Planning and Preparation for Learning. Highly Effective Effective Improvement Necessary Does Not Meet Standards B. Classroom Management: Highly Effective Effective Improvement Necessary Does Not Meet Standards C. Delivery of Instruction: Highly Effective Effective Improvement Necessary Does Not Meet Standards A Teacher may submit additional comments within five (5) school days of the March/April meeting date. BES Modified Xxxxxxxx Plan Evaluation Rubrics 2018-2019 Attachment 3B Evaluation Summary Page Teacher’s name: Subject/Grade area: School: Barnstead Elementary School School year: Evaluator: Attachment Rubric Used: (Guidance Counselor) Beginning of Year Meeting Date: initial: / End-of-Year Meeting Date: initial: / RATINGS ON INDIVIDUAL RUBRICS: (to be completed at the End-Of- Year meeting)
Planning and Preparation for Learning. Attachment 1C
Planning and Preparation for Learning. The Teacher: 4. Highly Effective 3. Effective 2. Improvement Necessary 1. Does Not Meet Standards a. Lessons Implements each lesson with clear, measurable goals closely aligned with program goals. For example, the RT uses progress monitoring data in tandem with the scope and sequence to provide individual supports to students and plans to embed opportunities to reinforce skills not yet mastered by individual students. (e.g. RT provides an individual with phonological processing difficulties, visual cues of articulation of speech sounds.) Implements lessons focused on measurable outcomes over time aligned with program goals. For example, the RT uses a comprehensive scope and sequence of skill development to deliver intensive instruction based upon students’ needs, even if the skills are outside of grade- level. Implements lessons with some consideration of program goals. For example, the RT strictly adheres to the adopted reading program’s scope and sequence, but the sequence is not suited to the group of students’ needs. Implements lessons aimed primarily at entertaining students or covering program goals. For example, the RT makes no use of a scope and sequence of skill development to plan lessons for groups of students (e.g. RT teaches multisyllabic words before students are fluent in sound/symbol relationships.) b. Engagement Designs highly relevant lessons that will motivate students and engage them in active learning. For example, RT plans for a variety of flexible student interactions (staggered starts, partnerships) and has materials organized for a fast-paced lesson. Designs lessons that are relevant, motivating, and likely to engage most students. For example, RT plans for a variety of flexible student interactions (staggered starts, partnerships). RT has most materials prepared for a fast-paced lesson. Plans lessons that will catch some students’ interest and perhaps get a discussion going. For example, RT plans for some student interactions and has some materials ready but students are off task as he/she prepares others. Plans lessons with very little likelihood of motivating or involving students. For example, students are not reading. Teacher does not have materials prepared. Planned activities do not happen. c. Differentiation Implements lessons that break down complex tasks and address student learning needs, styles, and interests. For example, the RT is continually seeking ways to tailor aspects of the plan/ sequence to meet student needs, ...
