Common use of Elements Unsatisfactory Needs Improvement Proficient Exemplary Clause in Contracts

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-well- structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-in- time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs de- signs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-re- quire higher- order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-higher- order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-in- time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal for- mal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended in- tended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Standards-Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Well-Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families (as appropriate for grade level) that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3A-1. Rigorous Standards- Based Unit Design Plans individual lessons rather than Does not set the expectation that educators plan standards-based units of instruction, provide adequate resources or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomessupport for this activity, and/or include tasks monitor or assess progress. Gives educators resources on how to use a backward design approach to planning standards- based units and checks that mostly rely on lower level thinking skillsteachers engage in instructional planning. Designs Sometimes monitors and assesses progress and provides feedback. Provides support and assistance for educators and teams to use a backward design approach to plan standards-based units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills thinking. Frequently monitors and assesses progress, providing feedback as necessary. Empowers staff to create with a backward design approach rigorous standards-based units of instruction that enable students are aligned across grade levels and content areas. Continually monitors and assesses progress, provides feedback, and connects educators to learn and apply the knowledge and skills defined in state standards/local curriculaadditional supports as needed. Is able to model this element. I-A-4A-2. Well- Structured Lessons Develops lessons with inappropriate student engagement strategiesLesson Development Support Does not state expectations for the development of well- structured lessons, pacing, sequence, activities, materials, resourcesprovide support to educators, and/or grouping for the intended outcome or for the students in the classdiscriminate between strong and weak lesson-planning practices. Develops Provides limited support and resources to educators on how to develop well-structured lessons with only some elements and/or does not consistently address patterns of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and groupingweak lesson development practices. Develops Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops Supports educators to collaborate on developing a series of interconnected, well-structured and highly engaging lessons with challenging, measurable challenging objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needsand identifies specific exemplars and resources in each area. Is able to model this element. I-B-1. Variety Instructional Practices Does not look for evidence of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievementcannot accurately identify more than a few effective teaching strategies and practices. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standardsWhile observing practice and reviewing unit plans, occasionally looks for evidence of or accurately identifies appropriate teaching strategies and practices. Designs While observing practice and administers reviewing unit plans, looks for and identifies a variety of informal effective teaching strategies and formal methods practices. Ensures, through observation and assessmentsreview of unit plans, including common interim assessments, to measure each student’s learning, growth, that teachers know and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal employ effective teaching strategies and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standardspractices while teaching their content. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal Quality of Effort and informal assessmentsWork Does not set high expectations for the quality of content, student effort, and/or student work school- wide, or expectations are inappropriate. May organize set high expectations for the quality of content, student effort, and analyze some assessment results student work school-wide but only occasionally adjusts practice or modifies future instruction based on allows expectations to be inconsistently applied across the findingsschool. Organizes Sets and analyzes results from a variety models high expectations for the quality of assessments content, student effort, and student work school-wide and supports educators to determine progress toward intended outcomes uphold these expectations consistently. Sets and uses models high expectations for the quality of content, student effort, and student work school-wide and empowers educators and students to uphold these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and unitsexpectations consistently. Is able to model this element. I-C-1B-3. Analysis and Conclusions Diverse Learners’ Needs Does not draw conclusions from student data beyond completing minimal requirements such as grading look for report cardsevidence of and/or cannot accurately identify more than a few effective teaching strategies and practices. Draws conclusions from a limited analysis While observing practice and reviewing unit plans, occasionally looks for evidence of student data to inform student grading or accurately identifies teaching strategies and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learningare appropriate for diverse learners. Regularly shares with appropriate colleagues (e.g.While observing practice and reviewing unit plans, general education, special education, looks for and English learner staff) conclusions about student progress identifies a variety of teaching strategies and seeks feedback from them about instructional or assessment practices that will support improved student learningare effective with diverse learners. Establishes Ensures, through observation and implements a schedule review of unit plans, that teachers know and plan for regularly sharing with all appropriate colleagues conclusions employ teaching strategies and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve are effective with diverse learners while teaching their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvementcontent. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or designs de- signs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-re- quire higher- order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-higher- order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3A-1. Rigorous Standards- Based Unit Design Plans individual lessons rather than Does not set the expectation that educators plan standards-based units of instruction, provide adequate resources or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomessupport for this activity, and/or include tasks monitor or assess progress. Gives educators resources on how to use a backward design approach to planning standards-based units and checks that mostly rely on lower level thinking skillsteachers engage in instructional planning. Designs Sometimes monitors and assesses progress and provides feedback. Provides support and assistance for educators and teams to use a backward design approach to plan standards-based units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills thinking. Frequently monitors and assesses progress, providing feedback as necessary. Empowers staff to create with a backward design approach rigorous standards-based units of instruction that enable students are aligned across grade levels and content areas. Continually monitors and assesses progress, provides feedback, and connects educators to learn and apply the knowledge and skills defined in state standards/local curriculaadditional supports as needed. Is able to model this element. Standards- Based Unit Design I-A-4A-2. Well- Structured Lessons Develops lessons with inappropriate student engagement strategiesDoes not state expectations for the development of well- structured lessons, pacing, sequence, activities, materials, resourcesprovide support to educators, and/or grouping for the intended outcome or for the students in the classdiscriminate between strong and weak lesson-planning practices. Develops Provides limited training to educators on how to develop well-structured lessons with only some elements and/or does not consistently address patterns of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and groupingweak lesson development practices. Develops Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops Supports educators to collaborate on developing a series of interconnected, well-structured and highly engaging lessons with challenging, measurable challenging objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needsand identifies specific exemplars and resources in each area. Is able to model this element. Lesson Development Support Indicator I-B. Instruction: Ensures that instructional practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. I-B-1. Variety Instructional Practices Does not look for evidence of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievementcannot accurately identify more than a few effective teaching strategies and practices. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standardsWhile observing practice and reviewing unit plans, occasionally looks for evidence of or accurately identifies appropriate teaching strategies and practices. Designs While observing practice and administers reviewing unit plans, looks for and identifies a variety of informal effective teaching strategies and formal methods practices. Ensures, through observation and assessmentsreview of unit plans, including common interim assessments, to measure each student’s learning, growth, that teachers know and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal employ effective teaching strategies and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standardspractices while teaching their content. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal Quality of Effort and informal assessmentsWork Does not set high expectations for the quality of content, student effort, and/or student work schoolwide, or expectations are inappropriate. May organize set high expectations for the quality of content, student effort, and analyze some assessment results student work schoolwide but only occasionally adjusts practice or modifies future instruction based on allows expectations to be inconsistently applied across the findingsschool. Organizes Sets and analyzes results from a variety models high expectations for the quality of assessments content, student effort, and student work schoolwide and supports educators to determine progress toward intended outcomes uphold these expectations consistently. Sets and uses models high expectations for the quality of content, student effort, and student work schoolwide and empowers educators and students to uphold these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and unitsexpectations consistently. Is able to model this element. I-C-1B-3. Analysis and Conclusions Diverse Learners’ Needs Does not draw conclusions from student data beyond completing minimal requirements such as grading look for report cardsevidence of and/or cannot accurately identify more than a few effective teaching strategies and practices. Draws conclusions from a limited analysis While observing practice and reviewing unit plans, occasionally looks for evidence of student data to inform student grading or accurately identifies teaching strategies and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learningare appropriate for diverse learners. Regularly shares with appropriate colleagues (e.g.While observing practice and reviewing unit plans, general education, special education, looks for and English learner staff) conclusions about student progress identifies a variety of teaching strategies and seeks feedback from them about instructional or assessment practices that will support improved student learningare effective with diverse learners. Establishes Ensures, through observation and implements a schedule review of unit plans, that teachers know and plan for regularly sharing with all appropriate colleagues conclusions employ teaching strategies and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve are effective with diverse learners while teaching their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvementcontent. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-higher- order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3A-1. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instructionDoes not set the expectation that educators develop well-designed standards-based units, provide adequate resources or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomessupport for this activity, and/or include tasks that mostly rely on lower level thinking skillsmonitor or assess progress. Designs Provides limited training and/or support to administrators and educators to employ effective strategies for ensuring well-designed standards-based units. May sometimes monitor and assess progress and provide feedback. Provides support and assistance to administrators and educators and teams to use a backward design approach to plan standards-based units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students thinking. Frequently monitors and assesses progress, providing feedback as necessary. Consistently provides support to learn the knowledge administrators and skills defined in state educators to create rigorous standards/local curricula. Designs integrated -based units of instruction with measurablethat are aligned across grade levels and content areas. Continually monitors and assesses progress, accessible outcomes provides feedback, and challenging tasks requiring higher-order thinking skills that enable students connects administrators to learn and apply the knowledge and skills defined in state standards/local curriculaadditional supports as needed. Is able to model this element. I-A-4A-2. Well- Structured Lessons Develops lessons with inappropriate student engagement strategiesLesson Development Support Does not support administrators to establish effective strategies to ensure development of well- structured lessons, pacing, sequence, activities, materials, resourcesdoes not provide training or support, and/or grouping does not discriminate between strong and weak strategies for the intended outcome or ensuring effective lesson-planning practices. Provides limited support to administrators on how to establish effective strategies for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops ensuring that educators develop well-structured lessons and/or does not consistently identify and/or address patterns when there is evidence of a weak strategy being employed. Supports administrators and educators to learn and establish effective strategies for ensuring that educators develop well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops Supports administrators to collaborate on developing strategies that enable educators to consistently develop series of interconnected, well-structured and highly engaging lessons with challenging, measurable challenging objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needsand identifies specific exemplars and resources in each area. Is able to model this element. I-B-1. Variety Instructional Practices Does not look for evidence of Assessment Methods Administers and/or cannot accurately identify effective teaching strategies when observing practice and reviewing unit plans. Does not collaborate with administrators on observing educators. Xxx observe educator practice and artifacts, but only the assessments required by the school and/or measures only point-in-time student achievementoccasionally assists in identifying effective teaching strategies and practices. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standardsOccasionally collaborates with administrators on observing educators. Designs and administers Collaborates with administrators on observing educators; assists in identifying a variety of informal effective teaching strategies, practices and formal methods artifacts. Collaborates with administrators on observing educators; ensures that principals know and assessments, including common interim assessments, to measure each student’s learning, growth, employ effective strategies and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standardspractices for helping educators improve instructional practice. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal Quality of Effort and informal assessmentsWork Does not set high expectations for the quality of content, student effort, and/or student work district-wide, or expectations are inappropriate. May organize set high expectations for the quality of content, student effort, and analyze some assessment results student work district-wide, but only occasionally adjusts practice or modifies future instruction based on allows expectations to be inconsistently applied across the findingsdistrict. Organizes Sets and analyzes results from a variety models high expectations for the quality of assessments content, student effort, and student work district-wide and supports administrators and educators to determine progress toward intended outcomes uphold these expectations consistently. Sets and uses models high expectations for the quality of content, student effort, and student work district-wide and empowers administrators, educators and students to uphold these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and unitsexpectations consistently. Is able to model this element. I-C-1B-3. Analysis and Conclusions Diverse Learners’ Needs Does not draw conclusions from student data beyond completing minimal requirements such as grading look for report cards. Draws conclusions from a limited analysis evidence of student data to inform student grading and/or cannot accurately identify ways that principals identify effective teaching strategies and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learningare appropriate for diverse learners. Regularly shares with appropriate colleagues (e.g., general education, special education, Occasionally looks for evidence that administrators and English learner staff) conclusions about student progress teachers are identifying effective teaching strategies and seeks feedback from them about instructional or assessment practices that will support improved student learningare appropriate for diverse learners when they observe practices and review unit plans. Establishes While observing practice and implements reviewing curriculum, supports administrators and educators in identifying a schedule variety of teaching strategies and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learningare effective with diverse learners. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report Employs strategies that ensure that principals know and consistently identify teaching strategies and practices that are meeting the needs of task completion, or provides inappropriate feedback that does not support students to improve diverse learners while teaching their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvementcontent. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction. I-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-higher- order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-in- time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3A-1. Rigorous Standards- Based Unit Design Plans individual lessons rather than Does not set the expectation that educators plan standards-based units of instruction, provide adequate resources or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomessupport for this activity, and/or include tasks monitor or assess progress. Gives educators resources on how to use a backward design approach to planning standards- based units and checks that mostly rely on lower level thinking skillsteachers engage in instructional planning. Designs Sometimes monitors and assesses progress and provides feedback. Provides support and assistance for educators and teams to use a backward design approach to plan standards-based units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills thinking. Frequently monitors and assesses progress, providing feedback as necessary. Empowers staff to create with a backward design approach rigorous standards-based units of instruction that enable students are aligned across grade levels and content areas. Continually monitors and assesses progress, provides feedback, and connects educators to learn and apply the knowledge and skills defined in state standards/local curriculaadditional supports as needed. Is able to model this element. I-A-4A-2. Well- Structured Lessons Develops lessons with inappropriate student engagement strategiesLesson Development Support Does not state expectations for the development of well- structured lessons, pacing, sequence, activities, materials, resourcesprovide support to educators, and/or grouping for the intended outcome or for the students in the classdiscriminate between strong and weak lesson-planning practices. Develops Provides limited support and resources to educators on how to develop well-structured lessons with only some elements and/or does not consistently address patterns of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and groupingweak lesson development practices. Develops Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-Supports educators to collaborate on developing a series of interconnected, well- structured and highly engaging lessons with challenging, measurable challenging objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needsand identifies specific exemplars and resources in each area. Is able to model this element. I-B-1. Variety Instructional Practices Does not look for evidence of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievementcannot accurately identify more than a few effective teaching strategies and practices. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standardsWhile observing practice and reviewing unit plans, occasionally looks for evidence of or accurately identifies appropriate teaching strategies and practices. Designs While observing practice and administers reviewing unit plans, looks for and identifies a variety of informal effective teaching strategies and formal methods practices. Ensures, through observation and assessmentsreview of unit plans, including common interim assessments, to measure each student’s learning, growth, that teachers know and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal employ effective teaching strategies and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standardspractices while teaching their content. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal Quality of Effort and informal assessmentsWork Does not set high expectations for the quality of content, student effort, and/or student work school-wide, or expectations are inappropriate. May organize set high expectations for the quality of content, student effort, and analyze some assessment results student work school-wide but only occasionally adjusts practice or modifies future instruction based on allows expectations to be inconsistently applied across the findingsschool. Organizes Sets and analyzes results from a variety models high expectations for the quality of assessments content, student effort, and student work school-wide and supports educators to determine progress toward intended outcomes uphold these expectations consistently. Sets and uses models high expectations for the quality of content, student effort, and student work school-wide and empowers educators and students to uphold these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and unitsexpectations consistently. Is able to model this element. I-C-1B-3. Analysis and Conclusions Diverse Learners’ Needs Does not draw conclusions from student data beyond completing minimal requirements such as grading look for report cardsevidence of and/or cannot accurately identify more than a few effective teaching strategies and practices. Draws conclusions from a limited analysis While observing practice and reviewing unit plans, occasionally looks for evidence of student data to inform student grading or accurately identifies teaching strategies and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learningare appropriate for diverse learners. Regularly shares with appropriate colleagues (e.g.While observing practice and reviewing unit plans, general education, special education, looks for and English learner staff) conclusions about student progress identifies a variety of teaching strategies and seeks feedback from them about instructional or assessment practices that will support improved student learningare effective with diverse learners. Establishes Ensures, through observation and implements a schedule review of unit plans, that teachers know and plan for regularly sharing with all appropriate colleagues conclusions employ teaching strategies and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve are effective with diverse learners while teaching their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvementcontent. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans Well- Structured Units and Lessons Delivers individual lessons rather than units of instruction, or designs ; constructs units of instruction that are not aligned with state standards/ local curricula, ’ and/or designs lessons that lack measurable outcomes, fail to include appropriate student engagement strategies, and/or include tasks that mostly rely on lower level thinking skills. Designs Implements lessons and units of instruction that to address some knowledge and skills defined in state standards/local curriculacurricula with some elements of appropriate student engagement strategies, but some student outcomes are poorly defined and/or tasks rarely require higherare not challenging. Adapts as needed and implements standards-order thinking skills. Designs based units comprised of instruction well-structured lessons with measurable outcomes and challenging tasks requiring higher- order thinking skills and measurable outcomes; appropriate student engagement strategies, pacing, sequence, resources, and grouping; purposeful questioning; and strategic use of technology and digital media; such that enable students are able to learn the knowledge and skills defined in state standards/local curricula. Designs integrated Adapts as needed and implements standards- based units comprised of instruction well-structured lessons with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills and measurable outcomes; appropriate student engagement strategies, pacing, sequence, resources, and grouping; purposeful questioning; and strategic use of technology and digital media; such that enable all students are able to learn and apply in authentic contexts the knowledge and skills defined in state standards/local curricula. Is able Models this practice for others. Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to model this elementmeasure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. B. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-in- time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers Uses a variety of informal and formal methods and assessments, including common interim assessments, to measure students’ learning, growth, and progress toward achieving state/local standards. Designs and administers a comprehensive system of informal and formal assessments, including common interim assessments and ongoing progress monitoring methods, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model Models this elementpractice for others. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes Analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes Regularly organizes and analyzes results from a comprehensive system variety of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice in real-time and identify in upcoming lessons or units by (a) identifying and/or implement implementing appropriate differentiated interventions and enhancements for individuals all students, and groups of students and (b) making appropriate modifications of lessons and units. Is able to model Models this elementpractice for others. Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws Draws appropriate conclusions from a thorough analysis of a wide range of assessment data to inform instructional decisions and improve student learning. Individually and with colleagues, draws Draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve to inform short- and long-term instructional decisionsdecisions that improve learning for all students. Is able to model Models this element. practice for others I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes Proactively and implements a schedule and plan for regularly sharing with all appropriate colleagues shares conclusions and insights about student progressprogress with all appropriate colleagues. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model learning Models this element. practice for others I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for or solicits feedback from students on how to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and to students, engages students and families them in constructive conversation conversation, and seeks feedback that focuses on how students can improve their performance. Establishes early, constructive regular feedback loops with students and families that create a dialogue support constructive conversation about student performance, progress, and improvementimprovements based on assessment data. Is able to model Models this element.practice for others

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-higher- order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety Variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.Assessment

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction that continue a line of thought, skills or standards from previous units and also connect with measurable, accessible later units of instruction. Units of instruction contain measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element. I-A-4. Well- Structured Lessons Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops well-well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-well- structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-in- time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessmentsformative assessments and benchmark assessments used by other teachers within the same department, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. I-C-1. Analysis and Conclusions Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards. Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3A-1. Rigorous Standards- Based Unit Design Plans individual lessons rather than Does not set the expectation that educators plan standards-based units of instruction, provide adequate resources or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomessupport for this activity, and/or include tasks monitor or assess progress. Gives educators resources on how to use a backward design approach to planning standards- based units and checks that mostly rely on lower level thinking skillsteachers engage in instructional planning. Designs Sometimes monitors and assesses progress and provides feedback. Provides support and assistance for educators and teams to use a backward design approach to plan standards-based units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students thinking. Frequently monitors and assesses progress, providing feedback as necessary. Empowers staff to learn the knowledge and skills defined in state create with a backward design approach rigorous standards/local curricula. Designs integrated -based units of instruction with measurablethat are aligned across grade levels and content areas. Continually monitors and assesses progress, accessible outcomes provides feedback, and challenging tasks requiring higher-order thinking skills that enable students connects educators to learn and apply the knowledge and skills defined in state standards/local curriculaadditional supports as needed. Is able to model this element. I-A-4A-2. Well- Structured Lessons Develops lessons with inappropriate student engagement strategiesLesson Development Support Does not state expectations for the development of well- structured lessons, pacing, sequence, activities, materials, resourcesprovide support to educators, and/or grouping for the intended outcome or for the students in the classdiscriminate between strong and weak lesson-planning practices. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops Provides limited training to educators on how to develop well-structured lessons and/or does not consistently address patterns of weak lesson development practices. Supports educators to develop well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops Supports educators to collaborate on developing a series of interconnected, well-structured and highly engaging lessons with challenging, measurable challenging objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needsand identifies specific exemplars and resources in each area. Is able to model this element. Indicator I-B. Instruction: Ensures that instructional practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. I-B-1. Variety Instructional Practices Does not look for evidence of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievementcannot accurately identify more than a few effective teaching strategies and practices. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standardsWhile observing practice and reviewing unit plans, occasionally looks for evidence of or accurately identifies appropriate teaching strategies and practices. Designs While observing practice and administers reviewing unit plans, looks for and identifies a variety of informal effective teaching strategies and formal methods practices. Ensures, through observation and assessmentsreview of unit plans, including common interim assessments, to measure each student’s learning, growth, that teachers know and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal employ effective teaching strategies and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standardspractices while teaching their content. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal Quality of Effort and informal assessmentsWork Does not set high expectations for the quality of content, student effort, and/or student work schoolwide, or expectations are inappropriate. May organize set high expectations for the quality of content, student effort, and analyze some assessment results student work schoolwide but only occasionally adjusts practice or modifies future instruction based on allows expectations to be inconsistently applied across the findingsschool. Organizes Sets and analyzes results from a variety models high expectations for the quality of assessments content, student effort, and student work schoolwide and supports educators to determine progress toward intended outcomes uphold these expectations consistently. Sets and uses models high expectations for the quality of content, student effort, and student work schoolwide and empowers educators and students to uphold these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and unitsexpectations consistently. Is able to model this element. I-C-1B-3. Analysis and Conclusions Diverse Learners’ Needs Does not draw conclusions from student data beyond completing minimal requirements such as grading look for report cardsevidence of and/or cannot accurately identify more than a few effective teaching strategies and practices. Draws conclusions from a limited analysis While observing practice and reviewing unit plans, occasionally looks for evidence of student data to inform student grading or accurately identifies teaching strategies and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learningare appropriate for diverse learners. Regularly shares with appropriate colleagues (e.g.While observing practice and reviewing unit plans, general education, special education, looks for and English learner staff) conclusions about student progress identifies a variety of teaching strategies and seeks feedback from them about instructional or assessment practices that will support improved student learningare effective with diverse learners. Establishes Ensures, through observation and implements a schedule review of unit plans, that teachers know and plan for regularly sharing with all appropriate colleagues conclusions employ teaching strategies and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve are effective with diverse learners while teaching their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvementcontent. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-3A-1. Rigorous Standards- Based Unit Design Plans individual lessons rather than units of instructionDoes not set the expectation that educators develop well-designed standards-based units, provide adequate resources or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomessupport for this activity, and/or include tasks that mostly rely on lower level thinking skillsmonitor or assess progress. Designs Provides limited training and/or support to administrators and educators to employ effective strategies for ensuring well-designed standards-based units. May sometimes monitor and assess progress and provide feedback. Provides support and assistance to administrators and educators and teams to use a backward design approach to plan standards-based units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requiring higher- order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills thinking. Frequently monitors and assesses progress, providing feedback as necessary. Consistently provides support to administrators and educators to create rigorous standards-based units of instruction that enable students are aligned across grade levels and content areas. Continually monitors and assesses progress, provides feedback, and connects administrators to learn and apply the knowledge and skills defined in state standards/local curriculaadditional supports as needed. Is able to model this element. I-A-4A-2. Well- Structured Lessons Develops lessons with inappropriate student engagement strategiesLesson Development Support Does not support administrators to establish effective strategies to ensure development of well-structured lessons, pacing, sequence, activities, materials, resourcesdoes not provide training or support, and/or grouping does not discriminate between strong and weak strategies for the intended outcome or ensuring effective lesson-planning practices. Provides limited support to administrators on how to establish effective strategies for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops ensuring that educators develop well-structured lessons and/or does not consistently identify and/or address patterns when there is evidence of a weak strategy being employed. Supports administrators and educators to learn and establish effective strategies for ensuring that educators develop well- structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-Supports administrators to collaborate on developing strategies that enable educators to consistently develop series of interconnected, well- structured and highly engaging lessons with challenging, measurable challenging objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needsand identifies specific exemplars and resources in each area. Is able to model this element. I-B-1. Variety Instructional Practices Does not look for evidence of Assessment Methods Administers and/or cannot accurately identify effective teaching strategies when observing practice and reviewing unit plans. Does not collaborate with administrators on observing educators. Xxx observe educator practice and artifacts, but only the assessments required by the school and/or measures only point-in-time student achievementoccasionally assists in identifying effective teaching strategies and practices. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standardsOccasionally collaborates with administrators on observing educators. Designs and administers Collaborates with administrators on observing educators; assists in identifying a variety of informal effective teaching strategies, practices and formal methods artifacts. Collaborates with administrators on observing educators; ensures that principals know and assessments, including common interim assessments, to measure each student’s learning, growth, employ effective strategies and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standardspractices for helping educators improve instructional practice. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal Quality of Effort and informal assessmentsWork Does not set high expectations for the quality of content, student effort, and/or student work district-wide, or expectations are inappropriate. May organize set high expectations for the quality of content, student effort, and analyze some assessment results student work district-wide, but only occasionally adjusts practice or modifies future instruction based on allows expectations to be inconsistently applied across the findingsdistrict. Organizes Sets and analyzes results from a variety models high expectations for the quality of assessments content, student effort, and student work district- wide and supports administrators and educators to determine progress toward intended outcomes uphold these expectations consistently. Sets and uses models high expectations for the quality of content, student effort, and student work district-wide and empowers administrators, educators and students to uphold these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and unitsexpectations consistently. Is able to model this element. I-C-1B-3. Analysis and Conclusions Diverse Learners’ Needs Does not draw conclusions from student data beyond completing minimal requirements such as grading look for report cards. Draws conclusions from a limited analysis evidence of student data to inform student grading and/or cannot accurately identify ways that principals identify effective teaching strategies and promotion decisions. Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short- and long-term instructional decisions. Is able to model this element. I-C-2. Sharing Conclusions With Colleagues Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback. Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learningare appropriate for diverse learners. Regularly shares with appropriate colleagues (e.g., general education, special education, Occasionally looks for evidence that administrators and English learner staff) conclusions about student progress teachers are identifying effective teaching strategies and seeks feedback from them about instructional or assessment practices that will support improved student learningare appropriate for diverse learners when they observe practices and review unit plans. Establishes While observing practice and implements reviewing curriculum, supports administrators and educators in identifying a schedule variety of teaching strategies and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learningare effective with diverse learners. Is able to model this element. I-C-3. Sharing Conclusions With Students Provides little or no feedback on student performance except through grades or report Employs strategies that ensure that principals know and consistently identify teaching strategies and practices that are meeting the needs of task completion, or provides inappropriate feedback that does not support students to improve diverse learners while teaching their performance. Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives. Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvementcontent. Is able to model this element.