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

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment of the factual content. Rarely engages students in learning experiences fo- cused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing of the subject matter and the pedagogy it requires by consistently engaging stu- dents in learning experienc- es that enable them to ac- quire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy it requires by engaging all students in learning experi- ences that enable them to syn- thesize complex knowledge and skills in the subject. Is able to model this element. Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comes. Demonstrates knowledge of developmental levels of stu- dents this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences that enable all stu- dents to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal levels of the teacher’s own students and students in this grade or subject more general- ly and uses this knowledge to differentiate and expand learn- ing experiences that enable all students to make significant progress toward meeting stat- ed outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. I-A-2. Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comesoutcomes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing learning experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.Adolescent Development

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. Subject Matter Knowledge I-A-2. Child and Adolescent Development Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comesoutcomes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing learning experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. I- A-2. Child and Adolescent Development Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comesoutcomes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing learning experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. I-A-2. Child and Adolescent Development Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comesoutcomes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing learning experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Professional Knowledge I-A-2. Child and Ado- lescent Devel- opment Demonstrates limited knowledge of the subject matter and/or its pedagogyprofessional knowledge; relies heavily on textbooks or resources for develop- ment of the factual contentoutdated practices as opposed to current prac- tices supported by research. Rarely engages students in academic, be- havioral, and social/emotional learning experiences fo- cused on complex knowledge or skills in through the subjectuse of edu- cational and/or clinical practices. Demonstrates factual knowledge of subject matter the professional content and the pedagogy delivery and sometimes applies it requires by sometimes engaging stu- dents to engage students in academic, behavioral, and social/emotional learning experiences around complex knowledge and skills in through the subjectuse of educational and/or clinical practices. Demonstrates sound knowledge and understand- ing understanding of professional content and delivery by consistent- ly engaging students in academic, behavioral, and social/emotional learning experiences through the subject matter and the pedagogy it requires by consistently engaging stu- dents in learning experienc- es use of educational and/or clinical practices that enable them students to ac- quire complex acquire knowledge and skills in the subjectskills. Demonstrates expertise in subject matter mastery of professional content and the peda- gogy it requires its delivery by engaging all students in academic, behavioral, and social/emotional learning experi- ences ences, through the use of educational and/or clinical practices, that enable them students to syn- thesize complex synthesize knowledge and skills in the subjectskills. Is able to model this element. Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically child and adolescent development; typically develops one learning experience expe- rience, and/or type of support or as- sistance for all students that does not enable most students to meet the adequately address intended out- comes. Demonstrates general knowledge of developmental levels of stu- dents this age child and adolescent development but does not identify developmental levels and ways of apply this knowledge when providing differentiated learning among the students in the class expe- riences, support, and/or develops learning experiences assistance that would enable all students—as opposed to just some, but not all, students —to move toward meet- ing to- xxxx meeting intended outcomes. Demonstrates knowledge of the stu- dents’ developmental levels of students in the classroom and the different ways these students learn or behave by providing differentiated differ- entiated learning expe- riences experiences, sup- port, and/or assistance that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own individual students and students in this the grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing experiences that enable learning experiences, supports, and/or types of assistance, enabling all students stu- dents to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design A. Elements Unsatisfactory Needs Improvement Proficient Exemplary 1-A-3 Plan Development10 I-A-4. Well- Structured Lessons Plans individual lessons rather than units Develops or contributes to the devel- opment of instruction, or de- signs units of instruction plans that are not aligned with state standards/ local curriculatimely and/or not tailored to the needs of individual students; or, lack plans do not include appropriate supports or measurable outcomesoutcomes that would en- able students to meet the goals and objectives of the plan. Develops or contributes to the timely development of plans that respond to some but not all relevant individual student needs, and/or include tasks plans that mostly rely on lower level thinking skills. Designs units of instruction that address some knowledge and skills defined in state stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with lack sufficient measurable outcomes and challenging tasks requir- ing higher-order thinking skills or supports that enable students to learn meet all goals and objectives of the knowledge plan. Develops or contributes to the timely development of well- structured plans with measurable outcomes that respond to all rele- vant individual student needs, and skills defined in state stand- ards/local curriculainclude supports that enable stu- dents to meet the goals or objec- tives of the plan. Designs integrated units Develops or contributes to the timely development of in- struction comprehensive, well- structured plans with measurablemeasurable out- comes that respond to all relevant individual student needs, ac- cessible outcomes are coordi- nated with other plans relevant to those students, and chal- lenging tasks requiring higher- order thinking skills include supports that enable students to learn and apply meet all goals or objectives of the knowledge and skills defined in state standards/local curriculaplan. Is able to model this element. Develops lessons (which may include individual and group activities or ses- sions) with inap- propriate inappropriate student engagement en- gagement strategies, pacing, sequencese- quence, activities, materials, resourcesre- sources, and/or grouping for the intend- ed outcome or for the students in the classgrouping. Develops lessons (which may include individual and group activities or ses- sions) with only some elements of appropriate student engagement xxxxxx- xxxxstrategies, pacing, sequence, activi- ties, materials, resources, and groupinggroup- ing. Develops well-structured lessons (which may include individual and group activities or sessions) with challenging, measurable objectives and appropriate student en- gagement engage- ment strategies, pacing, sequence, activities, materi- alsmaterials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons (which may include individual and group activities and sessions) with challenging, measurable objec- tives measura- ble objectives and appropriate student engagement strategies, pac- ingpacing, sequencese- quence, activities, mate- rialsmaterials, resourcesre- sources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. I-A-2. Child and Adolescent Development Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize complex knowledge and skills in the subject. Is able to model this element. I-A-2. Child and Adolescent Development Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comes. Demonstrates knowledge of developmental levels of stu- dents students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meet- ing meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly generally and uses this knowledge to differentiate and expand learn- ing learning experiences that enable all students to make significant progress toward meeting stat- ed stated outcomes. Is able to model this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this element.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for develop- ment development of the factual content. Rarely engages students in learning experiences fo- cused focused on complex knowledge or subject- specific skills in the subject. and vocabulary Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging stu- dents students in learning experiences around that enable them to acquire complex knowledge and subject-specific skills in the subjectand vocabulary. Demonstrates sound knowledge and understand- ing understanding of the subject matter and the pedagogy it requires by consistently engaging stu- dents students in learning experienc- es experiences that enable them to ac- quire acquire complex knowledge and subject-specific skills in the subjectand vocabulary, such that they are able to make and assess evidence- based claims and arguments. Demonstrates expertise in subject matter and the peda- gogy pedagogy it requires by engaging all students in learning experi- ences experiences that enable them to syn- thesize synthesize and apply complex knowledge and subject-specific skills in the subject. Is and vocabulary, such that they are able to model make and assess evidence0based claims and arguments. Models this elementpractice for others. I-A-2. Child and Adolescent Development Demonstrates little or no knowledge of developmental levels of students in this age grade or subject, or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended out- comesoutcomes. Demonstrates knowledge of developmental levels of stu- dents students in this age grade or subject, but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to exercise self- management, make responsible decisions, and move toward meet- ing meeting intended outcomes. Demonstrates knowledge of the developmental levels of students in the classroom this grade or subject and the different ways these students learn by providing differentiated learning expe- riences experiences that enable all stu- dents students to exercise self-management, make responsible decisions, and progress toward meeting intended outcomes. Demonstrates expert knowledge of the developmen- tal developmental levels of the teacher’s own students and students in this grade or subject more general- ly and uses this knowledge to differentiate and expand learn- ing learning experiences that enable all their own students to exercise self-management, make responsible decisions, and make significant progress toward meeting stat- ed intended outcomes. Is able to model Models this element. I-A-3. Rigorous Standards- Based Unit Design I-A-4. Well- Structured Lessons Plans individual lessons rather than units of instruction, or 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 stand- ards/local curricula, but some student outcomes are poorly defined and/or tasks rarely re- quire higher-order thinking skills. Designs units of instruction with measurable outcomes and challenging tasks requir- ing higher-order thinking skills that enable students to learn the knowledge and skills defined in state stand- ards/local curricula. Designs integrated units of in- struction with measurable, ac- cessible outcomes and chal- lenging 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. Develops lessons with inap- propriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping practice for the intend- ed outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement xxxxxx- xxxx, pacing, sequence, activi- ties, materials, resources, and grouping. Develops well-structured lessons with challenging, measurable objectives and appropriate student en- gagement strategies, pacing, sequence, activities, materi- als, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objec- tives and appropriate student engagement strategies, pac- ing, sequence, activities, mate- rials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. I-A-2. Child and Ado- lescent Devel- opment I-B-1. Variety of Assessment Methods I-B-2. Adjustment to Practice Administers only the assess- ments 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 pro- xxxxx toward achieving state/local standards. Designs and administers a variety of informal and for- mal methods and assess- ments, including common interim assessments, to measure each student’s learning, growth, and pro- xxxxx toward achieving state/local standards. Uses an integrated, compre- hensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local stand- ards. Is able to model this el- ement. Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts prac- xxxx or modifies future instruc- tion based on the findings. Organizes and analyzes re- sults from a variety of as- sessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or imple- ment appropriate differenti- ated interventions and en- hancements for students. Organizes and analyzes re- sults from a comprehensive system of assessments to xx- xxxxxxx progress toward in- tended outcomes and fre- quently 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 I-C-2. Sharing Conclusions With Col- leagues Does not draw conclusions from student data beyond completing minimal require- ments such as grading for re- port cards. Draws conclusions from a lim- ited analysis of student data to inform student grading and promotion decisions. Individually and with col- leagues, draws appropriate conclusions from a thor- ough analysis of a wide range of assessment data to improve student learning. Individually and with col- leagues, 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. 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 ap- propriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or as- sessment 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 pro- xxxxx. Seeks and applies feedback from them about practices that will support im- proved student learning. Is able to model this element. I-C-3. Sharing Conclusions With Stu- dents 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 per- formance toward objectives. Based on assessment re- sults, provides descriptive feedback and engages stu- dents and families in con- structive conversation that focuses on how students can improve their perfor- xxxxx. Establishes early, constructive feedback loops with students and families that create a dia- xxxxx about performance, pro- xxxxx, and improvement. Is able to model this elementothers.