Basic Proficient Distinguished Clause Samples

Basic Proficient Distinguished. 1b. Demonstrating Knowledge of Students The teacher displays minimal understanding of how students learn—and little knowledge of their varied approaches to learning, knowledge and skills, The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also special needs, and interests and cultural heritages, yet may apply this acquires knowledge from several systematically acquires knowledge cultural heritages—and does not knowledge not to individual students sources about groups of students’ from several sources about indicate that such knowledge is valuable. but to the class as a whole. varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages. individual students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Basic Proficient Distinguished. Reflecting on Instruction Teacher does not know if a lesson was effective and Teacher has a generally accurate Teacher makes an accurate assessment of a lesson’s effectiveness Teacher makes an accurate assessment of a has no impression of a and makes a few specific lesson’s suggestions for lesson’s suggestions for future effectiveness, citing how a lesson may effectiveness lessons. appropriate be improved. and makes examples and general offering numerous suggestions specific suggestions about how a for future lessons. lesson may be improved. Maintaining Teacher has no Teacher’s Teacher’s system for Teacher’s system for Accurate Records system for maintaining system for maintaining maintaining information on student progress is maintaining information on information on information on mostly effective and student progress is student progress, student progress generally accurate. fully effective and or the system is in is rudimentary, accurate. disarray. partially effective, and at times, inaccurate. Communicating Student Progress Teacher provides minimal information and Teacher adheres to the school’s required Teacher communicates students’ progress on a regular basis and is Teacher provides information frequently on both does not respond, procedures for available as needed to positive and negative or responds communicating respond to concerns. aspects of student insensitively, to progress. progress. concerns about Responses to Responses to students. concerns are concerns are minimal. handled professionally. Interacting With Teacher’s Teacher Teacher supports and Teacher takes Colleagues interaction with colleagues is moderately interacts with cooperates with colleagues. initiative in assuming leadership negative or self- colleagues. responsibilities with serving and does colleagues. not fulfill school or district requirements. Participating in School and District Projects Teacher avoids becoming involved in school and district projects. Teacher participates in school and district projects Teacher volunteers to participate in school and district projects, making a substantial contribution. Teacher volunteers to participate in school and district projects, making a when specifically substantial asked. contribution, and assumes a leadership role in a major school or district project.

Basic Proficient Distinguished. 2c. Managing Classroom Procedures Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher’s management of instructional groups and transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines, or that volunteers and paraprofessionals have clearly defined tasks. Some instructional time is lost due to partially effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines, and volunteers and paraprofessionals perform their duties. There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class. Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Volunteers and paraprofessionals make an independent contribution to the class. 2d. Managing Student Behavior There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity. monitor student behavior and respond to student misbehavior. response to student misbehavior is consistent, proportionate, and respectful to students and is effective. students against standards of conduct. Teacher monitoring of student behavior is subtle and preve...

Basic Proficient Distinguished. Communicating Teacher directions Teacher directions Teacher directions Teacher directions and Directions and Procedures and procedures are confusing to students. and procedures are clarified after initial student and procedures are clear to students and contain an procedures are clear to students and anticipate possible student confusion or are appropriate level of misunderstanding. excessively detail. detailed. Using Interaction between Teacher makes Through effective Students assume Questioning and Discussion Techniques teacher and students is predominantly recitation style, with teacher mediating all some attempt through questioning to engage students in questioning, classroom interaction represents productive considerable responsibility for the success of the discussion, initiating questions and a productive discussion, with topics and making answers. discussion, with teacher stepping unsolicited uneven results. aside when contributions. appropriate. Utilizing The lesson has no The lesson has a The lesson has a The lesson’s structure Structure and clearly defined recognizable clearly defined is highly coherent, Pacing structure, or the pacing of the lesson is structure, although it is not uniformly structure around which the activities allowing for reflection and closure as too slow or rushed, or maintained are organized. appropriate. Pacing of both. throughout the Pacing of the lesson the lesson is lesson. Pacing of is mostly consistent. appropriate for all the lesson is students. inconsistent. Providing Feedback is not Feedback is Quality feedback is Quality feedback is Feedback to Students provided, untimely, or of poor quality. inconsistent in quality and timeliness. consistently provided in a timely manner. consistently provided in a timely manner. Students make appropriate use of the feedback in their learning. Monitoring, Teacher unable to Teacher attempts Teacher is able to Teacher successfully Adjusting and Assessing. monitor, adjust or assess a lesson, either gives up or to adjust a lesson, with mixed results. Teacher has only a monitor and adjust lessons. Teacher possesses a monitors, adjusts, and assesses instruction using an extensive blames the student or limited repertoire of moderate repertoire repertoire of strategies the environment for instructional of strategies and and tools to enhance the students’ lack of strategies and assessment tools. learning. success. assessment tools.

Basic Proficient Distinguished. The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. • The activities are not designed to engage students in active intellectual activity and have unrealistic time allocation. Instructional groups do not support the instructional outcomes and offer no variety. • Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. • The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable. • Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. • The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. • The lesson or unit has a clear structure, with appropriate and varied use of instructional groups. • Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. • Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. • The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. Critical Attributes • Learning activities are boring and/or not well aligned to the instructional goals. • Materials are not engaging or do not meet instructional outcomes. • Instructional groups do not support learning. • Lesson plans are not structured or sequenced and are unrealistic in their expectations. • Learning activities are moderately challenging. • Learning resources are suitable, but there is limited variety. • Instructional groups are random or only partially support objectives. • Lesson structure is uneven or may be unrealistic in terms of time expectations. • Learning activities are matched to instructional outcomes. • Activities provide opportunity for higher-level thinking. • Teacher prov...

Basic Proficient Distinguished. 1a: Establishes goals for the counseling program appropriate to the setting and student(s) served. The counselor has no clear goals for the counseling program or they are inappropriate to either the situation or the age of the students. The counselor’s goals for the counseling program are rudimentary and are partially suitable to the situation and the age of the students. The counselor’s goals for the counseling program are clear and appropriate to the situation in the school and to the age of the students. The counselor’s goals for the counseling program are highly appropriate to the situation in the school and to the age of the students and have been developed following consultations with students, parents, and colleagues. 1b: Promotes equity and access for every student. The counselor values and demonstrates fairness, equity, and sensitivity to few or no students, and advocates for equitable access to few instructional programs and activities. The counselor values and demonstrates fairness, equity, and sensitivity to some students, and advocates for equitable access to some instructional programs and activities. The counselor values and demonstrates fairness, equity, and sensitivity to most students, and advocates for equitable access to many instructional programs and activities. The counselor values and demonstrates fairness, equity, and sensitivity to all students, and advocates for equitable access to all instructional programs and activities.

Basic Proficient Distinguished. 4b: Maintains Accurate Records  Catalog  Circulation  Statistics  Using data Teacher-librarian does not maintain accurate or current records. Teacher-librarian maintains records including a current catalog of resources, circulation records, an inventory of materials, and statistics of library use. Teacher-librarian maintains accurate, fairly current, and accessible records including: a current catalog of resources; circulation records; an inventory of materials; and statistics of library use. Teacher-librarian maintains accurate, current, and easily accessible records including: a current catalog of resources; circulation records; an inventory of materials and; statistics of library use. Records are assembled, effectively interpreted, and reported in a timely manner throughout the year when requested and at the end of the year. 4c: Communicates the availability of library program and services  Communicate with school community Teacher-librarian does not communicate with the school community about the library program and services. Teacher-librarian communicates inconsistently with the school community about the library program and services. Teacher-librarian communicates consistently with the school community about the library program and services. Teacher-librarian effectively and consistently communicates with the school staff, families, and community about the library program and services. 4d: Participates in a Professional Community  Relationships with colleagues  Involvement in a inquiry  Service to the School  Participation in school and district projects Teacher-librarians’ relationships with colleagues are frequently negative or self-serving and the teacher-librarian avoids or refuses to be involved in school and district events and projects. Teacher-librarian participates in school and district events and projects when specifically requested. Teacher-librarian usually maintains a positive collaborative relationship with colleagues. Teacher-librarian contributes to the school and to the district by voluntarily participating in school events and serving on school and district committees. Support and cooperation characterize relationships with colleagues. Teacher-librarian makes substantial contributions to the school and to the district by voluntarily participating in school events, serving on school and district committees, and assuming a leadership role. Support and cooperation characterize relationships with colleagues. 4e: G...

Basic Proficient Distinguished. The outcomes represent low Outcomes represent moderately high Most outcomes represent rigorous All outcomes represent high-level Setting Instructional Outcomes expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes, based on global assessments of student learning, are suitable for most of the students in the class. and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students. learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.