Level 1 |
Level 2/3 |
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Score |
1 |
2 |
2 |
3 |
4 |
Summative Rating for Each Expectation |
Not Effective |
Emerging Effective |
Minimally Effective |
Effective |
Highly Effective |
Standard 1: Learner Development | |||||
1.1. Creates developmentally appropriate and challenging learning experiences based on individual students’ strengths, interests, and needs (1a, 2e). |
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1.2. Collaborates with families, colleagues, and other professionals to promote student growth and development (1b). | |||||
Standard 2: Learning Differences | |||||
2.1. Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity, while holding high expectations for all (2a, 2b, 2c, 2d). |
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Standard 3: Learning Environments | |||||
3.1 Develops learning experiences that engage and support students as self-directed learners who internalize Class room routines, expectations, and procedures (3a). |
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3.2 Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry (3b). |
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Standard 4: Content Knowledge | |||||
4.1. Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language (4a, 4c, 4d, 7c). | |||||
Standard 5: Learning Environments | |||||
5.1. Uses data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction (5a, 5c, 5d, 8a, 9d). | |||||
5.2. Documents student progress and provides descriptive feedback to student, parent, and other stakeholders in a variety of ways (5e). |
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Standard 6: Instructional Planning | |||||
6.1. Demonstrates knowledge of the Utah Core Standards and references them in short- and long-term planning (6a, 6b, 4b). |
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6.2. Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge (6b, 6e). |
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Standard 7: Instructional Strategies | |||||
7.1. Practices a range of developmentally, culturally, and linguistically appropriate instructional strategies to meet the needs of individuals and groups of learners (2b, 2e, 6c, 7a, 7b). |
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7.2. Provides multiple opportunities for students to develop higher-order and meta-cognitive skills (6d, 7e, 3f). | |||||
7.3. Supports and expands learners’ communication skills through reading, writing, listening, and speaking (7d, 3f). | |||||
7.4. Uses a variety of available and appropriate technology and resources to support learning (7f, 3e). | |||||
7.5. Develops learners’ abilities to find and use information to solve real-world problems (7g, 7f). |
Expectations listed below will be rated yes or no, but not scored. Expectations will be part of evaluation conferences. Educators are accountable for scored and non-scored expectations. |
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Yes |
No |
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Standard 3: Learning Environments | |||||||
3.3 Utilizes positive classroom management strategies, including the resources of time, space, and attention, effectively (3c, 3d). |
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Standard 8: Reflection and Continuous Growth | |||||||
8.1 Adapts and improves practice based on reflection and new learning (8b, 8c, 8d, 8e). | |||||||
Standard 9: Leadership and Collaboration | |||||||
9.1. Participates actively in decision-making processes, while building a shared culture that affects the school and larger educational community (9a, 9b, 9d, 9e). | |||||||
9.2. Advocates for the learners, the school, the community, and the profession (9c). | |||||||
Standard 10: Professional and Ethical Behavior | |||||||
10.1. Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives (10a, 5f). |
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10.2. Is responsible for compliance with all requirements of State Board of Education Rule R277-530 at all levels of teacher development (10b). |
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Expectation scores are totaled and averaged (/15). Average should be rounded to the next higher number. 0= Not Effective, 1= Emerging/Minimally Effective, 2= Effective, 3= Highly Effective |
Average of all summative scores, rounded. |
Summative Score |
Summative Rating |
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