Blooming Prairie Educators Evaluation Tool

Items marked with a * are a component for Special Education Teachers ONLY Evaluator: Date: School Name: Blooming Prairie Barry Olson John Worke Time: Sr/Jr High School Teacher Evaluated: Subject:

D O M A I N A : Instruction Developing Unsatisfactory Learning objectives and lesson outlines/agendas are not verbally and visually communicated and aligned with *IEP goals and objectives.

Learning objectives and lesson outlines/agendas are either verbally or visually communicated and aligned with *IEP goals and objectives.

Proficient

Learning objectives and lesson outlines/agendas are verbally and visually communicated and aligned with *VEP goals and objectives.

Exemplary
Learning objectives and lesson outlines/agendas are communicated and referenced verbally and visually throughout the lesson and aligned with *XEP goals and objectives.

Standards, Objectives ' & Instructional Plans

Learning objectives are not related to previous learning, life experiences, and other disciplines.

Learning objectives are somewhat related to previous learning, life experiences, and other disciplines.

Learning objectives are related to previous learning, life experiences, and other disciplines. Relevant to functional skill needs.

Learning objectives are consistently related to previous learning, life experiences, and other disciplines. Relevant to functional skill needs.

u
Does not include a variety of formal or informal assessments, which show evidence that most students demonstrate mastery of the objective based on goals and objectives of IEP

Includes limited formal or informal assessments, which show evidence that most students demonstrate mastery of the objective based on goals and objectives of IEP

u
Includes a variety of formal or informal assessments, which show evidence that most students demonstrate mastery of the objective based on goals and objectives of IEP

Includes an extensive variety of formal or informal assessments, which show evidence that most students demonstrate mastery of the objective based on goals and objectives of IEP

Comments:

Unsatisfactory
_

1 '

Developing
^

Proficient
n

Exemplary ^

Teacher understands and demonstrates content knowledge through:

Presenting Instruction

rjvisuals, examples, illustrations, analogies, and/or labels for rjmodeling to demonstrate performance expectations
I I logical sequencing and segmenting

new concepts and ideas

Q c o n c i s e communication with essential information presented [^highlighting key concepts and ideas D * teaching content to meet individual needs

Comments:

Unsatisfactory

Developing

Proficient
TT

Exemplary

r j v a r i e d student grouping enhances the learners' understanding of the lesson's objective

Grouping

Oprovides opportunities for student to student interaction

rjeach student knows his/her group role, responsibility, and is held accountable for productive work
O g r o u p s provide students with opportunities to set goals and share reflections before evaluating their learning D * s o m e students in the group will be there to leam how to be "a part of the group appropriately"

Comments:

Unsatisfactory

Developing

Proficient

Exemplaiy

The lesson lacks a beginning, middle or end, and allows no time for reflection *or review.

The lesson has some evidence of a beginning, middle and end, and allows little time for reflection *or review.

The lesson has a beginning, middle and end, and allows time for reflection *or review.

The lesson has a clear beginning, middle and end, and allows adequate time for reflection or review.

.esson Structure & Pacing

The lesson does not start on time and instructional time is lost during transitions

Lesson does not start on time or some instructional time is lost during transitions

Lesson starts on time with little instructional time lost during transitions Strategies are implemented to support appropriate
trancitinninu

Lesson starts on time with no instructional time lost during transitions Strategies are implemented to support appropriate transitioning.

Lesson's pacing provides no opportunities for individual students who progress at different learning rates.

Lesson's pacing provides few opportunities for individual students who progress at different learning rates.

Lesson's pacing provides some opportunities for individual students who progress at different learning rates.

Lesson's pacing provides many opportunities for individual students who progress at different learning rates.

Comments:

Unsatisfactory Activities and Materials

rjare challenging, engaging,
Oprovide time for reflection

Developing
and sometimes game-like

Proficient U

Exemplary U

Activities and materials... (Exemplary equals quality not quantity in this element) Osupport the lesson objectives/and or IEP objectives

O induce student curiosity and suspense rjprovide students with choices reincorporate multimedia and technology [Zl incorporate resources that support the school curriculum [^provide appropriate adaptations/assistive technology as needed

Comments:

Unsatisfactory

Developing

Proficient

Exemplary

Feedback is:

Academic Feedback

academically focused frequent h i g h quality u s e d to monitor and adjust instruction t e a c h e r circulates to prompt student thinking t e a c h e r checks for student understanding and provides individual feedback I Iteacher engages students in giving specific and high quality feedback to one another

Comments:

Unsatisfactory

Developing

Proficient

Exemplary

U~"
Differentiation
I Instruction

Differentiation is included in these formats: (Exemplary equals quality not quantity in this element)

reactivities
I lassienments I I assessments t e a c h e r demonstrates knowledge o f different learning styles accommodations are made through collaboration for all special learners (ELL, Special Ed, 504, Gifted/Talented, etc)

Comments:

Unsatisfactory U
Few questions are asked and are all lower level.

Developing
An adequate number of teacher questions are asked but are limited to knowledge and comprehension.

Proficient

Exemplary

Teacher questions are varied, providing a mix of Bloom's question types: o knowledge and comprehension o application and analysis o synthesis and evaluation Questions are based on student's abilities and developmental/cognitive level.

Teacher questions are varied and high quality providing a balanced mix o f Bloom's question types: o knowledge and comprehension o application and analysis o synthesis and evaluation Questions are based on student's abilities and developmental/cognitive level.

Ll
Questions are not purposeful, coherent, and sequenced.

u
Questions are somewhat purposeful, coherent, and sequenced.

u
Questions are purposeful, coherent, sequenced and provide opportunities for students to generate their own questions. Questions are based on student's abilities and developmental/ cognitive 1 level.

Questions are consistently purposeful, coherent, sequenced and lead to students generating their own questions. Questions are based on student's abilities and developmental/ cognitive level.

Questions include: active responses w a i t time (3-5 seconds).*or longer if necessary The teacher calls on : volunteers and non-volunteers a balance of students based on ability and gender Comments:

Unsatisfactory

Developing

Proficient

Exemplary

The teacher's lesson includes some, but not all, o f the following types of thinking and problem solving.

THINKrNG:

Students use...

a n a l y t i c a l thinking - to analyze, compare and contrast, and/or evaluate and explain information p r a c t i c a l thinking - to use, apply, and/or implement what they leam in real-life scenarios c r e a t i v e thinking - to create, design, imagine and/or suppose e x p l o r a t i v e thinking - to explore, gather, and/or review a variety o f ideas, models, and solutions to problems PROBLEM SOLVING: Students... a p p l y learning to new problems or situations c a t e g o r i z e , analyze, classify, and/or sort information d r a w conclusions based on multiple forms of data p r e d i c t and evaluate outcome(s) c o l l e c t and analyze data through observing, experimenting, and/or measuring d e f e n d a solution with evidence s u g g e s t methods for improving a solution identify relevant information to solve a problem g e n e r a t e ideas by using analogies and brainstorming c r e a t e and design a product, experiment, or problem

T h i n k i n g and Problem Solving

Comments:

D O M A I N B : Enhancing Learning Environment

Unsatisfactory

Developing

Proficient

Exemplary

lis safe and welcoming

The Classroom Environment

1 lis organized and understood by all students h a s supplies, equipment, and resources that are easily and readily accessible to students u s e s displays/creative materials/student work to enhance the environment. *(appropriate to student needstoo much can be over stimulating) 1 lis arranged to promote individual and group learning teacher-student interactions demonstrate caring and respect for one another p o s i t i v e relationships and interdependence characterize the classroom t e a c h e r s establish rapport with individual students and know their personal interests and needs

Comments:

Unsatisfactory

Developing

Proficient
Teacher creates learning opportunities where most students can experience success.

Exemplary

Teacher creates learning opportunities where few students can experience success.

Teacher creates learning opportunities where some students can experience success.

Teacher creates learning opportunities where all students can experience success.

Expectations for student performance are neither clear nor challenging. Few students are on-task, focused or productive.

Expectations for student performance are either clear or challenging. Some students are on-task, focused and productive.

Expectations for student performance are clear and challenging.

Expectations for student performance are clear and highly challenging.

Most students are on-task, focused and productive.

A l l students are on-task, focused and productive. *Strategies are implemented to support on-task behavior.

Comments:

Unsatisfactory
Expectations and consequences are not appropriate or logical.

Developing
Some expectations are communicated and have logical consequences.

Proficient
Most expectations are clearly communicated and logical consequences are delivered respectfully.

Exemplary
A l l expectations are clearly communicated and logical consequences are delivered respectfully. May be based on individual student needs.

Managing Student Behavior

Behavior management strategies are inconsistent.

Behavior management strategies are sometimes utilized and are usually sensitive to individual student needs.

Behavior management strategies are utilized and are sensitive to individual student needs.

A variety o f behavior management strategies are consistently utilized and are sensitive to individual student needs.

Classroom policies and procedures are not evident.

Classroom policies and procedures are evident.

Classroom policies and procedures are established and contribute to the efficiency o f the classroom.

Classroom policies and procedures are established and clearly contribute to the efficiency o f the classroom on a daily basis.

Comments:

D O M A I N D : Professionalism

Unsatisfactory U

Developing U

Proficient U

Exemplary

1 [practices the principles, ethics, and legal responsibilities o f teaching as a profession reestablishes positive relationships with staff, parents, and the school community attendance, punctuality, and dress are appropriate

Professionalism

1 lassigned/unassigned responsibilities are completed in a timely manner p a r t i c i p a t e s in individual professional growth and the growth o f colleagues v o l u n t e e r s and actively participates in some aspect o f school life outside o f classroom responsibilities a t t e n d s or gives input for IEP meetings when invited *due process paperwork is completed within timelines communicates well with special education team members

Comments:

General Comments:

Evaluator Signature

Date

Teacher Signature

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(By signing the above line, the teacher is indicating that they have seen this evaluation document and have had the evaluation results explained to them. Signature does not imply agreement.)