria. Teacher’s feedback to
groups of students diagnostic information.
students is of poor quality
Teacher actively and in the curriculum,
Teacher’s feedback and not provided in a timely
systematically elicits making limited use of
to students is uneven, manner.
diagnostic information diagnostic prompts to
and its timeliness is
from individual elicit information.
inconsistent.
students.
Teacher’s feedback to
Teacher’s feedback students is timely and
to students is timely of consistently high
and of consistently quality.
high quality, and
students make use of
the feedback in their
learning.
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 3: Teacher seizes Teacher successfully Teacher attempts to Teacher ignores or brushes
INSTRUCTION opportunities to accommodates accommodate students’ aside students’ questions or
enhance learning, students’ questions or questions or interests, interests.
Component 3e: building on student interests. although the pacing of
Demonstrating interests or a the lesson is disrupted.
When a student has difficulty
Flexibility and spontaneous event.
Teacher persists in learning, the teacher either
Responsiveness seeking approaches Teacher accepts gives up or blames the
Teacher persists in for students who have responsibility for student or the student’s home
seeking effective difficulty learning, the success of all environment.
approaches for students drawing on a repertoire students but has only
who have difficulty of strategies. a limited repertoire of
learning, using an instructional strategies to
extensive repertoire of draw on.
strategies.

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DOMAIN 4: Reflecting on Teaching

Effective educators demonstrate their commitment to high ethical and professional standards and
seek to improve their practice. Components of Domain 4 include:
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in Professional Community
• Growing and Developing Professionally
• Showing Professionalism

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES RUBRIC

LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 4: (After the observation) Teacher makes an Teacher has a generally Teacher does not know
REFLECTING Teacher makes a accurate self-reflection accurate impression of whether a lesson was
ON TEACHING thoughtful and accurate based on and the extent a lesson’s effectiveness effective or achieved its
self-reflection based on to which it achieved and the extent to which instructional outcomes,
Component 4a: the extent to which it instructional outcomes instructional outcomes or teacher profoundly
Reflecting on achieved instructional and can cite general were met. misjudges the success of a
Teaching outcomes, cites specific references to support lesson.
Teacher makes general
examples from the the judgment.
suggestions about Teacher has no suggestions
lesson and weighs the
Teacher makes a few how a lesson could be for how a lesson could be
relative strengths of
specific suggestions improved another time improved another time the
each.
of what could be tried the lesson is taught. lesson is taught.
Drawing on an another time the lesson
extensive repertoire of is taught.
skills, teacher offers
specific alternative
actions, complete with
the probable success
of different courses of
action.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 4: Teacher’s system Teacher’s system Teacher’s system for Teacher’s system for
REFLECTING for maintaining for maintaining maintaining information maintaining information
ON TEACHING information on student information on on student completion on student completion of
progress in learning is student completion of assignments and assignments is in disarray
Component 4b: fully effective. Students of assignments and on student progress in and there is
Maintaining contribute information student progress learning is rudimentary
Accurate and participate in in learning is fully and only partially
no system for maintaining
Records interpreting the effective. effective.
information on student
progress in learning.
records.
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 4: Teacher provides Teacher provides Teacher participates in Teacher provides little or
REFLECTING frequent information frequent information the school’s activities for no information about the
ON TEACHING to families, as to families, as family communication instructional program to
appropriate, about appropriate, about the but offers little families. and makes no
Component 4c: the instructional instructional program. additional information. attempt to engage families in
Communicating program. Students and makes efforts to and makes partially the instructional program.
with Families have the opportunity to engage families in the successful attempts to
Teacher provides minimal
participate in preparing instructional program engage families in the
information to families
materials for their are frequent and instructional program.
about individual students,
families and successful.
Teacher adheres to or the communication is
Teacher’s efforts to Teacher communicates the school’s required inappropriate to the cultures
engage families in the with families about procedures for of the families. Teacher does
instructional program students’ progress communicating with not respond, or responds
are frequent and on a regular basis, families. Responses insensitively, to family
successful. respecting cultural to family concerns are concerns about students.
norms, and is available minimal or may reflect
Response to family
as needed to respond to occasional insensitivity
concerns is handled
family concerns. to cultural norms.
with great professional
and cultural sensitivity.

Students contribute
ideas for projects that
could be enhanced by
family participation.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 4: Relationships with Relationships with Teacher maintains Teacher’s relationships with
REFLECTING colleagues are colleagues are cordial relationships colleagues are negative or
ON TEACHING characterized by characterized by with colleagues to fulfill self-serving. Teacher avoids
mutual support and mutual support and duties that the school participation in a culture of
Component 4d: cooperation. Teacher cooperation. and or district requires. and inquiry.
Participating takes initiative in actively participates becomes involved in
in Professional assuming leadership in a culture of the school’s culture of
Teacher avoids becoming
Community among the faculty. professional inquiry. inquiry when invited to
involved in school and/or
district events/projects.
do so.
Teacher volunteers to Teacher volunteers to
participate in school or participate in school Teacher participates in
district events/projects, and/or district events/ school and/or district
making a contribution projects, making a events/projects when
in school life/district contribution. specifically asked.
projects assuming a
leadership role.
LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 4: Teacher seeks Teacher seeks Teacher participates in Teacher engages in no
REFLECTING out opportunities out opportunities professional activities to professional development
ON TEACHING for professional for professional a limited extent. activities to enhance
development and development to knowledge or skill.
Component 4e: makes a systematic enhance content
Teacher reluctantly
Growing and effort to conduct action knowledge and
accepts feedback on Teacher resists feedback on
Developing research. pedagogical skill.
teaching performance teaching performance from
Professionally from both supervisors either supervisors or more
Teacher seeks out Teacher welcomes and professional experienced colleagues.
feedback on teaching feedback from colleagues.
Teacher makes no effort to
from both supervisors colleagues when made
Teacher finds limited share knowledge with others
and colleagues. by supervisors or when
ways to contribute to the or to assume professional
opportunities arise
Teacher initiates profession. responsibilities.
through professional
important activities
collaboration.
to contribute to the
profession. Teacher participates
actively in assisting
other educators.

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LEVEL OF PERFORMANCE
DEVELOPING/
Component HIGHLY
EFFECTIVE NEEDS UNSATISFACTORY
EFFECTIVE
IMPROVEMENT
DOMAIN 4: Teacher can be Teacher displays Teacher is honest Teacher displays dishonesty
REFLECTING counted on to hold high standards of in interactions with in interactions with
ON TEACHING the highest standards honesty, integrity, colleagues, students, and colleagues, students, and the
of honesty, integrity, and confidentiality the public. public.
Component and confidentiality and in interactions with
4f: Showing takes a leadership role colleagues, students,
Teacher complies Teacher does not comply
Professionalism with colleagues. and the public.
minimally with school with school and district
and district regulations, regulations. Teacher
Teacher complies Teacher complies doing just enough decisions are based on self-
fully with school and fully with school and to get by. Teacher serving criteria.
district regulations, district regulations and decisions are based on
taking a leadership participates in team or limited professional
role with colleagues to departmental decision consideration.
help ensure that such making.
decisions are based on
the highest professional
standards.

Appendix C – Observation Instruments for Non-Classroom Instructional Personnel

In Appendix C, the district shall include the observation rubric(s) to be used for collecting
instructional practice data for non-classroom instructional personnel.

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