OTES Rubric and MAP

7/27/2019 OTES Rubric and MAP

1/5

(changed rubric) DRAFT 1/18/12 1

Ohio Teacher Evaluation System Assessment of Teacher Performance

Teacher Performance Evaluation Rubric The Teacher Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the bestoverall description of the teacher. The scoring process is expected to occur upon completion of each thirty (30) minute observation and post-conference.The evaluator is to consider evidence gathered during the pre-observation conference, the observation, the post-observation conference, and classroom

walkthroughs (if applicable). When completing the performance rubric, please note that evaluators are not expected to gather evidence on all indicatorsfor each observation cycle. Likewise, teachers should not be required to submit additional pieces of evidence to address all indicators. Theprofessionalism section of the rubric may use evidence collected during the pre-observation and post-observation conferences as well as informationfrom the Professional Growth and/or Improvement Plan (if applicable).

INSTRUCTIONAL PLANNINGIneffective Developing Proficient Accomplished

I N S T R U C T I O N A L P L A N N I N G

FOCUS FOR LEARNING(Standard 4: Instruction)

Sources of Evidence:Pre-Conference

The teacher does not have a clear focus forstudent learning or the objective is toogeneral to guide lesson planning or theobjective is inappropriate for the students.

The teacher clearly communicates a focusfor student learning that is appropriate forstudents.

The teacher develops a measurable goalfor student learning that aligns with theOhio standards.

The teacher can explain the importance of the goal and its appropriateness forstudents.

The teacher establishes challenging andmeasurable goal(s) for student learningthat aligns with the Ohio standards.

The goal(s) reflect a range of studentlearner needs.

Teacher can explain how the goal(s) fit(s)into the broader unit and course goals forcontent learning and skills.

ASSESSMENT DATA(Standard 3: Assessment)


The teacher plans instruction withoutanalyzing student learning data.

The teacher demonstrates anunderstanding that assessment is a meansof evaluating and supporting studentlearning.

The teacher can explain the characteristics,uses, and limitations (advantages/disadvantages) of various diagnostic,formative, and summative assessments.

The teacher purposely plans assessmentsand differentiates assessment choices tomatch the full range of student needs,abilities, and learning styles.

There is evidence of more than onemeasure of student performance.

The teacher may, however, have difficultyanalyzing data to effectively informinstructional planning and delivery.

Artifacts (instructional plans, assessments,etc.) document that the teacher employs avariety of formal and informal assessment

techniques to c ollect evidence of studentsknowledge and skills.

Evidence indicates that student learningneeds were accurately identified and thatthe teacher uses assessment data to

identify student strengths and areas forstudent growth.


2/5


INSTRUCTIONAL PLANNINGIneffective Developing Proficient Accomplished

I N S T R U C T I O N A L P L A N

N I N G

PRIOR CONTENTKNOWLEDGE / SEQUENCE /

CONNECTIONS(Standard 1: Students;Standard 2: Content;

Standard 4: Instruction)


The teacher makes no effort to have thelesson build on or connect to studentsprior knowledge, or the teacher may makean effort that is ineffective or may give anexplanation that is illogical or inaccurate asto how the content connects to previous

and future learning.

The teacher states how the lessonconnects to students prior knowledgeand/or to previous lessons and will preparestudents for future learning.

Instructional plans demonstrate that theteacher makes clear and coherentconnections with students prior andfuture learning both explicitly to studentsand within the lesson.

The teacher uses the input andcontributions of families, colleagues, andother professionals in understanding andsupporting each learners development.

In describing the instructional sequence,the teacher can articulate the importantcontent, concepts, and processes in schooland district curriculum priorities and instate standards.

The teacher prepares learning activitieswith clear structures that allow for contentreview, student reflection and differentpathways, depending on student needs.

The teacher plans and sequencesinstruction in ways that reflect anunderstanding of the prerequisiterelationships among topics and concepts.The teacher can accurately explain howthe lesson fits within the structure of thediscipline. The teacher makes meaningfuland relevant connections between lesson

content and other disciplines and real-world experiences and careers as well asprepares opportunities for students toapply learning from different content areasto solve problems.

KNOWLEDGE OF STUDENTS

(Standard 1: Students)

Sources of Evidence:Analysis of Student Data

Pre-Conference

The teacher demonstrates a lack of understanding of why it is important tobecome familiar with studentsbackgrounds, does not know how to findthis information, and lacks familiarity withstudents backgrounds

The teacher demonstrates someunderstanding of why it is important tobecome familiar with studentsbackground experiences, describes oneprocedure used to obtain this information,and has some familiarity with thebackground knowledge and experiences of students in the class.

The teacher can describe the population of students in the classroom and articulatetheir instructional needs.

The teacher demonstrates acomprehensive understanding of why it isimportant to become familiar withstudents backgr ound experiences,describes several procedures used toobtain this information, and demonstratesa clear understanding of studentsbackground knowledge and experiences.

The teachers plan for instruction does notsuggest an understanding of:o Student development (physical,

social, emotional, cognitive,linguistic)

o Student learning and preferredlearning styles

o Students backgrounds/priorexperiences

The teacher makes an attempt to tailor theinstructional plan to the specificpopulation of students in the classroom.

The teachers plan shows evidence of ananalysis of the students development,readiness for learning, preferred learningstyles, and backgrounds and priorexperiences.

The teachers analysis of student datashows a deep understanding of how toconnect the data to specific instructionalstrategies and plans.The teacher plans for and can articulatespecific strategies, content, and deliverythat will meet the needs of individualstudents and groups of students.


3/5


Instruction and AssessmentIneffective Developing Proficient Accomplished

I N S T R U C T I O N A N D A S S E S S M E N T

LESSON DELIVERY(Standard 2: Content;

Standard 4: Instruction;Standard 6: Collaboration

and Communication)

Sources of Evidence:Formal Observation

The lesson is disorganized and studentsseem confused. The teachers strategiesfail to engage students, are inappropriateto the content, and/or discourageindependent or creative thinking. Thelesson is almost entirely teacher directed.

Teacher explanations are accurate andgenerally clear but students may ask someclarifying questions about content orinstructions for learning activities.

Teacher explanations are clear andaccurate.

Teacher explanations are clear, coherent,and accurate. The teacher uses strategiesdesigned to actively encourageindependent, creative, and criticalthinking.

Explanations may be unclear orincoherent, and are generally ineffective inbuilding student understanding. Theteacher may present informationinaccurately, leaving students with asignificant misunderstanding.

The teacher attempts, but is not alwayssuccessful at, using developmentallyappropriate language.

The language the teacher uses isdevelopmentally appropriate.

The teacher uses developmentallyappropriate language to define academicterms and concepts and provide preciseexplanations. The teacher uses effectivecommunication strategies to convey ideas(such as vocabulary that is appropriate tostudents age and interests), ask questions,and stimulate discussion.

Students may frequently ask questionsthat show confusion or frustration.

The teacher demonstrates an effort to re-explain when students show confusion,but is not always able to provide aneffective alternative explanation.

The teacher employs effective, purposefulquestioning techniques during instruction.

The teacher develops high-levelunderstanding through effective uses of varied levels of questions.

DIFFERENTIATION(Standard 1: Students;



Formal Observation

The lesson is not accessible or notchallenging to most students.

The teacher makes the lesson accessible tomost students though some may not beable to access certain parts of the lesson orsome may not be challenged.

The teacher uses appropriate and flexiblegrouping during instruction to support thelearning needs of all students.

The teacher appropriately adaptsinstructional methods, materials, and thepace of learning to meet the individuallearning and ability needs of students,making curriculum and instructionaldecisions that respond to the immediateteaching context and student needs.

The teacher may give students only oneway to engage with the content.

The teacher provides students with morethan one way to engage with content

The teachers instruction is differentiatedfor individual and/or group needs throughvarying strategies, activities, materials,and/or pacing.

The teacher uses a variety of strategies toconvey content to students. The teachereffectively uses independent, collaborativeand whole-class instruction depending onthe learning context to maximize studentunderstanding and learning.

The teacher provides varied options forhow students will demonstrate mastery.

RESOURCES(Standard 2: Content;



Formal Observation

Instructional materials and resources usedfor instruction are not relevant to thelesson or are inappropriate for students.

The teacher uses appropriate materials tosupport instructional goals.

Instructional materials and resources arealigned to the instructional purposes andare appropriate for students.

Instructional materials are varied andappropriate to ability levels of students,actively engage students and are useful inrepresenting particular content-area ideasand concepts.

Technology is not used, or is usedineffectively or without meaningfulintegration into lesson or support forstudent use.

Technology is used to support the lesson. Technology is used effective ly to meet theobjectives of the lesson, and the teachereffectively supports students in their useof technology as appropriate to the lesson.

Technology is meaningfully integrated intothe lesson and serves a clear purpose. Theteacher develops students abilities to useand evaluate technology when applicableto the lesson.


4/5


Instruction and AssessmentIneffective Developing Proficient Accomplished

CLASSROOMENVIRONMENT (Standard1: Students; Standard 5:Learning Environment;

Standard 6: Collaborationand Communication)


Formal Observation

There is little or no evidence of a positiverapport between the teacher andstudents.

The teacher is fair in the treatment of students and establishes a basic rapportwith them.

The teacher has positive rapport withstudents and demonstrates respect forand interest in all students.

The teacher has positive rapport withstudents and demonstrates respect forand interest in individual studentsexperiences, thoughts and opinions.

There are no evident routines orprocedures; students seem unclear aboutwhat they should be doing.

Routines and procedures are in place, butrequire teacher prompting and directionwhen students are unclear or idle.

Routines and procedures run smoothlythroughout the lesson.

Routines are well-established and orderly.Students assume considerableresponsibility for the efficient operation of the classroom.

Transitions are inefficient and lessonsprogress slowly enough that students arefrequently disengaged.

The teacher transitions between learningactivities and uses instructional timeeffectively.

Transitions are efficient and occursmoothly. There is evidence of variedlearning situations (whole class,cooperative learning, small group andindependent work).

Transitions are seamless as the teachereffectively maximizes instructional timeand combines independent, collaborative,and whole-class learning situations.

The learning environment may pose safetyhazards for students.

Attention is paid to the safety of theclassroom environment.

The classroom environment and routinesare set up to ensure the safety of students.

The classroom environment and routinesare set up to ensure the safety of students.

The learning environment allows for littleor no engagement of volunteers.

The teacher welcomes communicationfrom parents and replies in a timelymanner.

The teacher offers a variety of volunteeropportunities and activities for families tosupport student learning.

Active volunteer and family partnershipscontribute to student learning anddevelopment.

I N S T R U C T I O N A N D A S S E S S M E N T

ASSESSMENT OFSTUDENT LEARNING

(Standard 3: Assessment)


Formal ObservationPost-Conference

The teacher does not routinely useassessments to measure student mastery.

The teacher uses assessments to measurestudent mastery.

The teacher utilizes assessment data toidentify students strengths and needs,and modifies and differentiates instructionaccordingly.

The teacher examines classroomassessment results to reveal trends andpatterns in individual and group progressand to anticipate learning obstacles.

The teacher rarely or never checks theclass understanding of content. As a result,the teacher fails to make adjustments inresponse to student confusion.

The teacher checks for studentunderstanding and makes attempts toadjust instruction accordingly.

The teacher responds to studentmisunderstandings by providing additionalclarification or adjusting the learningexperience(s).

The teacher checks for understanding atkey moments and makes adjustmentsaccordingly (whole-class or individual).When an explanation is not effectivelyleading students to understand thecontent, the teacher adjusts quickly withinthe lesson and uses an alternative way toexplain the concept.

The teacher persists in using a particulartechnique for responding tomisunderstandings, even when it is notsucceeding.

The teacher gathers and uses student datato choose appropriate instructionalstrategies for groups of students.

The teacher checks for understanding atkey moments and makes adjustments toinstruction (whole-class or individualstudent).

The teacher appropriately adaptsinstructional methods and materials andpaces learning activities to meet the needsof individual students.

The teacher does not provide studentswith feedback about their learning.

Students receive feedback about theirperformance.

The teacher provides substantive, specific,and timely feedback of student progress tostudents, parents, and other schoolpersonnel while maintainingconfidentiality.

Students are engaged in self-assessmentand show awareness of their ownstrengths and weaknesse s. The teacheruses student assessment results to reflecton his or her own teaching and to monitorteaching strategies and behaviors inrelation to student success.


5/5


ProfessionalismIneffective Developing Proficient Accomplished

P R O F E S S I O N A L I S M

PROFESSIONALRESPONSIBILITIES

(Standard 6: Collaborationand Communication;

Standard 7: ProfessionalResponsibility and Growth)

Sources of Evidence:Professional DevelopmentPlan or Improvement Plan;

Pre-conference;Post-conference;

daily interaction with others

The teacher does not and/or makes noattempt to communicate clearly orcollaborate effectively with professionalcolleagues.

The teacher uses a variety of strategies tocommunicate with parents and caregiversabout student learning.

The teacher uses effective communicationstrategies and teams with colleagues toexamine problems of practice, analyzestudent work and identify targetedstrategies.

The teacher communicates effectively withstudents, families, and colleagues andcollaborates for the professionaldevelopment of self and others throughprofessional dialogue, peer observationand feedback, peer coaching and othercollegial learning activities.

The teacher fails to not and/or makes noattempt to understand and followregulations, policies, and agreements.

The teacher understands and followsdistrict policies and state and federalregulations.

The teacher meets ethical and professionalresponsibilities with integrity and honesty.

The teacher helps colleagues access andinterpret laws and policies and understandtheir implications in the classroom.

The teacher does not and/or makes noattempt to demonstrate an ability to self-assess performance and to appropriatelyidentify areas for professionaldevelopment.

The teacher identifies strengths and areasfor growth to develop and implementtargeted goals for professional growth.

The teacher sets data-based short- andlong-term professional development goalsand takes action to meet these goals.

The teacher regularly modifies short-andlong-term professional goals based on self-assessment and analysis of studentlearning evidence.

The teacher is actively involved inprofessional and community organizationsthat advance teaching and learning.

Documents

OTES Rubric and MAP