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Basic Teacher's content and pedagogical knowledge represents basic understanding but does not extend to connections with other disciplines or to possible student misconceptions Unsatisfactory Teacher displays little understanding of the subject or structure of the discipline, or of content-related pedagogy Element 1.1.1: Knowledge of Content Distinguished Displays extensive content knowledge; shows evidence of continuing pursuit of such knowledge Proficient Displays solid content knowledge; makes connections between content and other disciplines Basic Displays basic content knowledge; cannot articulate connections with other parts of the discipline or with other disciplines Unsatisfactory Makes constant errors; does not correct constant errors Element 1.1.2: Knowledge of Prerequisite Relationships Distinguished Actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding Proficient Plans and practices reflect understanding of prerequisite relationships among topics and concepts Basic Indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate Unsatisfactory Displays little understanding of prerequisite knowledge important for student learning of the content Element 1.1.3: Knowledge of Content-Related Pedagogy Distinguished Displays continuing search for best practice and anticipates student misconceptions Proficient Pedagogical practices reflect current research on best practices within the discipline but without anticipating student misconceptions Basic Displays basic pedagogical knowledge but does not anticipate student misconceptions Unsatisfactory Displays little understanding of pedagogical issues involved in student learning of the content  Competency 1.2: Demonstrates Knowledge of Students Distinguished Teacher demonstrates thorough knowledge of students' backgrounds, skills, and interests, and uses this knowledge to plan for individual student learning Proficient Teacher demonstrates thorough knowledge of students' backgrounds, skills, and interests, and uses this knowledge to plan for groups of students Basic Teacher demonstrates partial knowledge of students' backgrounds, skills, and interests, and attempts to use this knowledge in planning for the class as a whole Unsatisfactory Teacher makes little or no attempt to acquire knowledge of students' backgrounds, skills, or interests, and does not use information in planning  Element 1.2.1: Knowledge of Characteristics of Age Group Distinguished Displays knowledge of typical development of characteristics of age group, exceptions to the patterns, and extent to which each student follows patterns Proficient Displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns Basic Displays generally accurate knowledge of developmental characteristics of age group Unsatisfactory Displays minimal knowledge of developmental characteristics of age group Element 1.2.2: Knowledge of Students' Varied Approaches to Learning Distinguished Uses, where appropriate, knowledge of students' varied approaches to learning in instructional planning Proficient Displays solid understandi ng of different approaches to learning that different students exhibit Basic Displays general understanding of the different approaches to learning that students exhibit Unsatisfactory Is unfamiliar with different approaches to learning that students exhibit, such as learning styles, modalities, and different intelligences Element 1.2.3: Knowledge of Students' Skills and Knowledge Distinguished Displays knowledge if students' skills and knowledge for each student, including those with special needs Proficient Displays knowledge of students' skills and knowledge for groups of students and recognizes the value of this knowledge Basic Recognizes the value of understanding students' skills and knowledge but displays this knowledge for the class only as a whole Unsatisfactory Displays mlittle knowledge of students' skills and knowledge but does not indicate that such knowledge is valuable Element 1.2.4: Knowledge of Students' Interests and Cultural Heritage Distinguished Displays knowledge of the interests or cultural heritage of each student Proficient Displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge Basic Recognizes the value of understanding students' interests or cultural heritage but displays this knowledge for the class only as a whole Unsatisfactory Displays little knowledge of students' interests or cultural heritage but does not indicate that such knowledge is valuable Competency 1.3: Selects Instructional Goals Distinguished Teacher's goals reflect high-level learning relating to curriculum frameworks and standards; they are adapted, where necessary, to the needs of individual students, and permit viable methods of assessment Proficient Teachers goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. Basic Teacher's goals are of moderate value or suitability for students in the class, consisting of a combination of goals and activities, some of which permit viable methods of assessment Unsatisfactory Teacher's goals represent trivial learning, are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment  Element 1.3.1: Value Distinguished Goals are valuable; teacher can clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards Proficient Goals are valuable in level of expectations, conceptual understanding, and importance of learning Basic Goals are moderately valuable in level of expectations, conceptual understanding, and importance of learning Unsatisfactory Goals are not valuable and represent low expectations or no conceptual understanding for students; goals do not reflect important learning Element 1.3.2: Clarity Distinguished All goals are clear; goals are written in form of student learning; goals permit viable methods of assessment Proficient Most goals are clear, but may include few activities; most goals permit viable methods of assessment Basic Goals are only moderately clear or include a combination of goals and activities; some goals do not permit viable methods of assessment Unsatisfactory Goals are either not clear or are stated as student activities; goals do not permit viable methods of assessment Element 1.3.3: Suitability for Diverse Students Distinguished Goals take into account the varying learning needs of individual students or groups Proficient All goals are suitable for most students Basic Most of the goals are suitable for most students Unsatisfactory Goals are not suitable for the class Element 1.3.4: Balance Distinguished Goals reflect student initiative in establishing important learning Proficient Goals reflect several different types of learning and opportunities for integration Basic Goals reflect several types of learning but no effort at coordination or integration Unsatisfactory Goals reflect only one type of learning and one discipline strand Competency 1.4: Demonstrates Knowledge of Resources Distinguished Teacher seeks out resources for teaching in professional organizations and in the community, and is aware of resources available for students who need them, in the school, the district, and the larger community Proficient Teacher is fully aware of school and district resources available for teaching, and knows how to gain access to school and district resources for students who need them Basic Teacher displays limited knowledge of school or district resources available either for teaching or for students who need them Unsatisfactory Teacher is unaware of school or district resources available either for teaching or for students who need them  Element 1.4.1: Resources for Teaching Distinguished In addition to being aware of school and district resources, teacher actively seeks other materials to enhance instruction Proficient Teacher is fully aware of all resources available through the school or district Basic Teacher displays limited awareness of resources available through the school or district Unsatisfactory Teacher is unaware of resources available through the school or district Element 1.4.2: Resources for Students Distinguished In addition to being aware of school and district resources, teacher is aware of additional resources through the community Proficient Teacher is fully aware of all resources available through the school or district and knows how to gain access for students Basic Teacher displays limited awareness of resources available through the school or district Unsatisfactory Teacher is unaware of resources available to assist students who need them Competency 1.5: Designs Coherent Instruction  Distinguished All of the elements of the instructional design support the stated instructional goals, engage students in meaningful learning, and show evidence of student input Teacher's lesson or unit is highly coherent and has a clear structure Proficient Most of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, and the lesson or unit has a clearly defined structure Basic Some of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, while others do not Teacher's lesson or unit has a recognizable structure Unsatisfactory The various elements of the instructional design do not support the stated instructional goals or engage students in meaningful learning, and the lesson or unit has no defined structure Element 1.5.1: Learning Activities Distinguished Learning activities are highly relevant to students and instructional goals; learning activities progress coherently, producing a unified whole; learning activities reflect recent professional research Proficient Most learning activities are suitable to students and instructional goals; progression of learning activities in the unit is fairly even; most activities reflect recent professional research Basic Some learning activities are suitable to students and instructional goals; progression of learning activities in the unit is uneven; some activities reflect recent professional research Unsatisfactory Learning activities are not suitable to students and instructional goals; learning activities do not follow an organized progression; activities do not reflect recent professional research Element 1.5.2: Instructional Materials and Resources Distinguished All materials and resources support the instructional goals; most materials and resources engage students in meaningful learning; evidence of student participation in selecting or adapting materials Proficient All materials and resources support the instructional goals; most materials and resources engage students in meaningful learning Basic Some materials and resources support the instructional goals; some materials and resources engage students in meaningful learning Unsatisfactory Materials and resources do not support the instructional goals; materials and resources do not engage students in meaningful learning Element 1.5.3: Instructional Groups Distinguished Instructional groups are varied, as appropriate to the different instructional goals; evidence of student choice in selecting different patterns of instructional groups Proficient Instructional groups are varied, as appropriate to the different instructional goals Basic Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety Unsatisfactory Instructional groups do not support the instructional goals and offer no variety Element 1.5.4: Lesson and Unit Structure Distinguished Lesson's or unit's structure is clear and allows for different pathways according to student needs Proficient Lesson or unit has a clearly defined structure that activities are organized around; time allocations are reasonable Basic Lesson or unit has a recognizable structure; structure is not uniformly maintained throughout; most time allocations are reasonable Unsatisfactory Lesson or unit has no clearly defined structure or structure is chaotic; time allocations are unreasonable Competency 1.6: Assesses Student Learning Distinguished Teacher's plan for student assessment is fully aligned with the instructional goals, containing clear assessment criteria and standards that are not only understood by students by also show evidence of student participation in their development Teacher's students monitor their own progress in achieving the goals Proficient Teacher's plan for student assessment is aligned with the instructional goals at least nominally, with clear assessment criteria and standards that have been communicated to students; teacher uses the assessment to plan for groups of students or individuals Basic Teacher's plan for student assessment is partially aligned with the instructional goals and includes criteria and standards that are not entirely clear or understood by students; teacher uses the assessment to plan for future instruction for the class as a whole Unsatisfactory Teacher's approach to assessing student learning contains no clear criteria or standards, and lacks congruence with the instructional goals; teacher has no plans to use assessment results in designing future instruction Element 1.6.1: Congruence with Instructional Goals Distinguished Proposed approach to assessment is completely congruent with the instructional goals, both in content and process Proficient All instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than to others Basic Some instructional goals are assessed through the proposed approach, but many are not Unsatisfactory Content and methods of assessment lack congruence with instructional goals Element 1.6.2: Criteria and Standards Distinguished Assessment criteria and standards are clear and have been clearly communicated to students; evidence that students contributed to the development of the criteria and standards Proficient Assessment criteria and standards are clear and have been clearly communicated to students Basic Assessment criteria and standards have been developed; assessment criteria and standards are either not clear or have not been clearly communicated to students Unsatisfactory Proposed approach contains no clear criteria or standards Element 1.6.3: Use for Planning Distinguished Students are aware of how they are meeting the established standards and participate in planning the next steps Proficient Teacher uses assessment results to plan for individuals and groups of students Basic Teacher uses assessment results to plan for the class as a whole Unsatisfactory The assessment results affect planning for these students only minimally Domain 2: Classroom Environment Competency 2.1: Creates an Environment of Respect and Rapport Distinguished Classroom interactions are highly respectful, reflecting genuine warmth and caring toward individuals; students themselves ensure maintenance of high levels of civility among members of the class Proficient Classroom interactions reflect general warmth and caring, and are respectful of the cultural and developmental differences among groups of students Basic Classroom interactions are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity Unsatisfactory Classroom interactions, both between the teacher and students and among students, are negative or inappropriate and characterized by sarcasm, put-downs, or conflict Element 2.1.1: Teacher Interaction with Students  Distinguished Teacher demonstrates genuine caring and respect for individual students; students exhibit respect for teacher as an individual, beyond that for the role Proficient Teacher-student interactions are friendly and demonstrate general warmth, caring and respect; interactions are appropriate to developmental and cultural norms; students exhibit respect for teacher Basic Teacher-student interactions are generally appropriate, but may reflect occasional inconsistencies, favoritism or disregard for students' cultures; students exhibit only minimal respect for teacher Unsatisfactory Teacher interaction with at least some students is negative, sarcastic, or inappropriate to the age or culture of the students; students exhibit disrespect for teacher Element 2.1.2: Student Interaction Distinguished Students demonstrate genuine caring for one another as individuals and as students Proficient Student interactions are generally polite and respectful  Basic Students do not demonstrate negative behavior toward one another Unsatisfactory Student interactions are characterized by conflict, sarcasm, or put-downs Competency 2.2: Establishes a Culture for Learning Distinguished Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding the work to the highest standard; teacher demonstrates a passionate commitment to the subject Proficient The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of both teacher and students, high expectations for student achievement, and student pride in work Basic The classroom environment reflects only a minimal culture for learning, with only modest or inconsistent expectations for student achievement, little teacher commitment to the subject, and little student pride in work; both teacher and students are performing at a minimal level to "get by" Unsatisfactory The classroom does not represent a culture for learning and is characterized by low teacher commitment to the subject, low expectations for student achievement, and little student pride in work Element 2.2.1: Importance of the Content Distinguished Students demonstrate through active participation, curiosity and attention to detail that they value the content's importance Proficient Students accept teacher insistence on work of high quality; students demonstrate pride in work Basic Students minimally accept responsibility to "do good work" but invest little of their energy in quality work Unsatisfactory Students demonstrate little pride in work; students seem to be motivated by desire to complete a task rather than do high-quality work Element 2.2.2: Student Pride in Work Distinguished Students take obvious pride in work; students initiate improvements in work Proficient Students accept teacher insistence on high quality work; students demonstrate pride in work Basic Students minimally accept responsibility to do good work, students invest little of their energy in quality of work Unsatisfactory Students demonstrate little or no pride in work; students seem to be motivated by desire to complete a task rather than do high-quality work Element 2.2.3: Expectations for Learning and Achievement Distinguished Students and teacher establish and maintain through planning of learning activities, interactions, and classroom environment high expectations for learning of all students Proficient Instructional goals and activities, classroom environment convey high expectations for student achievement Basic Instructional goals and activities, classroom environment convey inconsistent expectations for student achievement Unsatisfactory Instructional goals and activities, classroom environment convey only modest expectations for student achievement Competency 2.3: Manages Classroom Procedures Distinguished Classroom routines and procedures are seamless in their operation, and students assume considerable responsibility for their smooth functioning Proficient Classroom routines and procedures have been established and function smoothly for the most part, with little loss of instruction time Basic Classroom routines and procedures have been established by function unevenly or inconsistently, with some loss of instruction time Unsatisfactory Classroom routines and procedures are either nonexistent or inefficient, resulting in the loss of much instruction time Element 2.3.1: Management of Instructional Groups Distinguished Groups working independently are productively engaged at all times; students assume responsibility for productivity Proficient Tasks for work groups are organized; groups are managed so most students are engaged at all times Basic Tasks for group work are partially organized, resulting in some off task behavior when teacher is involved with one of the group Unsatisfactory Students not working with the teacher are not productively engaged in learning Element 2.3.2: Management of Transitions Distinguished Transitions are seamless, with students assuming some responsibility for efficient operation Proficient Transitions occur smoothly, with little loss of instructional time Basic Transitions are sporadically efficient, resulting in some loss of instructional time Unsatisfactory Much time is lost during transitions Element 2.3.3: Management of Materials and Supplies Distinguished Routines for handling supplies and materials are seamless, with students assuming some responsibility for efficient operation Proficient Routines for handling supplies and materials occur smoothly, with little loss of instructional time Basic Routines for handling supplies and materials function moderately well Unsatisfactory Materials are handled inefficiently, resulting in loss of instructional time Element 2.3.4: Performance of Noninstructional Duties Distinguished Systems for performing noninstructional duties are well established, with students assuming considerable responsibility for efficient operation Proficient Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time  Basic Systems for performing noninstructional duties are fairly efficient, resulting in little loss of instructional time Unsatisfactory Considerable instructional time is lost in performing noninstructional duties Element 2.3.5: Supervision of Volunteers and Paraprofessionals Distinguished Volunteers and paraprofessionals make a substantive contribution to the classroom environment Proficient Volunteers and paraprofessionals are productively and independently engaged during the entire class Basic Volunteers and paraprofessionals are productively engaged during portions of the class but require frequent supervision Unsatisfactory Volunteers and paraprofessionals have no clearly defined duties or do nothing most of the time Competency 2.4: Manages Student Behaviors  Distinguished Student behavior is entirely appropriate, with evidence of student participation in setting expectations and monitoring behavior; teacher's monitoring of student behavior is subtle and preventive, and teacher's response to student misbehavior is sensitive to individual student needs Proficient Teacher is aware of student behavior, has established clear standards of conduct, and responds to student misbehavior in ways that are appropriate and respectful of the students Basic Teacher makes an effort to establish standards of conduct for students, monitor student behavior, and respond to student misbehavior, but these efforts are not always successful Unsatisfactory Student behavior is poor, with no clear expectations, no monitoring of student behavior, and inappropriate response to student misbehavior Element 2.4.1: Expectations Distinguished Standards of conduct are clear to all students; standards appear to have been developed with student participation  Proficient Standards of conduct are clear to all students Basic Standards of conduct appear to have been established for most situations; most students seem to understand standards Unsatisfactory No standards of conduct appear to have been established; students are confused as to what the standards are Element 2.4.2: Monitoring of Student Behavior Distinguished Monitoring by teacher is subtle and preventative; students monitor their own and their peers' behavior, correcting one another respectfully Proficient Teacher is alert to student behavior at all times Basic Teacher is generally aware of student behavior but may miss the activities of some students Unsatisfactory Student behavior is not monitored; teacher is unaware of what students are doing Element 2.4.3: Response to Student Misbehavior Distinguished Teacher response to misbehavior is highly effective and sensitive to students' individual needs; student behavior is entirely appropriate  Proficient Teacher response to misbehavior is appropriate and successful and respects the student's dignity; student behavior is generally appropriate Basic Teacher attempts to respond to student misbehavior, but with uneven results; no serious disruptive behavior occurs Unsatisfactory Teacher does not respond to student misbehavior; the response is inconsistent, overly repressive, or does not respect the student's dignity Competency 2.5: Organizes Physical Space Distinguished Teacher's classroom is safe, and students contribute to ensuring that the physical environment supports the learning of all students Proficient Teacher's classroom is safe, and learning is accessible to all students; teacher uses physical resources well and ensures that the arrangement of furniture supports the learning activities Basic Teacher's classroom is safe, and essential learning is accessible to all students, but the furniture arrangement only partially supports the learning activities Unsatisfactory Teacher makes poor use of the physical environment, resulting in unsafe or inaccessible conditions for some students or a serious mismatch between the furniture arrangement the lesson activities Element 2.5.1: Safety and Arrangement of Furniture Distinguished Classroom is safe; students adjust the furniture to advance their own purposes in learning Proficient Classroom is safe; furniture arrangement is a resource for learning activities Basic Classroom is safe; classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, but with limited effectiveness Unsatisfactory Classroom is unsafe; furniture is not suited to the lesson activities Element 2.5.2: Accessibility to Learning and Use of Physical Resources Distinguished Teacher and students use physical resources optimally; students ensure that all learning is equally accessible to all students  Proficient Teacher uses physical resources skillfully; all learning is equally accessible to all students Basic Teacher uses physical resources adequately; essential learning is accessible to all students Unsatisfactory Teacher uses physical resources poorly; learning is not accessible to some students Domain 3: Instruction Competency 3.1: Communicates Clearly and Accurately Distinguished Teacher's oral and written communication is clear and expressive, anticipating possible student misconceptions Proficient Teacher communicates clearly and accurately to students, both orally and in writing Basic Teacher's oral and written communication contains no errors, but may not be completely appropriate or may require further explanations to avoid confusion Unsatisfactory Teacher's oral and written communication contains errors or is unclear or inappropriate to students Element 3.1.1: Directions and Procedures Distinguished Teacher directions and procedures are clear to students and anticipate possible student misunderstanding Proficient Teacher directions and procedures are clear to students and contain an appropriate level of detail Basic Teacher directions and procedures are clarified after initial student confusion or are excessively detailed Unsatisfactory Teacher directions and procedures are confusing to students Element 3.1.2: Oral and Written Language Distinguished Teacher's spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson Proficient Teacher's spoken and written language is clear and accurate; vocabulary is appropriate to students' age and interests Basic Teacher's spoken language is audible, and written language is legible; vocabulary is correct but limited or is not appropriate to students' ages or backgrounds Unsatisfactory Teacher's spoken language is inaudible, and written language is illegible; spoken or written language may contain many grammar and syntax errors; vocabulary may be inappropriate, vague, or used incorrectly, leaving students confused Competency 3.2: Uses Questioning and Discussion Techniques Distinguished Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion Proficient Teacher's use of questioning and discussion techniques reflects high-level questions, true discussion, and full participation by all students Basic Teacher's use of questioning and discussion techniques is uneven, with some high-level questions, attempts at true discussion, and moderate student participation Unsatisfactory Teacher makes poor use of questioning and discussion techniques, with low-level questions, limited student participation, and little true discussion Element 3.2.1: Quality of Questions Distinguished Teacher's questions are of uniformly high quality, with adequate time for students to respond; students formulate many questions Proficient Most of teacher's questions are of uniformly high quality; adequate time is available for students to respond Basic Teacher's questions are a combination of low and high quality; only some questions invite a response Unsatisfactory Teacher's questions are a virtually all of poor quality Element 3.2.2: Discussion Techniques Distinguished Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions Proficient Classroom interaction represents true discussion, with teacher stepping, when appropriate, to the side Basic Teacher makes some attempt to engage students in a true discussion, with uneven results Unsatisfactory Interaction between teacher and students is primarily recitation style, with teacher mediating all questions and answers Element 3.2.3: Student Participation Distinguished Students themselves ensure that all voices are heard in the discussion Proficient Teacher successfully engages all students in the discussion Basic Teacher attempts to engage all students in the discussion, but only with limited success Unsatisfactory Only a few students participate in the discussion Competency 3.3: Engages Students in Learning Distinguished Students are highly engaged throughout the lesson and make material contributions to the representation of content, the activities, and the materials; the structure and pacing of the lesson allow for student reflection and closure Proficient Students are intellectually engaged throughout the lesson, with appropriate activities and materials, instructive representations of content, and suitable structure and pacing of the lesson Basic Students are intellectually engaged only partially, resulting from activities or materials of uneven quality, inconsistent representations of content, or uneven structure or pacing Unsatisfactory Students are not at all intellectually engaged in significant learning, as a result of inappropriate activities or materials, poor representations of content, or lack of lesson structure Element 3.3.1: Representation of Content Distinguished Representation of content is appropriate and links well with students' knowledge and experience; students contribute to representation of content Proficient Representation of content is appropriate and links well with students' knowledge and experience Basic Representation of content is inconsistent in quality; some is done skillfully, with good examples; other portions are difficult to follow Unsatisfactory Representation of content is inappropriate and unclear or uses poor examples and analogies Element 3.3.2: Activities and Assignments Distinguished All students are cognitively engaged in the activities and assignments in their exploration of content; students initiate or adapt activities and projects to enhance understanding Proficient Most activities and assignments are appropriate for students; almost all students are cognitively engaged in learning Basic Some activities and assignments are appropriate for students and engage them mentally, but others do not Unsatisfactory Activities and assignments are inappropriate for students in terms of their age or backgrounds; students are not mentally engaged Element 3.3.3: Groupings of Students Distinguished Instructional groups are productive and fully appropriate to the instructional goals of the lesson; students take the initiative to influence instructional groups to advance their understanding Proficient Instructional groups are productive and fully appropriate to the instructional goals of the lesson Basic Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional goals of the lesson Unsatisfactory Instructional groups are inappropriate to the students or to the instructional goals Element 3.3.4: Instructional Materials and Resources Distinguished Instructional materials and resources are suitable to the instructional goals and engage students mentally; students initiate the choice, adaptation, or creation of materials to enhance their own purposes Proficient Instructional materials and resources are suitable to the instructional goals and engage students mentally Basic Instructional materials and resources are partially suitable to the instructional goals, or students' level of mental engagement is moderate Unsatisfactory Instructional materials and resources are unsuitable to the instructional goals or do not engage the students mentally Element 3.3.5: Structure and Pacing Distinguished Lesson's structure is highly coherent, allowing for reflection and closure as appropriate; pacing of the lesson is appropriate for all students Proficient Lesson has a clearly defined structure around which the activities are organized; pacing of the lesson is consistent Basic Lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson; pacing of the lesson is inconsistent Unsatisfactory Lesson has no clearly defined structure or the pacing of the lesson is too slow or rushed, or both Competency 3.4: Provides Feedback to Students Distinguished Teacher's feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning Proficient Teacher's feedback to students is timely and of consistently high quality Basic Teacher's feedback to students is uneven, and its timeliness is inconsistent Unsatisfactory Teacher's feedback to students is of poor quality and is not given in a timely manner Element 3.4.1: Quality: Accurate, Substantive, Constructive, and Specific Distinguished Feedback is consistently high quality; provision is made for students to use feedback in their learning Basic Feedback is consistently high quality Proficient Feedback is inconsistent in quality; some elements are present; others are not Unsatisfactory Feedback is either not provided or is of uniformly poor quality Element 3.4.2: Timeliness Distinguished Feedback is consistently provided in a timely manner; students make prompt use of the feedback in their learning Basic Feedback is consistently provided in a timely manner Proficient Timeliness of feedback is inconsistent Unsatisfactory Feedback is not provided in a timely manner Competency 3.5: Demonstrates Flexibility and Responsiveness Distinguished Teacher is highly responsive to students' interests and questions, making major lesson adjustments if necessary, and persists in ensuring the success of all students Proficient Teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instruction plans and responding to student interests and questions Basic Teacher demonstrates moderate flexibility and responsiveness to students' needs and interests during a lesson, and seeks to ensure the success of all students Unsatisfactory Teacher adheres to the instruction plan in spite of evidence of poor student understanding or of students' lack of interest, and fails to respond to students' questions; teacher assumes no responsibility for students' failure to understand Element 3.5.1: Lesson Adjustment Distinguished Teacher successfully makes a major adjustment to a lesson Proficient Teacher successfully makes a major adjustment to a lesson and the adjustment occurs smoothly Basic Teacher attempts to adjust a lesson, with mixed results Unsatisfactory Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson Element 3.5.2: Response to Students Distinguished Teacher seizes a major opportunity to enhance learning, building on a spontaneous event Proficient Teacher successfully accommodates students' questions or interests Basic Teacher attempts to accommodate students' questions or interests; effects on the coherence of a lesson are uneven Unsatisfactory Teacher ignores or brushes aside students' questions or interests Element 3.5.3: Persistence Distinguished Teacher persists in seeking effective approaches for students who need help, using extensive repertoire of strategies and soliciting additional resources from the school Proficient Teacher persists in seeking approach]es for students who have difficulty learning, possessing a moderate repertoire of strategies Basic Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use Unsatisfactory When a student has difficulty learning, the teacher either gives up or blames the student or the environment for the student's lack of success Domain 4: Professional Responsibilities Competency 4.1: Reflects on Teaching Distinguished Teacher's reflection on the lesson is highly accurate and perceptive, citing specific examples; teacher draws on an extensive repertoire to suggest alternative strategies Proficient Teacher reflects accurately on the lesson, citing general characteristics and makes some specific suggestions about how it might be improved Basic Teacher's reflection on the lesson is generally accurate, and teacher makes global suggestions as to how it might be improved Unsatisfactory Teacher does not reflect accurately on the lesson or propose ideas as to how it might be improved Element 4.1.1: Accuracy Distinguished Teacher makes a thoughtful and accurate assessment of a lesson's effectiveness and the extent to which it achieved its goals Proficient Teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its goals Basic Teacher has generally inaccurate impression of a lesson's effectiveness and the extent to which instruction goals were met Unsatisfactory Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson Element 4.1.2: Use in Future Teaching 3 Distinguished Drawing on an extensive repertoire of skills, the teacher offers specific Proficient Teacher makes a few specific suggestions of what he may try another time Basic Teacher makes general suggestions about how a lesson may be improved Unsatisfactory Teacher has no suggestions for how a lesson may be improved another time Competency 4.2: Maintains Accurate Records Distinguished Teacher's system for maintaining accurate records is efficient and effective, and students contribute to its maintenance Proficient Teacher's system for maintaining accurate records is efficient and effective Basic Teacher's system for maintaining accurate records is rudimentary and only partially effective Unsatisfactory Teacher has no system for maintaining accurate records, resulting in errors and confusion Element 4.2.1: Student Completion of Assignments Distinguished Teacher's system for maintaining information on student completion is fully effective; students participate in the maintenance of records Proficient Teacher's system for maintaining information on student completion of assignments is fully effective Basic Teacher's system for maintaining information on student completion of assignments is rudimentary and only partially effective Unsatisfactory Teacher's system for maintaining information on student completion of assignments is in disarray Element 4.2.2: Student Progress in Learning Distinguished Teacher's system for maintaining information on student progress in learning is fully effective; students contribute information and interpretation of the records Proficient Teacher's system for maintaining information on student progress in learning is effective Basic Teacher's system for maintaining information on student progress in learning is rudimentary and partially effective Unsatisfactory Teacher has no system for maintaining information on student progress in learning, or the system is in disarray Element 4.2.3: Noninstructional Records Distinguished Teacher's system for maintaining information on noninstructional activities is highly effective; students contribute to its maintenance Proficient Teacher's system for maintaining information on noninstructional activities is fully effective  Basic Teacher's system for maintaining information on noninstructional activities are adequate, but they require frequent monitoring to avoid error Unsatisfactory Teacher's system for maintaining information on noninstructional activities are in disarray, resulting in errors and confusion Competency 4.3: Communicates with Families Distinguished Teacher communicates frequently and sensitively with families and successfully engages them in the instruction program; students participate in communicating with families Proficient Teacher communicates frequently with families and successfully engages them in the instruction program Basic Teacher complies with school procedures for communicating with families and makes an effort to engage families in the instruction program Unsatisfactory Teacher provides little or no information to families and makes no attempt to engage them in the instruction program Element 4.3.1: Information about the Instructional Program Distinguished Teacher provides frequent information to parents, as appropriate, about the instructional program; students participate in preparing materials for their families Proficient Teacher provides frequent information to parents, as appropriate, about the instructional program Basic Teacher participates in the school's activities for parent communication but offers little additional information Unsatisfactory Teacher provides little information about the instructional program to families Element 4.3.2: Information about Individual Students Distinguished Teacher provides information to parents frequently on both positive and negative aspects of student progress; response to parent concerns is handled with great sensitivity Proficient Teacher communicates with parents about students' progress on a regular basis and is available as needed to respond to parent concerns Basic Teacher adheres to the school's required procedures for communicating to parents; responses to parent concerns are minimal Unsatisfactory Teacher provides minimal information to parents and does not respond or responds insensitively to parent concerns about students Element 4.3.3: Engagement of Families in the Instructional Program Distinguished Teacher's efforts to engage families in the instructional program are frequent and successful; students contribute ideas for projects that will be enhanced by family participation Proficient Teacher's efforts to engage families in the instructional program are frequent and successful Basic Teacher makes modest and inconsistently successful attempts to engage families in the instructional program Unsatisfactory Teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate Competency 4.4: Contributes to the School and District Distinguished Teacher makes a substantial contribution to school and district events and projects, assuming leadership with colleagues  Proficient Teacher participates actively in school and district projects, and maintains positive relationships with colleagues Basic Teachers' relationships with colleagues are cordial, and teacher participates in school and district events and projects when specifically requested Unsatisfactory Teacher's relationships with colleagues are negative or self-serving, and teacher avoids being involved in school and district projects Element 4.4.1: Relationships with Colleagues Distinguished Support and cooperation characterize relationships with colleagues; teacher takes initiative in assuming leadership among the faculty Proficient Support and cooperation characterize relationships with colleagues Basic Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires Unsatisfactory Teacher's relationships with colleagues are negative or self-serving Element 4.4.2: Service to the School Distinguished Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school life Proficient Teacher volunteers to participate in school events, making a substantial contribution Basic Teacher participates in school events when specifically asked Unsatisfactory Teacher avoids becoming involved in school events Element 4.4.3: Participation in School and District Projects Distinguished Teacher volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district program Proficient Teacher volunteers to participate in school and district projects, making a substantial contribution Basic Teacher participates in school and district projects when specifically asked Unsatisfactory Teacher avoids becoming involved in school and district projects Competency 4.5: Grows and Develops Professionally Distinguished Teacher makes a substantial contribution to the profession through such activities as action research and mentoring new teachers, and actively pursues professional development Proficient Teacher participates actively in professional development activities and contributes to the profession Basic Teacher's participation in professional development activities is limited to those that are convenient Unsatisfactory Teacher does not participate in professional development activities, even when such activities are clearly needed for the development of teaching skills Element 4.5.1: Enhancement of Content Knowledge and Pedagogical Skill Distinguished Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research in his classroom Proficient Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill Basic Teacher participates in professional activities to a limited extent when they are convenient Unsatisfactory Teacher engages in no professional development activities to enhance knowledge or skill Element 4.5.2: Service to the Profession Distinguished Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations Proficient Teacher participates actively in assisting other educators Basic Teacher finds limited ways to contribute to the profession Unsatisfactory Teacher makes no effort to share knowledge with others or to assume professional responsibilities Competency 4.6: Shows Professionalism Distinguished Teacher assumes a leadership position in ensuring that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school Proficient Teacher makes genuine and successful efforts to ensure that all students are well served by the school Basic Teacher's attempts to serve students based on the best information are genuine but inconsistent Unsatisfactory Teacher's sense of professionalism is low, & teacher contributes to practices that are self-serving or harmful to students Element 4.6.1: Services to Students Distinguished Teacher is highly proactive in serving students, seeking out resources when necessary Proficient Teacher is moderately active in serving students Basic Teacher's attempts to serve students are inconsistent Unsatisfactory Teacher is not alert to students' needs Element 4.6.2: Advocacy Distinguished Teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally undeserved, are honored in the school Proficient Teacher works within the context of a particular team or department to ensure that all students receive a fail opportunity to succeed Basic Teacher does not knowingly contribute to some students being ill served by the school Unsatisfactory Teacher contributes to school practices that result in some students being ill served by the school Element 4.6.3: Decision Making Distinguished Teacher takes a leadership role in team or department decision making and helps ensure that such decisions are based on the highest professional standards Proficient Teacher maintains an open mind and participates in team or departmental decision making Basic Teacher's decisions are based on limited though genuinely professional considerations Unsatisfactory Teacher makes decisions based on self-serving interests ZN?DSET2H{L?SK'?6*DSET2Hs{P??S? ? 8? 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