Handbook for Professional Growth and Evaluation

Portland Public SchoolS

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Statement of Philosophy

Portland Public Schools is committed to providing the best educational program for all of its students. To this end, it supports a professional growth plan that focuses on continuous growth and improvement. We believe all staff members recognize the benefits of professional development to achieve the goals of the school and district. We also believe that appraisal of performance is based on a cooperative spirit, open communication, and joint responsibility. The performance appraisal system recognizes strengths and provides a means of support and improvement.

Handbook for Professional Growth and Evaluation

Portland Public SchoolS

Portland Public Schools recognizes the diversity and worth of all individuals and groups and their roles in society. It is the policy of the Portland Public School Board that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex or sexual orientation in any educational programs, activities or employment.

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Portland Public Schools teacher Evaluation System

Teachers dedicate their professions to the development of their students. Our new evaluation system is about the teacher’s development and a path for growth that honors the complexity of their work. It is the basis for a teacher and principal dialogue and is central to the cultivation of effective educators in each of our schools. That this system was written by teachers for teachers in partnership with administrators sets the tone for the collaboration that will define its use. Thank you to our teachers and administrators for leading the way.

rebecca levison, Past President, Portland association of teachers carole Smith, Superintendent, Portland Public Schools

The PPS Teacher Evaluation System, derived from the work of educator Charlotte Danielson, is designed by the following teachers and administrators:

John Berkey, Uniserv consultant/PAT

Lori Clark, Principal

Cynthia Gilliam, Former Deputy Superintendent

Kathi Koenig, Uniserv consultant/PAT

Rebecca Levison, Past President, Portland Association of Teachers

Antonio Lopez, Regional Administrator

Lisa McCall, Principal

Kevin Mechling, Teacher

Sascha Perrins, Regional Administrator

Vangie Shaw, Teacher

Dee Simmons, Uniserv consultant/PAT

Gwen Sullivan, President, Portland Association of Teachers

Emily Toll, Teacher

Charlene Williams, Principal

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

contentsintroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Purpose of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Procedural Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7transition Provision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Procedures for teacher Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Direct Supervision (Option 1) Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Professional Growth Program (Option 2) Procedures . . . . . . . . . . . . . . . . . . . . . . . . 10

Plan of assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12General Effect of Status of Adopted Evaulation Process . . . . . . . . . . . . . . . . . . . .14appendix a: Job descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Classroom Teacher — Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16appendix c: rubrics for the Four domains of teaching . . . . . . . . . . . . . . . . . . . . . .17

Domain 1: Planning, Preparation and Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Component 1a: Demonstrating Knowledge of Students . . . . . . . . . . . . . . . . . . . . . . .17Component 1b: Designing Coherent Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Component 1c: Setting Instructional Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Component 1d: Demonstrating Knowledge of Standards, Content, and Subject Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Component 1e: Designing Student Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Domain 2: The classroom environment and student management . . . . . . . . . . 22Component 2a: Establishing a Culture for Learning and an Environment of Respect and Rapport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Component 2b: Managing Classroom Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Component 2c: Managing Student Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Component 2d: Organizing Physical Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Domain 3: Instruction and assesment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Component 3a: Communicating with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Component 3b: Engaging Students in Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Component 3c: Using Assessment in Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Component 3d: Demonstrating Flexibility and Responsiveness . . . . . . . . . . . . . . . .29Component 3e: Using Questioning and Discussion Techniques . . . . . . . . . . . . . . . .30

Domain 4: Professional Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Component 4a: Reflecting on Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Component 4b: Maintaining Accurate Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Component 4c: Demonstrating Professionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Component 4d: Communicating with Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Component 4e: Participating in a Professional Community . . . . . . . . . . . . . . . . . . . .35Component 4f: Growing and Developing Professionally . . . . . . . . . . . . . . . . . . . . . . .36

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Appendix G: Calendar for Direct Supervision Option 1 (probationary) . . . . . . .37Calendar for Direct Supervision Option 1 (contract educators) . . . . . . . . . . . . . . 37

Appendix H: Calendar for Professional Growth Project Option 2  . . . . . . . . . . . .38Appendix I: Flowcharts for Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Probationary Evaluation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Temporary Evaluation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Options for Contract Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

“ We’re moving away from the conflict approach to the collaboration approach. After all, we’re after the same thing – success for all of our students.”

— Antonio Lopez, regional administrator, Franklin cluster schools

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

introduction

This handbook outlines an educator’s evaluation plan which is intended to promote professional growth as well as provide feedback and guidance for improving professional practice. The approach of this plan is to develop a culture in which educators are responsible for their continued professional growth and supervisors are there to support and assist whenever needed, by providing timely, informative feedback. The supervisors and the educator have different roles but share responsibility for continued professional growth.

The district understands the fundamental purposes of educator evaluation to be improving performance and documenting accountability. The performance component links the personal growth dimension to helping educators learn about, reflect on, and improve their practice. It is formative in nature and suggests the need for continuous professional growth,

The accountability component reflects a commitment to the importance of professional goals of competence and quality performance. It is viewed as summative and relates to the importance of professional goals of competence and effectiveness.

The district’s evaluation system is characterized by:

Both formative and summative evaluation process fSelf-directed professional growth for some educators fClear criteria and standards, supporting the district’s mission and beliefs fTraining for both educators and supervisors f

These elements, taken together, permit reliable and valid judgments to be made regarding educator performance and professional growth.

In an effort to promote self-directed professional growth the Portland Public Schools teacher evaluation process provides two options for teachers. All probationary teachers will participate in the Direct Supervision Option 1 evaluation process. Contract teachers, may opt to participate in the Professional Growth Project Option 2. Option 2 is voluntary. Qualified contract teachers may elect Option 1 at any time. The supervisor is responsible for communicating to Human Resources whether a teacher is being evaluated using Option 1 or 2.

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Purpose of Evaluation

The goal of evaluation is to improve the quality of instruction being provided to students of Portland Public Schools. The evaluation process is the fundamental basis used to identify exceptional performance and areas where performance can and should be improved.

Persons involved in the evaluation process have a common goal of improvement of instruction and in the maintenance of standards for professional performance. The process of evaluation is most effective when both the teacher and the evaluator assume a major role and responsibility in the process. This is achieved through a cooperative effort which involves self-analysis by the teacher and objective observations and recommendations by the evaluator.

Procedural Steps

The procedural steps in this evaluation process are intended to describe the cycle for evaluation of all contract, probationary and temporary teachers. A system of more intense supervision, designed to focus on needed improvements because of marginal or substandard performance, is also outlined in this manual. The annual cycle will be typical for teachers and the more intensive supervisory procedures will be typical for those in need of such supervision. The performance of a teacher’s function is continuous and, therefore, evaluation is necessarily a continuous ongoing process. With respect to an individual teacher, a dramatic event may occur or intervene presenting an identified need justifying an immediate decision to recommend non-renewal or dismissal. This could require variance from, or repetition of, portions of the cycle or make it unnecessary to complete the remaining portions of the cycle or some or all of the typical steps in the intensive evaluation process including any plan of assistance. In addition, if a new significant identified need occurs after the annual cycle, the cycle can be modified to respond to the need. Principals will need to determine when such events have occurred justifying a variance from the procedures described herein. Incidental and daily monitoring of teachers can occur throughout the school year.

transition Provision

The evaluation process described in this booklet shall become effective July 1, 2011. Nothing herein, however, shall invalidate or reduce the effectiveness of evaluations prior to July 1, 2011 or modify the standards of performance applicable prior to the date. Should evaluations performed after July 1, 2011 take into account prior events or performance, the standards of performance in effect at the time of such prior events, as well as the standards set forth in this booklet, shall be considered.

“ Feedback is only going to improve your teaching. Without that input, we can sometimes get in a rut and we don’t grow because we are in our comfort zone.”

— Donald Enfield, Math/Social Studies/Language Arts teacher,

Beach K-8 School

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

Procedures for teacher Evaluations

distribution of MaterialsAt the beginning of the school year, the principal or supervisor shall place in teachers’ boxes or in the absence thereof, otherwise make available a copy of this booklet on teacher evaluation to the teacher. This may be done electronically or by placing a paper copy in the teacher’s mailbox. As modifications or amendments of this booklet are received by the building or as newly elected teachers arrive, a similar distribution process shall be followed. A supply of this booklet and such modifications or amendments shall be maintained in the office of the principal or supervisor for teachers seeking copies.

Performance Goal SettingPerformance goals (targets) consist of specific commitments to improve performance of a teacher within a school, a classroom, or with an individual student. Goals relate to the teacher’s assignment and the District’s Performance Standards. Goals may also result from feedback after classroom observation, personal interests, previous evaluation, or from District and school handbooks for teachers. Goals may be shared by more than one teacher and the scope of their applicability may be to an individual student or to the entire District. Applicable performance goals will be established in the pre-evaluation interview and thereafter as appropriate. They are to be developed cooperatively between the teacher and the principal or supervisor; however, in the case of disagreement concerning the goal, final determination will be made by the principal or supervisor.

Each goal will contain the following:

The specific desired change in professional performance to be achieved. fThe action to be taken to achieve the desired change. fA description o f the resources needed. fThe indicators to be used to assess whether or not the goal has been fachieved. A reasonable timeline for completion. f

A goal may cover a period of time beyond the school year in which it is set.

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Direct Supervision (Option 1) ProceduresDirect Supervison Option 1, sometimes called “the traditional cycle” follows the procedure outlined below. All probationary teachers will participate in Option One. Nothing in the evaluation process prescribed in this booklet shall be interpreted as limiting the authority of the School Board to non-renew or discharge probationary or temporary teachers pursuant to the discretion delegated by law.

Contract teachers in year 2 of their evaluation cycle who do not meet the requirements for Option 2 or who elect Option 1, will also follow the procedure outlined below.

A. Pre-Evaluation Interviews  Prior to the commencement of formal observations by the principal or supervisor, the principal or supervisor and teacher will meet in a pre-evaluation interview. If such has not been done at a general orientation meeting or individual session attended by the teacher, then during such interview, the material pertaining to the evaluation process will be reviewed. Applicable performance goals (generally one to five goals) will be established in such pre-evaluation interview and thereafter as appropriate.

b . observations There shall be at least one prescheduled formal observation for permanent contract teachers each year and at least three prescheduled formal observations for probationary teachers each year. Additional scheduled or non-scheduled observations may be conducted as determined by the principal or supervisor, however, an unusually extensive number of observations should coincide with the use of a plan of assistance. Formal observations are intended to be a part of the scheduled evaluation cycle.

c . Post-observation conference The teacher may request a post-observation conference after each prescheduled observation. There shall be at least one post-observation conference prior to the completion of the required minimum formal evaluation reports described below. The purpose of this meeting will be to review the summary of comments made by the evaluator to provide such information to the teacher in a timely fashion. This should include any oral or written suggestions or directives for improvement or change or commendations for exemplary performance then or previously given.

D. Evaluation Interview Prior to the due date of the required minimum formal evaluation reports described below, there shall be an evaluation interview. Issues addressed may be the same as, or in addition to those that were discussed in the post-observation conference. At this time, the teacher will be given a copy of the formal evaluation report which contains suggestions, directions, or commendations and the contents will be reviewed with the teacher by the principal or supervisor. A supervisor may mark the report that a teacher meets

“ The system is a significant improvement – having a tool that evaluates a body of work from a teacher rather than a series of observations and having shared expectations so we are coming together with a shared perspective and understanding.”

— Traci Osterhagen, assistant principal, Laurelhurst K-8 School

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

minimum standards in an area and still comment on needed improvement. When the form is marked “does not meet minimum standards unsatisfactory,” ” that this indicates that the performance in that area is judged by the evaluator to be substandard. The teacher shall be available for such interview and shall sign a copy of the evaluation report at that time to signify receipt thereof. The teacher is entitled then or thereafter to make additional statements as provided by ORS 342.850. Administrative Regulation 500.81 (5) further provides:

“If in the course of the formal conference on the written evaluation, either the teacher or administrator believes that the nature of the conference makes the presence of an objective observer appropriate, the conference may be postponed until the presence of a mutually selected, nonparticipating observer from the school staff is arranged. In the event no observer is mutually acceptable from the school staff, then one may be mutually selected from the District staff. The opportunity to select and request an observer shall not delay the evaluation conference more than two working days.”

E . Evaluation reports Formal evaluation reports regarding probationary teachers shall be completed at least twice a year and submitted by the last working day preceding winter break and March 1. A formal evaluation report shall be made with respect to contract teachers using Option 1 at least every other year by May 1 of the applicable year. Any contract teacher who transfers to another school or has his/her assignment substantially changed will be evaluated that year. More frequent evaluations may occur when a significant need exists

All final evaluation reports will use the district adopted forms as provided in this manual. The written evaluation report and any additional statements are placed in the teachers personnel file. In addition, at least once a year for probationary teachers and every other year for contract teachers, the supervisor must complete the State Board of Education form.

Professional Growth Program (Option 2) Proceduresa . The Professional Growth Program is a self directed supervision model. The goal of Option 2 is to provide a structure though which educators may grow professionally, encouraging individual and collaborative groups to take on professional challenges. Exploration, flexibility, self-direction and collegial involvement are highly encouraged. Educators may choose to work individually or with others.

Contract teachers who have completed the Direct Supervision Option 1 process and whose final evaluation form does not include any ratings of Unsatisfactory,

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may, with administrator’s consent, opt to participate in Professional Growth Program Option 2.

b . Evaluation Process and Timeline: Educators, in collaboration with their supervisors, will agree upon a professional growth project by December 15 of the first year of the educator’s evaluation cycle. Educators who choose Option 2 will develop a Professional Growth Plan (PGP) which identifies goals, implementation strategies, resources, timelines, and desired outcomes. The PGP will be presented to the supervisor in the spring of the first year of the evaluation cycle. The PGP will be implemented during the second year of the evaluation cycle. Following successful completion of the PGP, the employee will have a reflection year. The cycle will begin again the following year. (See Appendix G for calendar)

If at any time during the first or second year of the PGP, the teacher or supervisor determine that progress on the PGP is insufficient, the teacher may be returned to Direct Supervision Option 1.

Supervisors may return an employee to Direct Supervision Option 1 for the following evaluation cycle if the employee fails to meet the minimum expectations for Option 2. The supervisor will meet with the employee and outline the specific deficiencies.

Professional Growth Projects may include:

Action Research fPeer Coaching fReflective Journaling fTeacher Portfolio fStudy Groups fVideotape Analysis fOther methods as agreed f

c . Supervisors role: The supervisor’s role in Option 2 is one of collaboration, guidance, observation and assessment. Each fall the supervisor will notify teachers eligible for participation in Option 2. The supervisor will collaborate with the teacher to determine appropriate goals, indicators of success and available resources. Teachers will meet with the supervisor on a regular basis to review progress. The supervisor will determine the need to intervene and redirect a professional growth project if they deem it is not succeeding.

d . Evaluation reports: The final report of the Professional Growth Project will be completed by May 1 of the second year of the teacher’s evaluation cycle. The teacher will meet with the supervisor to present the results of their project. In addition, the summary will include a written narrative, or a portfolio of artifacts, or other relevant documentation as agreed upon in the project planning. The supervisor will write a final evaluative summary of the teachers work using the forms provided in this manual. The supervisor’s summary will become part of the teacher’s personnel file.

“ I appreciate having Option One and Option Two. Option Two means you are able to give those master teachers the opportunity to take it to the next level and explore in a collaborative manner with me what that next step is. Option One gives you a systematic yet thorough evaluation process that is just a different way of getting to the same thing – improved instruction, improved communication and improved results for kids.”

— Greg Neuman, assistant principal, Roosevelt High School

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

Plan of assistance .

a . A plan of assistance is a formal process of more intense supervision and assistance designed to focus on needed improvements with respect to the District’s Performance Standards. Normally the process is initiated by the principal or supervisor at the time of the evaluation interview unless a significant need is identified earlier.

The determination of whether a plan of assistance is needed is based on the District’s requirements. Since teachers may be reassigned into different situations and responsibilities, it is necessary that no specific limit is placed on the number or frequency of plans of assistance. On the other hand, initiation or continuation of a plan is not required when such would not materially affect the need for the services of the teacher. Thus, if the improvement sought by the plan would occur when the teacher would not be employed, the plan need not be initiated or continued. The following are examples:

When, so far as it appears, the teacher will not be re-employed (e.g., temporary teachers completing the year for a teacher who will return the ensuing year); or

When the teacher is to be dismissed or laid off by reason of abolishment of position or reduction in staff.

The written plan of assistance shall include:

a description of any deficiencies found which are to be addressed by the plan. fthe specific desired improvement in performance that the teacher is fexpected to achieve.the specific actions that the teacher should take in order to attain the fdesired improvement.a description of resources to be offered and assistance to be provided by fthe District.a reasonable timeline to demonstrate improvement. fa schedule for assessing progress toward achieving improvement in fperformance.

“ I don’t want an evaluation where everything was great. If I can see areas where I can grow, I want them to see it too and share it with me.”

— Abby Levin, 4th grade teacher, Alameda K-5 School

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b . non-classroom assignments. If the job assignment of a teacher includes a majority of time or a specific segment of time spent in activities other than direct

classroom instruction, the procedures for classroom observations shall not apply. thereto, but other arrangements for general observations of the same minimum numbers and guidelines shall be made and foregoing processes shall be applied as applicable. Direct Supervision Option 1 evaluation documents for counselors, school psychologists, instructional specialists and library/media specialist are

included in this manual. These professional may elect the Professional Growth Project Option 2 if they are a contract educator and have no Unsatisfactory ratings on their most recent Option 1 evaluation.

c . Performance Standards

The following performance standards shall apply to teachers:

Planning, Preparation and curriculum

Demonstrating knowledge of Standards, Content, and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Designing Coherent Instruction Designing Student Assessments

the classroom Environment and Student Management

Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

instruction and assessment

Communicating with Students Using Question and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness

Professional responsibilities

Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Demonstrating Professionalism

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

General Effect of Status of Adopted Evaulation Process 

This booklet sets forth the process to be used in evaluating the performance of teachers employed by Portland Public Schools. This process has been developed and shall be implemented in compliance with the requirements of ORS 342.850, as amended by Chapter 598, Oregon Laws, 1979 (Senate Bill 354).

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appendices

a . Job Descriptions (Classroom Teacher)

b . Goal Setting Template (To be developed Fall/Winter 2011)

c . Rubrics for the Four Domains of Teaching

d . Rubrics for Other Educators (To be developed Fall/Winter 2011)

E . Pre-Evaluation conference template (To be developed Fall/Winter 2011)

F . Post Evaluation conference template (To be developed Fall/Winter 2011)

G. Calendar for Direct Supervision Option 1

h . Calendar for Professional Growth Project Option 2

i . Flowcharts for Evaluation

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Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

appendix a: Job descriptions

classroom teacher — definition The classroom teacher performs under supervision of a principal or other designated supervisor and has major responsibility for the instruction and supervision of students. Instruction of students shall include individual skill development, expansion of knowledge, and development of ability to reason. Supervision of students shall include guidance, development and safety. The classroom teacher functions in accordance with the established policies, rules, regulations and the performance standards of the District and the performance goals established for the teacher.

Major Duties And Responsibilites Identifies the needs of a group of students as well as individual students 1 . and provides for continuous assessment of their ability. Develops lesson plans and instructional materials and performance goals 2 . in accordance with methods prescribed by the supervisor. Provides instruction to students at appropriate levels in the subject 3 . matter(s) for which the teacher is assigned. Instructs students appropriately in citizenship and interpersonal 4 . relationship, and responsibility. Provides instruction, organization and management in the classroom 5 . which creates an environment conducive to learning. Establishes, maintains and supports standards of personal conduct and discipline 6 . in accordance with the discipline policies and regulations of the district. Evaluates the students’ academic progress and social growth, maintains 7 . appropriate records, prepares reports and communicates with parents or guardians on the individual student’s progress. Supervises students both in and out of the classroom. 8 . Maintains professional competence through participation in district 9 . provided in-service activities and/ or self-selected professional growth activities related to their job responsibilities. Initiates, plans and participates in parent conferences and other parental 10 . contact. Participates in the assessment and planning of curriculum development 11 . and other programs to meet the needs of his/her assigned school. Follows established curriculum programs. 12 . May plan, coordinate and supervise classified employees who are assigned 13 . to assist the teacher. Maintains effective communications with students, patrons and colleagues. 14 . Performs other duties which may be assigned from time to time. 15 .

These responsibilities are subject to the terms and conditions of the teachers’ collective bargaining agreement and other policies and regulations of the District.

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ts fr

om

dive

rse

back

grou

nds a

nd e

xper

ienc

es

lear

n an

d do

es n

ot se

ek su

ch

info

rmat

ion.

Teac

her r

ecog

nize

s the

val

ue o

f kno

win

g ho

w st

uden

ts fr

om d

iver

se b

ackg

roun

ds

and

expe

rienc

es le

arn,

but

this

know

ledg

e is

limite

d or

out

date

d.

Teac

her’s

kno

wle

dge

of h

ow st

uden

ts fr

om

dive

rse

back

grou

nds a

nd e

xper

ienc

es le

arn

is ac

cura

te a

nd c

urre

nt. T

each

er a

pplie

s thi

s kn

owle

dge

to th

e cl

ass a

s a w

hole

and

to g

roup

s of

stud

ents

.

Teac

her d

ispla

ys e

xten

sive

and

subt

le

unde

rsta

ndin

g of

how

stud

ents

from

di

vers

e ba

ckgr

ound

s and

exp

erie

nces

le

arn

and

appl

ies t

his k

now

ledg

e to

in

divi

dual

stud

ents

.

Know

ledg

e of

st

uden

ts’ s

kills

, kn

owle

dge,

an

d la

ngua

ge

profi

cien

cy

Teac

her d

ispla

ys li

ttle

or n

o kn

owle

dge

of st

uden

ts’ s

kills

, kn

owle

dge,

and

lang

uage

pro

ficie

ncy

and

does

not

indi

cate

that

such

kn

owle

dge

is va

luab

le.

Teac

her r

ecog

nize

s the

val

ue o

f un

ders

tand

ing

stud

ents

’ ski

lls, k

now

ledg

e,

and

lang

uage

pro

ficie

ncy

but d

ispla

ys th

is

know

ledg

e on

ly fo

r the

cla

ss a

s a w

hole

.

Teac

her r

ecog

nize

s the

val

ue o

f und

erst

andi

ng

stud

ents

’ ski

lls, k

now

ledg

e, a

nd la

ngua

ge

profi

cien

cy a

nd d

ispla

ys th

is kn

owle

dge

for

grou

ps o

f stu

dent

s.

Teac

her d

ispla

ys u

nder

stan

ding

of

indi

vidu

al st

uden

ts’ s

kills

, kno

wle

dge,

and

la

ngua

ge p

rofic

ienc

y an

d ha

s a st

rate

gy

for m

aint

aini

ng su

ch in

form

atio

n.

Know

ledg

e of

stud

ents

’ in

tere

sts a

nd

cultu

ral h

erita

ge

Teac

her d

ispla

ys lit

tle o

r no

know

ledg

e of

stud

ents

’ inte

rest

s or c

ultu

ral h

erita

ge

and

does

not

indi

cate

that

such

kn

owle

dge

is va

luab

le.

Teac

her r

ecog

nize

s the

val

ue o

f un

ders

tand

ing

stud

ents

’ inte

rest

s an

d cu

ltura

l her

itage

but

disp

lays

this

kn

owle

dge

only

for t

he c

lass

as a

who

le.

Teac

her r

ecog

nize

s the

val

ue o

f und

erst

andi

ng

stud

ents

’ inte

rest

s and

cul

tura

l her

itage

and

di

spla

ys th

is kn

owle

dge

for g

roup

s of s

tude

nts.

Teac

her r

ecog

nize

s the

val

ue o

f un

ders

tand

ing

stud

ents

’ inte

rest

s and

cu

ltura

l her

itage

and

disp

lays

this

kn

owle

dge

for i

ndiv

idua

l stu

dent

s.

Know

ledg

e of

st

uden

ts’ s

peci

al

need

s

Teac

her d

ispla

ys lit

tle o

r no

unde

rsta

ndin

g of

stud

ents

’ spe

cial

le

arni

ng o

r med

ical

nee

ds o

r why

such

kn

owle

dge

is im

port

ant.

Teac

her d

ispla

ys a

war

enes

s of t

he

impo

rtan

ce o

f kno

win

g st

uden

ts’

spec

ial l

earn

ing

or m

edic

al n

eeds

, but

su

ch k

now

ledg

e m

ay b

e in

com

plet

e or

in

accu

rate

.

Teac

her i

s aw

are

of st

uden

ts’ s

peci

al le

arni

ng

and

med

ical

nee

ds.

Teac

her p

osse

sses

info

rmat

ion

abou

t ea

ch st

uden

t’s le

arni

ng a

nd m

edic

al

need

s, co

llect

ing

such

info

rmat

ion

from

a

varie

ty o

f sou

rces

.

20

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

com

pone

nt 1

b: d

esig

ning

coh

eren

t ins

truc

tion

Elem

ents

: Lea

rnin

g ac

tiviti

es •

Ins

truc

tiona

l mat

eria

ls an

d re

sour

ces

• In

stru

ctio

nal g

roup

s •

Less

on a

nd u

nit s

truc

ture

le

vel o

f Per

form

ance

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Lear

ning

ac

tiviti

esLe

arni

ng a

ctiv

ities

are

not

suita

ble

to

stud

ents

or t

o in

stru

ctio

nal o

utco

mes

an

d ar

e no

t des

igne

d to

eng

age

stud

ents

in a

ctiv

e in

telle

ctua

l act

ivity

.

Onl

y so

me

of th

e le

arni

ng a

ctiv

ities

are

su

itabl

e to

stud

ents

or t

o th

e in

stru

ctio

nal

outc

omes

. Som

e re

pres

ent a

mod

erat

e co

gniti

ve c

halle

nge,

but

with

no

diffe

rent

iatio

n fo

r diff

eren

t stu

dent

s.

All o

f the

lear

ning

act

iviti

es a

re su

itabl

e to

st

uden

ts o

r to

the

inst

ruct

iona

l out

com

es,

and

mos

t rep

rese

nt si

gnifi

cant

cog

nitiv

e ch

alle

nge,

with

som

e di

ffere

ntia

tion

for

diffe

rent

gro

ups o

f stu

dent

s.

Lear

ning

act

iviti

es a

re h

ighl

y su

itabl

e to

div

erse

lear

ners

and

supp

ort t

he

inst

ruct

iona

l out

com

es. T

hey

are

all d

esig

ned

to e

ngag

e st

uden

ts in

hi

gh-le

vel c

ogni

tive

activ

ity a

nd a

re

diffe

rent

iate

d, a

s app

ropr

iate

, for

in

divi

dual

lear

ners

.

Inst

ruct

iona

l m

ater

ials

and

re

sour

ces

Mat

eria

ls an

d re

sour

ces a

re n

ot

suita

ble

for s

tude

nts a

nd d

o no

t su

ppor

t the

inst

ruct

iona

l out

com

es

or e

ngag

e st

uden

ts in

mea

ning

ful

lear

ning

.

Som

e of

the

mat

eria

ls an

d re

sour

ces

are

suita

ble

to st

uden

ts, s

uppo

rt th

e in

stru

ctio

nal o

utco

mes

, and

eng

age

stud

ents

in m

eani

ngfu

l lea

rnin

g.

The

mat

eria

ls an

d re

sour

ces a

re su

itabl

e to

st

uden

ts, s

uppo

rt th

e in

stru

ctio

nal o

utco

mes

, re

flect

the

ethn

ic a

nd ra

cial

div

ersit

y of

the

stud

ents

(as a

ppro

pria

te),

and

are

desig

ned

to e

ngag

e st

uden

ts in

mea

ning

ful l

earn

ing.

Th

e te

ache

r dra

ws f

rom

a v

arie

ty o

f hum

an

reso

urce

s, fro

m e

xper

ts w

ithin

the

clas

sroo

m

com

mun

ity to

thos

e fro

m th

e co

mm

unity

at

larg

e.

All o

f the

mat

eria

ls an

d re

sour

ces

are

suita

ble

to st

uden

ts, s

uppo

rt th

e in

stru

ctio

nal o

utco

mes

, refl

ect t

he

ethn

ic a

nd ra

cial

div

ersit

y of

the

stud

ents

(a

s app

ropr

iate

) and

are

des

igne

d to

en

gage

stud

ents

in m

eani

ngfu

l lea

rnin

g.

Ther

e is

evid

ence

of a

ppro

pria

te u

se o

f te

chno

logy

and

of s

tude

nt p

artic

ipat

ion

in se

lect

ing

or a

dapt

ing

mat

eria

ls.

Inst

ruct

iona

l gr

oups

Inst

ruct

iona

l gro

ups d

o no

t sup

port

th

e in

stru

ctio

nal o

utco

mes

and

offe

r no

var

iety

.

Inst

ruct

iona

l gro

ups p

artia

lly su

ppor

t the

in

stru

ctio

nal o

utco

mes

, with

an

effor

t at

prov

idin

g so

me

varie

ty.

Inst

ruct

iona

l gro

ups a

re v

arie

d as

app

ropr

iate

to

the

stud

ents

and

the

diffe

rent

inst

ruct

iona

l ou

tcom

es.

Inst

ruct

iona

l gro

ups a

re v

arie

d as

ap

prop

riate

to th

e st

uden

ts a

nd th

e di

ffere

nt in

stru

ctio

nal o

utco

mes

. The

re is

ev

iden

ce o

f stu

dent

cho

ice

in se

lect

ing

the

diffe

rent

pat

tern

s of i

nstr

uctio

nal

grou

ps.

Less

on a

nd u

nit

stru

ctur

eTh

e le

sson

or u

nit h

as n

o cl

early

de

fined

stru

ctur

e, o

r the

stru

ctur

e is

chao

tic. A

ctiv

ities

do

not f

ollo

w

an o

rgan

ized

pro

gres

sion,

and

tim

e al

loca

tions

are

unr

ealis

tic.

The

less

on o

r uni

t has

a re

cogn

izab

le

stru

ctur

e, a

lthou

gh th

e st

ruct

ure

is

not u

nifo

rmly

mai

ntai

ned

thro

ugho

ut.

Prog

ress

ion

of a

ctiv

ities

is u

neve

n, w

ith

mos

t tim

e al

loca

tions

reas

onab

le.

The

less

on o

r uni

t has

a c

lear

ly d

efine

d st

ruct

ure

arou

nd w

hich

act

iviti

es a

re

orga

nize

d. P

rogr

essio

n of

act

iviti

es is

eve

n,

with

reas

onab

le ti

me

allo

catio

ns.

The

less

on’s

or u

nit’s

stru

ctur

e is

clea

r and

al

low

s for

diff

eren

t pat

hway

s acc

ordi

ng

to d

iver

se st

uden

t nee

ds. T

he p

rogr

essio

n of

act

iviti

es is

hig

hly

cohe

rent

.

21

com

pone

nt 1

c: S

etti

ng in

stru

ctio

nal o

utco

mes

Elem

ents

: Val

ue, s

eque

nce,

and

alig

nmen

t •

Clar

ity •

Ap

prop

riate

for d

iver

se le

arne

r

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Valu

e, se

quen

ce,

and

alig

nmen

tPl

anne

d ou

tcom

es re

pres

ent l

ow

expe

ctat

ions

for s

tude

nts a

nd la

ck o

f rig

or. T

hey

do n

ot re

flect

impo

rtan

t le

arni

ng in

the

disc

iplin

e or

a c

onne

ctio

n to

a se

quen

ce o

f lea

rnin

g.

Plan

ned

outc

omes

repr

esen

t mod

erat

ely

high

exp

ecta

tions

and

rigo

r. So

me

refle

ct

impo

rtan

t lea

rnin

g in

the

disc

iplin

e an

d at

leas

t som

e co

nnec

tion

to a

sequ

ence

of

lear

ning

.

Mos

t pla

nned

out

com

es re

pres

ent h

igh

expe

ctat

ions

and

rigo

r and

impo

rtan

t le

arni

ng in

the

disc

iplin

e. T

hey

are

conn

ecte

d to

a se

quen

ce o

f lea

rnin

g.

All p

lann

ed o

utco

mes

repr

esen

t hig

h ex

pect

atio

ns a

nd ri

gor a

nd im

port

ant

lear

ning

in th

e di

scip

line.

The

y ar

e co

nnec

ted

to a

sequ

ence

of l

earn

ing

both

in th

e di

scip

line

and

in re

late

d di

scip

lines

.

Clar

ityPl

anne

d ou

tcom

es a

re e

ither

not

cle

ar

or a

re st

ated

as a

ctiv

ities

, not

as s

tude

nt

lear

ning

. Out

com

es d

o no

t per

mit

viab

le

met

hods

of a

sses

smen

t.

Plan

ned

outc

omes

are

onl

y m

oder

atel

y cl

ear o

r con

sist o

f a c

ombi

natio

n of

ou

tcom

es a

nd a

ctiv

ities

. Som

e ou

tcom

es

do n

ot p

erm

it vi

able

met

hods

of

asse

ssm

ent.

All t

he in

stru

ctio

nal p

lann

ed o

utco

mes

ar

e cl

ear,

writ

ten

in th

e fo

rm o

f stu

dent

le

arni

ng. M

ost s

ugge

st v

iabl

e m

etho

ds o

f as

sess

men

t.

All t

he p

lann

ed o

utco

mes

are

cle

ar,

writ

ten

in th

e fo

rm o

f stu

dent

lear

ning

, an

d pe

rmit

viab

le m

etho

ds o

f as

sess

men

t.

Appr

opria

te fo

r di

vers

e le

arne

rsPl

anne

d ou

tcom

es a

re n

ot a

ppro

pria

te

for t

he c

lass

or a

re n

ot b

ased

on

any

asse

ssm

ent o

f stu

dent

nee

ds.

Mos

t of t

he p

lann

ed o

utco

mes

are

ap

prop

riate

for m

ost o

f the

stud

ents

in

the

clas

s bas

ed o

n ge

nera

l ass

essm

ents

of

stud

ent l

earn

ing.

Mos

t of t

he p

lann

ed o

utco

mes

are

ap

prop

riate

for a

ll st

uden

ts in

the

clas

s an

d ar

e ba

sed

on e

vide

nce

of st

uden

t pr

ofici

ency

and

take

s int

o ac

coun

t the

va

ryin

g ne

eds o

f ind

ivid

ual s

tude

nts a

nd

grou

ps.

Plan

ned

outc

omes

are

bas

ed o

n a

com

preh

ensiv

e as

sess

men

t of s

tude

nt

lear

ning

and

take

into

acc

ount

the

vary

ing

need

s of i

ndiv

idua

l stu

dent

s or

grou

ps.

22

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

Compo

nent 1d: Dem

onstrating

 Kno

wledg

e of Stand

ards

, Con

tent, and

 Sub

ject M

atter

Elem

ents

: Kno

wle

dge

of st

anda

rds,

cont

ent a

nd su

bjec

t mat

ter

• Kn

owle

dge

of p

rere

quisi

te re

latio

nshi

ps •

Kno

wle

dge

of c

onte

nt-re

late

d pe

dago

gy

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Know

ledg

e of

stan

dard

s,

cont

ent,

and

subj

ect

mat

ter

Teac

her l

acks

kno

wle

dge

of st

anda

rds,

mak

es c

onte

nt e

rrors

or d

oes n

ot

corre

ct e

rrors

mad

e by

stud

ents

.

Teac

her i

s fam

iliar

with

the

stan

dard

s an

d th

e im

port

ant c

once

pts i

n th

e su

bjec

t mat

ter b

ut m

ay d

ispla

y la

ck o

f aw

aren

ess o

f how

thes

e co

ncep

ts re

late

to

one

ano

ther

.

Teac

her d

ispla

ys so

lid k

now

ledg

e of

the

stan

dard

s and

the

impo

rtan

t con

cept

s in

the

subj

ect m

atte

r and

how

thes

e re

late

to o

ne a

noth

er.

Teac

her d

ispla

ys e

xten

sive

know

ledg

e of

the

stan

dard

s and

impo

rtan

t co

ncep

ts in

the

subj

ect m

atte

r and

how

th

ese

rela

te b

oth

to o

ne a

noth

er a

nd to

ot

her s

ubje

cts.

Know

ledg

e of

pr

ereq

uisi

te

rela

tions

hips

Teac

her’s

pla

ns a

nd p

ract

ice

disp

lay

little

und

erst

andi

ng o

f pre

requ

isite

re

latio

nshi

ps im

port

ant t

o st

uden

t le

arni

ng o

f the

con

tent

.

Teac

her’s

pla

ns a

nd p

ract

ice

indi

cate

so

me

awar

enes

s of p

rere

quisi

te

rela

tions

hips

, alth

ough

such

kno

wle

dge

may

be

inac

cura

te o

r inc

ompl

ete.

Teac

her’s

pla

ns a

nd p

ract

ice

refle

ct

accu

rate

und

erst

andi

ng o

f pre

requ

isite

re

latio

nshi

ps a

mon

g to

pics

and

co

ncep

ts.

Teac

her’s

pla

ns a

nd p

ract

ices

refle

ct

unde

rsta

ndin

g of

pre

requ

isite

re

latio

nshi

ps a

mon

g to

pics

and

co

ncep

ts a

nd a

link

to n

eces

sary

co

gniti

ve st

ruct

ures

by

stud

ents

to

ensu

re u

nder

stan

ding

.

Know

ledg

e of

cont

ent-

rela

ted

peda

gogy

Teac

her d

ispla

ys li

ttle

or n

o un

ders

tand

ing

of th

e ra

nge

of

peda

gogi

cal a

ppro

ache

s sui

tabl

e to

st

uden

t lea

rnin

g of

the

cont

ent.

Teac

her

is un

awar

e of

the

educ

atio

nal i

mpa

ct o

f ra

ce a

nd c

ultu

re a

nd d

oes n

ot a

ttem

pt

to a

djus

t cur

ricul

um a

ccor

ding

ly.

Teac

her’s

pla

ns a

nd p

ract

ice

refle

ct

a lim

ited

rang

e of

ped

agog

ical

ap

proa

ches

or s

ome

appr

oach

es th

at

are

not s

uita

ble

to th

e su

bjec

t mat

ter o

r to

the

stud

ents

. Tea

cher

is a

war

e of

the

educ

atio

nal i

mpa

ct o

f rac

e an

d cu

lture

an

d at

tem

pts t

o ad

just

cur

ricul

um

acco

rdin

gly.

Teac

her’s

pla

ns a

nd p

ract

ice

refle

ct

fam

iliar

ity w

ith a

wid

e ra

nge

of e

ffect

ive

peda

gogi

cal a

ppro

ache

s. Te

ache

r re

cogn

izes

the

educ

atio

nal i

mpa

ct o

f ra

ce a

nd c

ultu

re a

nd su

ffici

ently

ada

pts

curr

icul

um to

refle

ct ra

cial

and

cul

tura

l di

vers

ity.

Teac

her’s

pla

ns a

nd p

ract

ice

refle

ct

fam

iliar

ity w

ith a

wid

e ra

nge

of

effec

tive

peda

gogi

cal a

ppro

ache

s in

the

subj

ect m

atte

r, an

ticip

atin

g st

uden

t m

iscon

cept

ions

. Tea

cher

reco

gniz

es

the

educ

atio

nal i

mpa

ct o

f rac

e an

d cu

lture

and

ada

pts c

urric

ulum

to re

flect

ra

cial

and

cul

tura

l div

ersit

y. Te

ache

r is

fluen

t in

the

use

of c

ultu

rally

resp

onsiv

e st

rate

gies

that

pro

duce

equ

itabl

e ou

tcom

es.

23

com

pone

nt 1

e: d

esig

ning

Stu

dent

ass

essm

ents

Elem

ents

: Alig

n w

ith in

stru

ctio

nal o

utco

mes

• C

riter

ia a

nd st

anda

rds

• D

esig

n of

form

ativ

e as

sess

men

ts •

Use

s ass

essm

ent r

esul

ts fo

r pla

nnin

g

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Alig

n w

ith in

stru

ctio

nal

outc

omes

Asse

ssm

ent p

roce

dure

s are

not

alig

ned

with

inst

ruct

iona

l out

com

es.

Som

e of

the

inst

ruct

iona

l out

com

es

are

asse

ssed

thro

ugh

the

prop

osed

ap

proa

ch, b

ut m

any

are

not.

All t

he in

stru

ctio

nal o

utco

mes

are

as

sess

ed th

roug

h th

e ap

proa

ch to

as

sess

men

t; m

etho

dolo

gies

may

hav

e be

en a

dapt

ed fo

r div

erse

gro

ups o

f st

uden

ts.

Prop

osed

app

roac

h to

ass

essm

ent

is fu

lly a

ligne

d w

ith th

e in

stru

ctio

nal

outc

omes

in b

oth

cont

ent a

nd

proc

ess.

Ass

essm

ent m

etho

dolo

gies

ha

ve b

een

adap

ted

for i

ndiv

idua

l st

uden

ts, a

s ne

eded

.

Crite

ria a

nd st

anda

rds

Prop

osed

app

roac

h co

ntai

ns n

o cr

iteria

or

stan

dard

s.As

sess

men

t crit

eria

and

stan

dard

s hav

e be

en d

evel

oped

, but

they

are

not

cle

ar.

Asse

ssm

ent c

riter

ia a

nd st

anda

rds a

re

clea

r.As

sess

men

t crit

eria

and

sta

ndar

ds

are

clea

r; th

ere

is e

vide

nce

that

th

e st

uden

ts c

ontri

bute

d to

thei

r de

velo

pmen

t as

appr

opria

te.

Des

ign

of fo

rmat

ive

asse

ssm

ents

Teac

her h

as n

o pl

an to

inco

rpor

ate

form

ativ

e as

sess

men

t in

the

less

on

or u

nit.

Appr

oach

to th

e us

e of

form

ativ

e as

sess

men

t is r

udim

enta

ry, in

clud

ing

only

som

e of

the

inst

ruct

iona

l ou

tcom

es.

Teac

her h

as a

wel

l-dev

elop

ed st

rate

gy

to u

sing

form

ativ

e as

sess

men

t and

has

de

signe

d pa

rtic

ular

app

roac

hes t

o be

us

ed.

Appr

oach

to u

sing

form

ativ

e as

sess

men

t is

wel

l des

igne

d an

d in

clud

es s

tude

nt a

s w

ell a

s te

ache

r us

e of

the

asse

ssm

ent i

nfor

mat

ion.

Use

s ass

essm

ent r

esul

ts

for p

lann

ing

Teac

her h

as n

o pl

ans t

o us

e as

sess

men

t re

sults

in d

esig

ning

futu

re in

stru

ctio

n.Te

ache

r pla

ns to

use

ass

essm

ent r

esul

ts

to p

lan

for f

utur

e in

stru

ctio

n fo

r the

cl

ass a

s a w

hole

.

Teac

her p

lans

to u

se a

sses

smen

t res

ults

to

pla

n fo

r fut

ure

inst

ruct

ion

for g

roup

s of

stud

ents

.

Teac

her p

lans

to u

se a

sses

smen

t re

sults

to p

lan

futu

re in

stru

ctio

n fo

r in

divi

dual

stu

dent

s.

24

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

dom

ain

2: t

he c

lass

room

Env

iron

men

t and

Stu

dent

Man

agem

ent

com

pone

nt 2

a: E

stab

lishi

ng a

cul

ture

for l

earn

ing

and

an E

nvir

onm

ent o

f res

pect

and

rap

port

Elem

ents

: Tea

cher

inte

ract

ions

with

stud

ents

• Im

port

ance

of t

he c

onte

nt •

Exp

ecta

tions

for l

earn

ing

and

achi

evem

ent

• Te

ache

r cre

ates

env

ironm

ent t

hat p

rom

otes

prid

e in

wor

k

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Teac

her i

nter

actio

n w

ith st

uden

tsTe

ache

r int

erac

tion

is ne

gativ

e,

dem

eani

ng, s

arca

stic

, or i

napp

ropr

iate

to

the

age

or c

ultu

re o

f the

stud

ents

.

Teac

her-s

tude

nt in

tera

ctio

ns a

re

gene

rally

app

ropr

iate

but

may

refle

ct

occa

siona

l inc

onsis

tenc

ies,

favo

ritism

, or

disr

egar

d fo

r stu

dent

s’ cu

lture

s.

Teac

her-s

tude

nt in

tera

ctio

ns a

re

frien

dly

and

dem

onst

rate

gen

eral

car

ing

and

resp

ect.

Such

inte

ract

ions

are

ap

prop

riate

to th

e ag

e an

d cu

lture

s of

the

stud

ents

. Tea

cher

inte

ntio

nally

and

re

spec

tfully

eng

ages

all

stud

ents

.

Teac

her i

nter

actio

ns re

flect

gen

uine

re

spec

t and

car

ing

for i

ndiv

idua

ls as

w

ell a

s gro

ups o

f stu

dent

s. Te

ache

r in

tent

iona

lly a

nd re

spec

tfully

eng

ages

al

l stu

dent

s.

Impo

rtan

ce o

f the

co

nten

tTe

ache

r or s

tude

nts c

onve

y a

nega

tive

attit

ude

tow

ard

the

cont

ent,

sugg

estin

g th

at it

is n

ot im

port

ant o

r has

bee

n m

anda

ted

by o

ther

s.

Teac

her c

omm

unic

ates

impo

rtan

ce o

f th

e w

ork

but w

ith li

ttle

con

vict

ion

and

only

min

imal

app

aren

t buy

-in b

y th

e st

uden

ts.

Teac

her c

onve

ys g

enui

ne e

nthu

siasm

for

the

cont

ent,

and

stud

ents

dem

onst

rate

co

nsist

ent c

omm

itmen

t to

its

val

ue.

Stud

ents

dem

onst

rate

thro

ugh

thei

r ac

tive

part

icip

atio

n, c

urio

sity,

and

taki

ng

initi

ativ

e th

at th

ey v

alue

the

impo

rtan

ce

of th

e co

nten

t.

Expe

ctat

ions

fo

r lea

rnin

g an

d ac

hiev

emen

t

Inst

ruct

iona

l out

com

es, a

ctiv

ities

and

as

signm

ents

, and

cla

ssro

om in

tera

ctio

ns

conv

ey lo

w e

xpec

tatio

ns fo

r at l

east

so

me

stud

ents

.

Inst

ruct

iona

l out

com

es, a

ctiv

ities

and

as

signm

ents

, and

cla

ssro

om in

tera

ctio

ns

conv

ey o

nly

mod

est e

xpec

tatio

ns fo

r st

uden

t lea

rnin

g an

d ac

hiev

emen

t.

Inst

ruct

iona

l out

com

es, a

ctiv

ities

and

as

signm

ents

, and

cla

ssro

om in

tera

ctio

ns

conv

ey h

igh

expe

ctat

ions

for s

tude

nts.

Inst

ruct

iona

l out

com

es, a

ctiv

ities

an

d as

signm

ents

, and

cla

ssro

om

inte

ract

ions

con

vey

high

exp

ecta

tions

fo

r all

stud

ents

. Stu

dent

s app

ear t

o ha

ve

inte

rnal

ized

thes

e ex

pect

atio

ns.

Teac

her c

reat

es

envi

ronm

ent t

hat

prom

otes

prid

e in

w

ork

Teac

her c

reat

es a

n en

viro

nmen

t tha

t al

low

s for

stud

ents

to d

emon

stra

te li

ttle

or

no

prid

e in

thei

r wor

k. T

hey

seem

to

be m

otiv

ated

by

the

desir

e to

com

plet

e a

task

rath

er th

an to

do

high

-qua

lity

wor

k.

Teac

her c

reat

es a

n en

viro

nmen

t tha

t al

low

s stu

dent

s to

min

imal

ly a

ccep

t th

e re

spon

sibili

ty to

do

good

wor

k bu

t inv

est l

ittle

of t

heir

ener

gy in

to it

s qu

ality

.

Teac

her i

nsist

s on

wor

k of

hig

h qu

ality

an

d st

uden

ts d

emon

stra

te p

ride

in th

eir

wor

k.

Teac

her c

reat

es a

n en

viro

nmen

t tha

t in

sists

stud

ents

att

end

to d

etai

l, tak

e ob

viou

s prid

e in

thei

r wor

k, in

itiat

e im

prov

emen

ts o

n th

eir o

wn

or b

y he

lpin

g pe

ers.

25

com

pone

nt 2

b: M

anag

ing

clas

sroo

m P

roce

dure

sEl

emen

ts: M

anag

emen

t of i

nstr

uctio

nal g

roup

s •

Man

agem

ent o

f tra

nsiti

ons

• M

anag

emen

t of m

ater

ials

and

supp

lies

•

Perfo

rman

ce o

f non

inst

ruct

iona

l dut

ies

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Man

agem

ent o

f in

stru

ctio

nal g

roup

sSt

uden

ts n

ot w

orki

ng w

ith th

e te

ache

r ar

e no

t pro

duct

ivel

y en

gage

d in

le

arni

ng.

Stud

ents

in o

nly

som

e gr

oups

are

pr

oduc

tivel

y en

gage

d in

lear

ning

whi

le

unsu

perv

ised

by th

e te

ache

r.

Smal

l-gro

up w

ork

is w

ell o

rgan

ized

, an

d m

ost s

tude

nts a

re p

rodu

ctiv

ely

enga

ged

in le

arni

ng w

hile

un

supe

rvise

d by

the

teac

her.

Smal

l-gro

up w

ork

is w

ell o

rgan

ized

, an

d st

uden

ts a

re p

rodu

ctiv

ely

enga

ged

at a

ll tim

es, w

ith st

uden

ts a

ssum

ing

resp

onsib

ility

for p

rodu

ctiv

ity.

Man

agem

ent

of tr

ansi

tions

Tran

sitio

ns a

re c

haot

ic, w

ith m

uch

time

lost

bet

wee

n ac

tiviti

es o

r les

son

segm

ents

.

Onl

y so

me

tran

sitio

ns a

re e

ffici

ent,

resu

lting

in so

me

loss

of i

nstr

uctio

nal

time.

Tran

sitio

ns o

ccur

smoo

thly

, with

litt

le

loss

of i

nstr

uctio

nal t

ime.

Tran

sitio

ns a

re se

amle

ss, w

ith st

uden

ts

assu

min

g re

spon

sibili

ty in

ens

urin

g th

eir e

ffici

ent o

pera

tion.

Man

agem

ent o

f mat

eria

ls

and

supp

lies

Mat

eria

ls an

d su

pplie

s are

han

dled

in

effici

ently

, res

ultin

g in

sign

ifica

nt lo

ss

of in

stru

ctio

nal t

ime.

Rout

ines

for h

andl

ing

mat

eria

ls an

d su

pplie

s fun

ctio

n m

oder

atel

y w

ell, b

ut

with

som

e lo

ss o

f ins

truc

tiona

l tim

e.

Rout

ines

for h

andl

ing

mat

eria

ls an

d su

pplie

s occ

ur sm

ooth

ly, w

ith li

ttle

loss

of

inst

ruct

iona

l tim

e.

Rout

ines

for h

andl

ing

mat

eria

ls an

d su

pplie

s are

seam

less

, with

stud

ents

as

sum

ing

som

e re

spon

sibili

ty fo

r sm

ooth

ope

ratio

n.

Perf

orm

ance

of n

on-

inst

ruct

iona

l dut

ies (

such

as

taki

ng a

tten

danc

e,

brea

kfas

t dis

trib

utio

n,

retu

rn o

f per

mis

sion

sl

ips f

or a

fiel

d tr

ip o

r di

strib

utio

n of

new

slet

ters

et

c .)

Cons

ider

able

inst

ruct

iona

l tim

e is

lost

in

perfo

rmin

g no

n-in

stru

ctio

nal d

utie

s.Sy

stem

s for

per

form

ing

non-

inst

ruct

iona

l dut

ies a

re o

nly

fairl

y effi

cien

t, re

sulti

ng in

som

e lo

ss o

f in

stru

ctio

nal t

ime.

Effici

ent s

yste

ms f

or p

erfo

rmin

g no

n-in

stru

ctio

nal d

utie

s are

in p

lace

, re

sulti

ng in

min

imal

loss

of i

nstr

uctio

nal

time.

Syst

ems f

or p

erfo

rmin

g no

n-in

stru

ctio

nal d

utie

s are

wel

l est

ablis

hed,

w

ith st

uden

ts a

ssum

ing

cons

ider

able

re

spon

sibili

ty fo

r effi

cien

t ope

ratio

n.

26

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

com

pone

nt 2

c: M

anag

ing

Stud

ent b

ehav

ior

Elem

ents

: Exp

ecta

tions

• M

onito

ring

of st

uden

t beh

avio

r •

Resp

onse

to st

uden

t misb

ehav

ior

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Expe

ctat

ions

No

stan

dard

s of c

ondu

ct a

ppea

r to

have

bee

n es

tabl

ished

, or s

tude

nts a

re

conf

used

as t

o w

hat t

he st

anda

rds a

re.

Stan

dard

s of c

ondu

ct a

ppea

r to

have

be

en e

stab

lishe

d, a

nd m

ost s

tude

nts

seem

to u

nder

stan

d th

em.

Stan

dard

s of c

ondu

ct a

re c

lear

to a

ll st

uden

ts.

Stan

dard

s of c

ondu

ct a

re c

lear

to a

ll st

uden

ts a

nd a

ppea

r to

have

bee

n de

velo

ped

with

stud

ent p

artic

ipat

ion.

Mon

itorin

g of

stud

ent

beha

vior

Stud

ent b

ehav

ior i

s not

mon

itore

d,

and

teac

her i

s una

war

e of

wha

t the

st

uden

ts a

re d

oing

. Tea

cher

ove

r id

entifi

es m

isbeh

avio

r of s

tude

nts f

rom

a

part

icul

ar ra

cial

or e

thni

c gr

oup.

Teac

her i

s gen

eral

ly a

war

e of

stud

ent

beha

vior

but

may

miss

the

activ

ities

of

som

e st

uden

ts. T

each

er m

ay o

ver

iden

tify

stud

ent m

isbeh

avio

r fro

m a

pa

rtic

ular

raci

al o

r eth

nic

grou

p.

Teac

her i

s ale

rt to

stud

ent b

ehav

ior

at a

ll tim

es. T

each

er id

entifi

es

and

inco

rpor

ates

the

vario

us

com

mun

icat

ion

styl

es o

f stu

dent

s fro

m

vario

us ra

cial

or e

thni

c gr

oups

.

Mon

itorin

g by

teac

her i

s sub

tle

and

prev

entiv

e. Te

ache

r ide

ntifi

es

and

inco

rpor

ates

the

vario

us

com

mun

icat

ion

styl

es o

f stu

dent

s fro

m

vario

us ra

cial

or e

thni

c gr

oups

. Stu

dent

s m

onito

r the

ir ow

n be

havi

or.

Resp

onse

to st

uden

t m

isbe

havi

orTe

ache

r doe

s not

resp

ond

to

misb

ehav

ior,

or th

e re

spon

se is

in

cons

isten

t, is

over

ly re

pres

sive,

or d

oes

not r

espe

ct th

e st

uden

t.

Teac

her a

ttem

pts t

o re

spon

d to

stud

ent

misb

ehav

ior b

ut w

ith u

neve

n re

sults

, or

ther

e ar

e no

maj

or in

fract

ions

of

the

rule

s. Te

ache

r has

inco

nsist

ent

resp

onse

s to

stud

ents

from

par

ticul

ar

raci

al o

r eth

nic

grou

ps.

Teac

her r

espo

nse

to m

isbeh

avio

r is

appr

opria

te, c

onsis

tent

and

succ

essf

ul

and

resp

ects

the

raci

al a

nd c

ultu

ral

dive

rsity

of t

he st

uden

ts. S

tude

nt

beha

vior

is g

ener

ally

app

ropr

iate

.

Teac

her r

espo

nse

to m

isbeh

avio

r is

cons

isten

t, su

cces

sful

and

resp

ects

th

e ra

cial

and

cul

tura

l div

ersit

y of

the

stud

ents

. Res

pons

es a

re h

ighl

y eff

ectiv

e an

d se

nsiti

ve to

stud

ents

’ indi

vidu

al

need

s, or

stud

ent b

ehav

ior i

s ent

irely

ap

prop

riate

.

27

com

pone

nt 2

d: o

rgan

izin

g Ph

ysic

al S

pace

Elem

ents

: Saf

ety

and

acce

ssib

ility

• A

rran

gem

ent o

f fur

nitu

re a

nd u

se o

f phy

sical

reso

urce

s

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Safe

ty a

nd a

cces

sibi

lity

The

clas

sroo

m is

uns

afe,

or l

earn

ing

is

not a

cces

sible

to so

me

stud

ents

.Th

e cl

assr

oom

is sa

fe, a

nd a

t lea

st

esse

ntia

l lea

rnin

g is

acce

ssib

le to

mos

t st

uden

ts.

The

clas

sroo

m is

safe

, and

lear

ning

is

equa

lly a

cces

sible

to a

ll st

uden

ts.

The

clas

sroo

m is

safe

, and

stud

ents

th

emse

lves

ens

ure

that

all

lear

ning

is

equa

lly a

cces

sible

to a

ll st

uden

ts.

Arra

ngem

ent o

f fur

nitu

re

and

use

of p

hysi

cal

reso

urce

s

The

furn

iture

arr

ange

men

t hin

ders

the

lear

ning

act

iviti

es, o

r the

teac

her m

akes

po

or u

se o

f phy

sical

reso

urce

s.

Teac

her u

ses p

hysic

al re

sour

ces

adeq

uate

ly. T

he fu

rnitu

re m

ay b

e ad

just

ed fo

r a le

sson

, but

with

lim

ited

effec

tiven

ess.

Teac

her u

ses p

hysic

al re

sour

ces

skill

fully

, and

the

furn

iture

arr

ange

men

t is

a re

sour

ce fo

r le

arni

ng a

ctiv

ities

.

Both

teac

her a

nd st

uden

ts u

se p

hysic

al

reso

urce

s eas

ily a

nd sk

illfu

lly, a

nd

stud

ents

adj

ust t

he fu

rnitu

re to

adv

ance

th

eir l

earn

ing.

28

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

dom

ain

3: in

stru

ctio

n an

d a

sses

smen

tCo

mpo

nent 3a: Com

mun

icating with Stud

ents

Elem

ents

: Exp

ecta

tions

for l

earn

ing

• D

irect

ions

and

pro

cedu

res

• Ex

plan

atio

ns o

f con

tent

• U

se o

f ora

l and

writ

ten

lang

uage

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Expe

ctat

ions

for

lear

ning

com

mun

icat

ed

to st

uden

ts

Teac

her’s

inst

ruct

iona

l pur

pose

in a

le

sson

or u

nit i

s unc

lear

to st

uden

ts.

Teac

her a

ttem

pts t

o ex

plai

n th

e in

stru

ctio

nal p

urpo

se, w

ith li

mite

d su

cces

s.

Teac

her’s

inst

ruct

iona

l pur

pose

for t

he

less

on o

r uni

t is c

lear

, incl

udin

g w

here

it

is sit

uate

d w

ithin

bro

ader

lear

ning

.

Teac

her m

akes

the

inst

ruct

iona

l pu

rpos

e of

the

less

on o

r uni

t cle

ar,

incl

udin

g w

here

it is

situ

ated

with

in

broa

der l

earn

ing,

link

ing

that

pur

pose

to

stud

ent i

nter

ests

.

Dire

ctio

ns a

nd

proc

edur

esTe

ache

r’s d

irect

ions

and

pro

cedu

res a

re

conf

usin

g to

stud

ents

.Te

ache

r’s d

irect

ions

and

pro

cedu

res a

re

clar

ified

afte

r ini

tial s

tude

nt c

onfu

sion.

Teac

her’s

dire

ctio

ns a

nd p

roce

dure

s are

cl

ear t

o st

uden

ts.

Teac

her’s

dire

ctio

ns a

nd p

roce

dure

s are

cl

ear t

o st

uden

ts a

nd a

ntic

ipat

e po

ssib

le

stud

ent m

isund

erst

andi

ng.

Expl

anat

ions

of c

onte

ntTe

ache

r’s e

xpla

natio

n of

the

cont

ent

is un

clea

r or c

onfu

sing

or u

ses

inap

prop

riate

lang

uage

.

Teac

her’s

exp

lana

tion

of th

e co

nten

t is

unev

en; s

ome

is do

ne sk

illfu

lly, b

ut

othe

r por

tions

are

diffi

cult

to fo

llow

.

Teac

her’s

exp

lana

tion

of c

onte

nt is

ap

prop

riate

and

con

nect

s with

stud

ents

’ kn

owle

dge

and

expe

rienc

e.

Teac

her’s

exp

lana

tion

of c

onte

nt is

cr

eativ

e, c

lear

and

con

nect

s with

st

uden

ts’ k

now

ledg

e an

d ex

perie

nce.

St

uden

ts c

ontr

ibut

e to

exp

lain

ing

conc

epts

to th

eir p

eers

.

Use

of o

ral a

nd w

ritte

n la

ngua

geTe

ache

r’s sp

oken

lang

uage

is in

audi

ble,

or

writ

ten

lang

uage

is il

legi

ble.

Spo

ken

or w

ritte

n la

ngua

ge c

onta

ins e

rrors

of

gra

mm

ar o

r syn

tax.

Voc

abul

ary

may

be

inap

prop

riate

, vag

ue, o

r use

d in

corre

ctly

, leav

ing

stud

ents

con

fuse

d.

Teac

her’s

spok

en la

ngua

ge is

aud

ible

, an

d w

ritte

n la

ngua

ge is

legi

ble.

Bot

h ar

e us

ed c

orre

ctly

. Voc

abul

ary

is co

rrect

bu

t lim

ited

or is

not

app

ropr

iate

to th

e st

uden

ts’ a

ges o

r bac

kgro

unds

.

Teac

her’s

spok

en a

nd w

ritte

n la

ngua

ge

is cl

ear a

nd c

orre

ct. V

ocab

ular

y is

ap

prop

riate

to th

e st

uden

ts’ a

ges a

nd

inte

rest

s.

Teac

her’s

spok

en a

nd w

ritte

n la

ngua

ge

is co

rrect

. It is

also

exp

ress

ive,

with

wel

l-ch

osen

voc

abul

ary

that

enr

iche

s the

le

sson

. Tea

cher

find

s opp

ortu

nitie

s to

exte

nd st

uden

ts’ v

ocab

ular

ies.

29

com

pone

nt 3

b: E

ngag

ing

Stud

ents

in l

earn

ing

Elem

ents

: Act

iviti

es a

nd a

ssig

nmen

ts •

Gro

upin

g of

stud

ents

• I

nstr

uctio

nal m

ater

ials

and

reso

urce

s •

Stru

ctur

e an

d pa

cing

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Activ

ities

and

as

sign

men

tsAc

tiviti

es a

nd a

ssig

nmen

ts a

re

inap

prop

riate

for s

tude

nts’

age

or

back

grou

nd. S

tude

nts a

re n

ot m

enta

lly

enga

ged

in th

em.

Activ

ities

and

ass

ignm

ents

are

ap

prop

riate

to so

me

stud

ents

and

en

gage

them

men

tally

, but

oth

ers a

re n

ot

enga

ged.

Mos

t act

iviti

es a

nd a

ssig

nmen

ts a

re

appr

opria

te to

stud

ents

, and

alm

ost

all s

tude

nts a

re c

ogni

tivel

y en

gage

d in

ex

plor

ing

cont

ent.

All s

tude

nts a

re c

ogni

tivel

y en

gage

d in

the

activ

ities

and

ass

ignm

ents

in

thei

r exp

lora

tion

of c

onte

nt. S

tude

nts

initi

ate

or a

dapt

act

iviti

es a

nd p

roje

cts t

o en

hanc

e th

eir u

nder

stan

ding

.

Gro

upin

g of

st

uden

tsIn

stru

ctio

nal g

roup

s are

inap

prop

riate

to

the

stud

ents

or t

o th

e in

stru

ctio

nal

outc

omes

.

Inst

ruct

iona

l gro

ups a

re o

nly

part

ially

ap

prop

riate

to th

e st

uden

ts o

r onl

y m

oder

atel

y su

cces

sful

in a

dvan

cing

the

inst

ruct

iona

l out

com

es o

f the

less

on.

Inst

ruct

iona

l gro

ups a

re p

rodu

ctiv

e,

flexi

ble

and

fully

app

ropr

iate

to th

e st

uden

ts o

r to

the

inst

ruct

iona

l pur

pose

s of

the

less

on.

Inst

ruct

iona

l gro

ups a

re p

rodu

ctiv

e,

flexi

ble

and

fully

app

ropr

iate

to th

e st

uden

ts o

r to

the

inst

ruct

iona

l pur

pose

s of

the

less

on. S

tude

nts t

ake

the

initi

ativ

e to

influ

ence

the

form

atio

n or

adj

ustm

ent

of in

stru

ctio

nal g

roup

s, as

app

ropr

iate

.

Inst

ruct

iona

l m

ater

ials

and

re

sour

ces

Inst

ruct

iona

l mat

eria

ls an

d re

sour

ces a

re

unsu

itabl

e to

the

inst

ruct

iona

l pur

pose

s or

do

not e

ngag

e st

uden

ts. T

he te

ache

r m

akes

no

effor

t to

inco

rpor

ate

reso

urce

s th

at re

flect

the

raci

al a

nd c

ultu

ral d

iver

sity

of th

e st

uden

ts.

Inst

ruct

iona

l mat

eria

ls an

d re

sour

ces a

re

only

par

tially

suita

ble

to th

e in

stru

ctio

nal

purp

oses

, or s

tude

nts a

re o

nly

part

ially

en

gage

d w

ith th

em. T

he te

ache

r mak

es

min

imal

effo

rt to

inco

rpor

ate

reso

urce

s th

at re

flect

the

raci

al a

nd c

ultu

ral d

iver

sity

of th

e st

uden

ts.

Inst

ruct

iona

l mat

eria

ls an

d re

sour

ces a

re

suita

ble

to th

e in

stru

ctio

nal p

urpo

ses,

enga

ge st

uden

ts a

nd re

flect

the

raci

al

and

cultu

ral d

iver

sity

of th

e st

uden

ts (a

s ap

prop

riate

).

Inst

ruct

iona

l mat

eria

ls an

d re

sour

ces a

re

suita

ble

to th

e in

stru

ctio

nal p

urpo

ses,

refle

ct th

e ra

cial

and

cul

tura

l div

ersit

y of

th

e st

uden

ts (a

s app

ropr

iate

), an

d en

gage

st

uden

ts. S

tude

nts i

nitia

te th

e ch

oice

, ad

apta

tion,

or c

reat

ion

of m

ater

ials

to

enha

nce

thei

r lea

rnin

g (a

s app

ropr

iate

).

Stru

ctur

e an

d pa

cing

The

less

on h

as n

o cl

early

defi

ned

stru

ctur

e, o

r the

pac

e of

the

less

on is

too

slow

or r

ushe

d, o

r bot

h.

The

less

on h

as a

reco

gniz

able

stru

ctur

e,

alth

ough

it is

not

uni

form

ly m

aint

aine

d th

roug

hout

the

less

on. P

acin

g of

the

less

on is

inco

nsist

ent.

The

less

on h

as a

cle

arly

defi

ned

stru

ctur

e ar

ound

whi

ch th

e ac

tiviti

es a

re o

rgan

ized

. Pa

cing

of t

he le

sson

is g

ener

ally

ap

prop

riate

.

The

less

on’s

stru

ctur

e is

high

ly c

oher

ent,

allo

win

g fo

r refl

ectio

n an

d cl

osur

e.

Paci

ng o

f the

less

on is

app

ropr

iate

for a

ll st

uden

ts.

30

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

com

pone

nt 3

c: u

sing

ass

essm

ent i

n in

stru

ctio

nEl

emen

ts: A

sses

smen

t crit

eria

• M

onito

ring

of st

uden

t lea

rnin

g •

Feed

back

to st

uden

ts •

Stu

dent

self-

asse

ssm

ent a

nd m

onito

ring

of p

rogr

ess

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Asse

ssm

ent c

riter

iaSt

uden

ts a

re n

ot a

war

e of

the

crite

ria

and

perfo

rman

ce st

anda

rds b

y w

hich

th

eir w

ork

will

be

eval

uate

d.

Stud

ents

kno

w so

me

of th

e cr

iteria

and

pe

rform

ance

stan

dard

s by

whi

ch th

eir

wor

k w

ill b

e ev

alua

ted.

Stud

ents

are

fully

aw

are

of th

e cr

iteria

an

d pe

rform

ance

stan

dard

s by

whi

ch

thei

r wor

k w

ill b

e ev

alua

ted.

Stud

ents

are

fully

aw

are

of th

e cr

iteria

an

d pe

rform

ance

stan

dard

s by

whi

ch

thei

r wor

k w

ill b

e ev

alua

ted

and

have

co

ntrib

uted

to th

e de

velo

pmen

t of t

he

crite

ria.

Mon

itorin

g of

stud

ent

lear

ning

Teac

her d

oes n

ot m

onito

r stu

dent

le

arni

ng in

the

curr

icul

um.

Teac

her m

onito

rs th

e pr

ogre

ss o

f the

cl

ass a

s a w

hole

but

elic

its n

o di

agno

stic

in

form

atio

n.

Teac

her m

onito

rs th

e pr

ogre

ss o

f gr

oups

of s

tude

nts i

n th

e cu

rric

ulum

, m

akin

g lim

ited

use

of d

iagn

ostic

pr

ompt

s to

elic

it in

form

atio

n.

Teac

her a

ctiv

ely

and

syst

emat

ical

ly

elic

its d

iagn

ostic

info

rmat

ion

from

in

divi

dual

stud

ents

rega

rdin

g th

eir

unde

rsta

ndin

g an

d m

onito

rs th

e pr

ogre

ss o

f ind

ivid

ual s

tude

nts.

Feed

back

to st

uden

tsTe

ache

r’s fe

edba

ck to

stud

ents

is o

f po

or q

ualit

y an

d no

t pro

vide

d in

a

timel

y m

anne

r.

Teac

her’s

feed

back

to st

uden

ts

is un

even

, and

its t

imel

ines

s is

inco

nsist

ent.

Teac

her’s

feed

back

to st

uden

ts is

tim

ely

and

of c

onsis

tent

ly h

igh

qual

ity.

Teac

her’s

feed

back

to st

uden

ts is

tim

ely

and

of c

onsis

tent

ly h

igh

qual

ity, a

nd

stud

ents

mak

e us

e of

the

feed

back

in

thei

r lea

rnin

g.

Stud

ent s

elf-a

sses

smen

t an

d m

onito

ring

of

prog

ress

Stud

ents

do

not e

ngag

e in

self-

asse

ssm

ent o

r mon

itorin

g of

pro

gres

s.St

uden

ts o

ccas

iona

lly a

sses

s the

qu

ality

of t

heir

own

wor

k ag

ains

t the

as

sess

men

t crit

eria

and

per

form

ance

st

anda

rds.

Stud

ents

freq

uent

ly a

sses

s and

m

onito

r the

qua

lity

of th

eir o

wn

wor

k ag

ains

t the

ass

essm

ent c

riter

ia a

nd

perfo

rman

ce st

anda

rds.

Stud

ents

not

onl

y fre

quen

tly a

sses

s and

m

onito

r the

qua

lity

of th

eir o

wn

wor

k ag

ains

t the

ass

essm

ent c

riter

ia a

nd

perfo

rman

ce st

anda

rds b

ut a

lso m

ake

activ

e us

e of

that

info

rmat

ion

in th

eir

lear

ning

.

31

com

pone

nt 3

d: d

emon

stra

ting

Fle

xibi

lity

and

resp

onsi

vene

ssEl

emen

ts: L

esso

n ad

just

men

t •

Resp

onse

to st

uden

ts •

Per

siste

nce

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Less

on a

djus

tmen

tTe

ache

r adh

eres

rigi

dly

to a

n in

stru

ctio

nal p

lan,

eve

n w

hen

a ch

ange

is

clea

rly n

eede

d.

Teac

her a

ttem

pts t

o ad

just

a le

sson

w

hen

need

ed, w

ith o

nly

part

ially

su

cces

sful

resu

lts.

Teac

her m

akes

a m

inor

adj

ustm

ent t

o a

less

on, a

nd th

e ad

just

men

t occ

urs

smoo

thly

.

Teac

her s

ucce

ssfu

lly m

akes

a m

ajor

ad

just

men

t to

a le

sson

whe

n ne

eded

.

Resp

onse

to st

uden

tsTe

ache

r ign

ores

or b

rush

es a

side

stud

ents

’ que

stio

ns o

r int

eres

ts.

Teac

her a

ttem

pts t

o ac

com

mod

ate

stud

ents

’ que

stio

ns o

r int

eres

ts. T

each

er

has i

ncon

siste

nt re

spon

ses t

o qu

estio

ns

from

stud

ents

of r

acia

l and

div

erse

gr

oups

(i.e

. spe

cial

nee

ds, s

tude

nts o

f co

lor).

Teac

her s

ucce

ssfu

lly a

ccom

mod

ates

st

uden

ts’ q

uest

ions

or i

nter

ests

. Tea

cher

re

spon

se to

stud

ents

’ que

stio

ns/

inte

rest

s is a

ppro

pria

te, c

onsis

tent

and

su

cces

sful

and

resp

ects

thei

r rac

ial a

nd

cultu

ral d

iver

sity.

Teac

her r

espo

nse

to st

uden

ts’ q

uest

ions

/in

tere

sts i

s app

ropr

iate

, con

siste

nt a

nd

succ

essf

ul a

nd re

spec

ts th

eir r

acia

l an

d cu

ltura

l div

ersit

y. Te

ache

r sei

zes a

m

ajor

opp

ortu

nity

to e

nhan

ce le

arni

ng,

build

ing

on st

uden

t int

eres

ts o

r a

spon

tane

ous e

vent

. Pe

rsis

tenc

eTh

e te

ache

r res

ists a

ccep

ting

resp

onsib

ility

and

doe

s not

app

ly

inst

ruct

iona

l str

ateg

ies w

ith st

rugg

ling

stud

ents

.

Teac

her a

ccep

ts re

spon

sibili

ty fo

r the

su

cces

s of a

ll st

uden

ts b

ut h

as o

nly

a lim

ited

repe

rtoi

re o

f ins

truc

tiona

l st

rate

gies

to d

raw

on.

Teac

her p

ersis

ts in

seek

ing

appr

oach

es

for s

tude

nts w

ho h

ave

diffi

culty

le

arni

ng, d

raw

ing

on a

bro

ad re

pert

oire

of

stra

tegi

es.

Teac

her p

ersis

ts in

seek

ing

effec

tive

appr

oach

es fo

r stu

dent

s who

nee

d he

lp, u

sing

an e

xten

sive

repe

rtoi

re

of st

rate

gies

and

solic

iting

add

ition

al

reso

urce

s fro

m th

e sc

hool

.

32

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

com

pone

nt 3

e: u

sing

Que

stio

ning

and

dis

cuss

ion

tech

niqu

esEl

emen

ts: Q

ualit

y of

que

stio

ns •

Disc

ussio

n te

chni

ques

• S

tude

nt e

ngag

emen

t

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Qua

lity

of q

uest

ions

Teac

her’s

que

stio

ns la

ck c

ogni

tive

chal

leng

e an

d ex

pect

sin

gle

corre

ct

resp

onse

s, Q

uest

ions

are

ask

ed in

rapi

d su

cces

sion.

Teac

her’s

que

stio

ns a

re a

com

bina

tion

of lo

w a

nd h

igh

cogn

itive

cha

lleng

e an

d ar

e po

sed

in ra

pid

succ

essio

n. O

nly

som

e in

vite

a th

ough

tful r

espo

nse.

Mos

t of t

he te

ache

r’s q

uest

ions

are

of

high

cog

nitiv

e ch

alle

nge.

Ade

quat

e tim

e is

prov

ided

for s

tude

nts t

o re

spon

d.

Teac

her’s

que

stio

ns a

re o

f uni

form

ly

high

cog

nitiv

e ch

alle

nge,

with

ad

equa

te ti

me

for s

tude

nts t

o re

spon

d.

Stud

ents

form

ulat

e m

any

ques

tions

.

Dis

cuss

ion

tech

niqu

esIn

tera

ctio

n be

twee

n te

ache

r and

st

uden

ts is

pre

dom

inan

tly re

cita

tion

styl

e, w

ith th

e te

ache

r med

iatin

g al

l qu

estio

ns a

nd a

nsw

ers.

Teac

her m

akes

som

e at

tem

pt to

en

gage

stud

ents

in g

enui

ne d

iscus

sion

rath

er th

an re

cita

tion,

with

une

ven

resu

lts.

Teac

her c

reat

es a

gen

uine

disc

ussio

n am

ong

stud

ents

, ste

ppin

g as

ide

whe

n ap

prop

riate

.

Stud

ents

ass

ume

cons

ider

able

re

spon

sibili

ty fo

r the

succ

ess o

f the

di

scus

sion,

initi

atin

g to

pics

and

mak

ing

unso

licite

d co

ntrib

utio

ns.

Stud

ent e

ngag

emen

tTe

ache

r eng

ages

onl

y a

few

stud

ents

in

disc

ussio

n.Te

ache

r em

ploy

s str

ateg

ies t

o en

gage

st

uden

ts in

the

disc

ussio

n.Te

ache

r effe

ctiv

ely

empl

oys s

trat

egie

s to

eng

age

all s

tude

nts i

n th

e cl

assr

oom

.Te

ache

r effe

ctiv

ely

empl

oys s

trat

egie

s so

that

stud

ents

them

selv

es e

nsur

e th

at

all v

oice

s are

hea

rd in

the

disc

ussio

n, a

s ap

prop

riate

.

33

dom

ain

4: P

rofe

ssio

nal r

espo

nsib

iliti

esco

mpo

nent

4a:

refl

ecti

ng o

n te

achi

ngEl

emen

ts: A

ccur

acy

• U

se in

futu

re te

achi

ng

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Accu

racy

Teac

her d

oes n

ot k

now

whe

ther

a

less

on w

as e

ffect

ive

or a

chie

ved

its

inst

ruct

iona

l out

com

es, o

r tea

cher

m

isjud

ges t

he su

cces

s of a

less

on.

Teac

her h

as a

gen

eral

ly a

ccur

ate

impr

essio

n of

a le

sson

’s eff

ectiv

enes

s an

d th

e ex

tent

to w

hich

inst

ruct

iona

l ou

tcom

es w

ere

met

.

Teac

her m

akes

an

accu

rate

ass

essm

ent

of a

less

on’s

effec

tiven

ess a

nd th

e ex

tent

to w

hich

it a

chie

ved

its

inst

ruct

iona

l out

com

es a

nd c

an c

ite

gene

ral r

efer

ence

s to

supp

ort t

he

judg

men

t.

Teac

her m

akes

a th

ough

tful a

nd

accu

rate

ass

essm

ent o

f a le

sson

’s eff

ectiv

enes

s and

the

exte

nt to

whi

ch

it ac

hiev

ed it

s ins

truc

tiona

l out

com

es,

citin

g m

any

spec

ific

exam

ples

from

th

e le

sson

and

wei

ghin

g th

e re

lativ

e st

reng

ths o

f eac

h.

Use

in fu

ture

teac

hing

Teac

her h

as n

o su

gges

tions

for h

ow a

le

sson

cou

ld b

e im

prov

ed a

noth

er ti

me

the

less

on is

taug

ht.

Teac

her m

akes

gen

eral

sugg

estio

ns

abou

t how

a le

sson

cou

ld b

e im

prov

ed

anot

her t

ime

the

less

on is

taug

ht.

Teac

her m

akes

a fe

w sp

ecifi

c su

gges

tions

of w

hat c

ould

be

trie

d an

othe

r tim

e th

e le

sson

is ta

ught

.

Dra

win

g on

an

exte

nsiv

e re

pert

oire

of

skill

s, te

ache

r offe

rs sp

ecifi

c al

tern

ativ

e ac

tions

, com

plet

e w

ith th

e pr

obab

le

succ

ess o

f diff

eren

t cou

rses

of a

ctio

n.

34

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

com

pone

nt 4

b: M

aint

aini

ng a

ccur

ate

reco

rds

Elem

ents

: Stu

dent

com

plet

ion

of a

ssig

nmen

ts •

Stu

dent

pro

gres

s in

lear

ning

• N

on-in

stru

ctio

nal r

ecor

ds

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Stud

ent c

ompl

etio

n of

as

sign

men

tsTe

ache

r’s sy

stem

for m

aint

aini

ng

info

rmat

ion

on st

uden

t com

plet

ion

of

assig

nmen

ts is

in d

isarr

ay.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent c

ompl

etio

n of

as

signm

ents

is ru

dim

enta

ry a

nd o

nly

part

ially

effe

ctiv

e.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent c

ompl

etio

n of

as

signm

ents

is fu

lly e

ffect

ive.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent c

ompl

etio

n of

as

signm

ents

is fu

lly e

ffect

ive.

Stu

dent

s pa

rtic

ipat

e in

mai

ntai

ning

the

reco

rds.

Stud

ent p

rogr

ess

in le

arni

ngTe

ache

r has

no

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent p

rogr

ess i

n le

arni

ng, o

r the

syst

em is

in d

isarr

ay.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent p

rogr

ess i

n le

arni

ng is

rudi

men

tary

and

onl

y pa

rtia

lly e

ffect

ive.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent p

rogr

ess i

n le

arni

ng is

fully

effe

ctiv

e.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

stud

ent p

rogr

ess i

n le

arni

ng is

fully

effe

ctiv

e. S

tude

nts

cont

ribut

e in

form

atio

n an

d pa

rtic

ipat

e in

inte

rpre

ting

the

reco

rds (

whe

n ap

prop

riate

).

Non

-inst

ruct

iona

l rec

ords

(s

uch

as su

bmitt

ed

perm

issi

on sl

ips,

fam

ily

phon

e ca

ll lo

g, P

D

cert

ifica

tes,

etc)

Teac

her’s

reco

rds f

or n

on-in

stru

ctio

nal

activ

ities

are

in d

isarr

ay, r

esul

ting

in

erro

rs a

nd c

onfu

sion.

Teac

her’s

reco

rds f

or n

on-in

stru

ctio

nal

activ

ities

are

ade

quat

e, b

ut th

ey

requ

ire fr

eque

nt m

onito

ring

to a

void

er

rors

.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

non

-inst

ruct

iona

l ac

tiviti

es is

fully

effe

ctiv

e.

Teac

her’s

syst

em fo

r mai

ntai

ning

in

form

atio

n on

non

-inst

ruct

iona

l ac

tiviti

es is

hig

hly

effec

tive,

and

st

uden

ts c

ontr

ibut

e to

its m

aint

enan

ce.

35

com

pone

nt 4

c: d

emon

stra

ting

Pro

fess

iona

lism

Elem

ents

: Int

egrit

y an

d et

hica

l con

duct

• S

ervi

ce to

stud

ents

•

Dec

ision

mak

ing

• Co

mpl

ianc

e w

ith sc

hool

and

dist

rict r

egul

atio

ns

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Inte

grity

and

eth

ical

cond

uct

Teac

her d

ispla

ys d

ishon

esty

in

inte

ract

ions

with

col

leag

ues,

stud

ents

, an

d th

e pu

blic

.

Teac

her i

s hon

est a

nd m

aint

ains

co

nfide

ntia

lity

in in

tera

ctio

ns w

ith

colle

ague

s, st

uden

ts, a

nd th

e pu

blic

.

Teac

her d

ispla

ys h

ones

ty, in

tegr

ity,

and

confi

dent

ialit

y in

inte

ract

ions

with

co

lleag

ues,

stud

ents

, and

the

publ

ic.

Teac

her c

an b

e co

unte

d on

to d

ispla

y ho

nest

y, in

tegr

ity, a

nd c

onfid

entia

lity

and

take

s a le

ader

ship

role

with

co

lleag

ues.

Serv

ice

to st

uden

tsTe

ache

r is n

ot a

lert

to st

uden

ts’ n

eeds

.Te

ache

r’s a

ttem

pts t

o se

rve

stud

ents

’ ne

eds a

re in

cons

isten

t.Te

ache

r is a

ctiv

e in

serv

ing

stud

ents

’ ne

eds.

Teac

her i

s hig

hly

proa

ctiv

e in

serv

ing

stud

ents

’ nee

ds, s

eeki

ng o

ut re

sour

ces

whe

n ne

eded

.

Dec

isio

n m

akin

gTe

ache

r mak

es d

ecisi

ons a

nd

reco

mm

enda

tions

bas

ed o

n se

lf-se

rvin

g in

tere

sts.

Teac

her’s

dec

ision

s and

re

com

men

datio

ns a

re b

ased

on

limite

d th

ough

gen

uine

ly p

rofe

ssio

nal

cons

ider

atio

ns.

Teac

her m

aint

ains

an

open

min

d an

d pa

rtic

ipat

es in

team

or d

epar

tmen

tal

deci

sion

mak

ing.

Tea

cher

use

s ra

ce a

nd c

ultu

re a

s a le

ns to

ens

ure

deci

sions

do

not h

ave

an a

dver

se

impa

ct o

n ce

rtai

n gr

oups

of s

tude

nts.

Teac

her t

akes

a le

ader

ship

role

in te

am

or d

epar

tmen

tal d

ecisi

on m

akin

g an

d he

lps e

nsur

e th

at su

ch d

ecisi

ons a

re

base

d on

the

high

est p

rofe

ssio

nal

stan

dard

s. Te

ache

r pur

sues

pro

activ

e an

d po

sitiv

e st

rate

gies

to e

ngag

e st

uden

ts a

nd fa

mili

es fr

om d

iver

se

raci

al a

nd c

ultu

ral b

ackg

roun

ds.

Com

plia

nce

with

scho

ol a

nd

dist

rict r

egul

atio

nsTe

ache

r doe

s not

com

ply

with

scho

ol

and

dist

rict p

olic

ies.

Teac

her c

ompl

ies m

inim

ally

with

sc

hool

and

dist

rict p

olic

ies,

doin

g ju

st

enou

gh to

get

by.

Teac

her c

ompl

ies f

ully

with

scho

ol a

nd

dist

rict p

olic

ies.

Teac

her c

ompl

ies f

ully

with

scho

ol a

nd

dist

rict p

olic

ies,

taki

ng a

lead

ersh

ip

role

with

col

leag

ues.

36

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

Compo

nent 4d: Com

mun

icating with Fa

milies

Elem

ents

: Inf

orm

atio

n ab

out t

he in

stru

ctio

nal p

rogr

am •

Inf

orm

atio

n ab

out i

ndiv

idua

l stu

dent

s •

Enga

gem

ent o

f fam

ilies

in th

e in

stru

ctio

nal p

rogr

am

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Info

rmat

ion

abou

t the

in

stru

ctio

nal p

rogr

amTe

ache

r pro

vide

s litt

le o

r no

info

rmat

ion

abou

t the

inst

ruct

iona

l pro

gram

to

fam

ilies

.

Teac

her p

artic

ipat

es in

the

scho

ol’s

activ

ities

for f

amily

com

mun

icat

ion

but

offer

s litt

le a

dditi

onal

info

rmat

ion.

Teac

her p

rovi

des i

nfor

mat

ion

to

fam

ilies

, as a

ppro

pria

te, a

bout

the

inst

ruct

iona

l pro

gram

.

Teac

her p

rovi

des f

requ

ent i

nfor

mat

ion

to fa

mili

es, a

s app

ropr

iate

, abo

ut

the

inst

ruct

iona

l pro

gram

. Stu

dent

s pa

rtic

ipat

e in

pre

parin

g m

ater

ials

for

thei

r fam

ilies

.

Info

rmat

ion

abou

t in

divi

dual

stud

ents

Teac

her p

rovi

des m

inim

al in

form

atio

n to

fam

ilies

abo

ut in

divi

dual

stud

ents

, or

the

com

mun

icat

ion

is in

appr

opria

te to

th

e cu

lture

s of t

he fa

mili

es. T

each

er

does

not

resp

ond,

or r

espo

nds

inse

nsiti

vely

, to

fam

ily c

once

rns a

bout

st

uden

ts.

Teac

her a

dher

es to

the

scho

ol’s

requ

ired

proc

edur

es fo

r com

mun

icat

ing

with

fa

mili

es. R

espo

nses

to fa

mily

con

cern

s ar

e m

inim

al o

r may

refle

ct o

ccas

iona

l in

sens

itivi

ty to

cul

tura

l nor

ms.

Teac

her c

omm

unic

ates

with

fam

ilies

ab

out s

tude

nt p

rogr

ess a

s app

ropr

iate

, re

spec

ting

cultu

ral n

orm

s, an

d is

av

aila

ble

as n

eede

d to

resp

ond

to

fam

ily c

once

rns.

Teac

her p

rovi

des i

nfor

mat

ion

to fa

mili

es

frequ

ently

on

stud

ent p

rogr

ess,

with

st

uden

ts c

ontr

ibut

ing

to th

e de

sign

of th

e sy

stem

. Res

pons

e to

fam

ily

conc

erns

is h

andl

ed p

rofe

ssio

nally

and

w

ith c

ultu

ral s

ensit

ivity

.

Enga

gem

ent o

f fam

ilies

in

the

inst

ruct

iona

l pr

ogra

m

Teac

her m

akes

no

atte

mpt

to e

ngag

e fa

mili

es in

the

inst

ruct

iona

l pro

gram

, or

such

effo

rts a

re in

appr

opria

te.

Teac

her m

akes

mod

est a

ttem

pts t

o en

gage

fam

ilies

in th

e in

stru

ctio

nal

prog

ram

.

Teac

her’s

effo

rts t

o en

gage

fam

ilies

in

the

inst

ruct

iona

l pro

gram

are

pe

rsist

ent.

Teac

her p

ursu

es p

roac

tive

and

posit

ive

stra

tegi

es to

eng

age

stud

ents

and

fam

ilies

from

div

erse

raci

al

and

cultu

ral b

ackg

roun

ds.

Teac

her p

ursu

es p

roac

tive

and

posit

ive

stra

tegi

es to

eng

age

stud

ents

and

fa

mili

es fr

om d

iver

se ra

cial

and

cul

tura

l ba

ckgr

ound

s. Te

ache

r’s e

ffort

s to

enga

ge fa

mili

es in

the

inst

ruct

iona

l pr

ogra

m a

re v

arie

d an

d pe

rsist

ent.

Stud

ents

con

trib

ute

idea

s for

pro

ject

s th

at c

ould

be

enha

nced

by

fam

ily

part

icip

atio

n.

37

com

pone

nt 4

e: P

arti

cipa

ting

in a

Pro

fess

iona

l com

mun

ity

Elem

ents

: Rel

atio

nshi

ps w

ith c

olle

ague

s •

Invo

lvem

ent i

n a

cultu

re o

f pro

fess

iona

l inq

uiry

• S

ervi

ce to

the

scho

ol •

Par

ticip

atio

n in

scho

ol a

nd/o

r dist

rict a

ctiv

ities

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Rela

tions

hips

with

co

lleag

ues

Teac

her d

oes n

ot m

aint

ain

coop

erat

ive

rela

tions

hips

with

col

leag

ues t

o fu

lfill

dutie

s tha

t the

scho

ol o

r dist

rict

requ

ires.

Teac

her m

aint

ains

coo

pera

tive

rela

tions

hips

with

col

leag

ues t

o fu

lfill

dutie

s tha

t the

scho

ol o

r dist

rict

requ

ires.

Rela

tions

hips

with

col

leag

ues a

re

char

acte

rized

by

mut

ual s

uppo

rt a

nd

coop

erat

ion

to fu

lfill

dutie

s tha

t the

sc

hool

or d

istric

t req

uire

s.

Rela

tions

hips

with

col

leag

ues a

re

char

acte

rized

by

mut

ual s

uppo

rt a

nd

coop

erat

ion

to fu

lfill

dutie

s tha

t the

sc

hool

or d

istric

t req

uire

s. Te

ache

r tak

es

initi

ativ

e in

ass

umin

g le

ader

ship

am

ong

th

e fa

culty

.

Invo

lvem

ent i

n a

cultu

re o

f pr

ofes

sion

al in

quiry

Teac

her a

void

s par

ticip

atio

n in

a c

ultu

re

of in

quiry

, res

istin

g op

port

uniti

es to

be

com

e in

volv

ed.

Teac

her b

ecom

es in

volv

ed in

the

scho

ol’s

cultu

re o

f inq

uiry

whe

n in

vite

d to

do

so.

Teac

her a

ctiv

ely

part

icip

ates

in a

cul

ture

of

pro

fess

iona

l inq

uiry

.Te

ache

r tak

es a

lead

ersh

ip ro

le in

pr

omot

ing

a cu

lture

of p

rofe

ssio

nal

inqu

iry.

Part

icip

atio

n in

scho

ol

and/

or d

istr

ict a

ctiv

ities

.Te

ache

r avo

ids b

eing

invo

lved

in sc

hool

ac

tiviti

es.

Teac

her p

artic

ipat

es in

scho

ol a

ctiv

ities

w

hen

spec

ifica

lly a

sked

.Te

ache

r par

ticip

ates

in sc

hool

and

/or

dist

rict a

ctiv

ities

mak

ing

a su

bsta

ntia

l co

ntrib

utio

n.

Teac

her p

artic

ipat

es in

scho

ol a

nd/o

r di

stric

t act

iviti

es, m

akin

g a

subs

tant

ial

cont

ribut

ion,

and

ass

umes

a p

ositi

ve

lead

ersh

ip ro

le.

38

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

Compo

nent 4f: Growing an

d Dev

elop

ing Profession

ally

Elem

ents

: Enh

ance

men

t of c

onte

nt k

now

ledg

e an

d pe

dago

gica

l ski

ll •

Rece

ptiv

ity to

feed

back

•

Serv

ice

to th

e pr

ofes

sion

leve

l of P

erfo

rman

ce

Elem

ent

uns

atis

fact

ory

dev

elop

ing

Profi

cien

td

istin

guis

hed

Enha

ncem

ent o

f co

nten

t kno

wle

dge

and

peda

gogi

cal s

kill

Teac

her e

ngag

es in

no

prof

essio

nal

deve

lopm

ent a

ctiv

ities

to e

nhan

ce

know

ledg

e or

skill

.

Teac

her p

artic

ipat

es in

pro

fess

iona

l ac

tiviti

es to

a li

mite

d ex

tent

.Te

ache

r wel

com

es o

ppor

tuni

ties f

or

prof

essio

nal d

evel

opm

ent t

o en

hanc

e co

nten

t kno

wle

dge

and

peda

gogi

cal

skill

. The

teac

her p

ursu

es c

ultu

rally

re

spon

sive

trai

ning

s to

impr

ove

inst

ruct

iona

l pra

ctic

e.

Teac

her s

eeks

out

opp

ortu

nitie

s for

pr

ofes

siona

l dev

elop

men

t and

app

lies

new

lear

ning

in th

e cl

assr

oom

. The

te

ache

r pur

sues

and

app

lies c

ultu

rally

re

spon

sive

trai

ning

s to

impr

ove

inst

ruct

iona

l pra

ctic

e.Re

cept

ivity

to

feed

back

Te

ache

r res

ists f

eedb

ack.

Teac

her a

ccep

ts fe

edba

ck, w

ith so

me

relu

ctan

ce.

Teac

her w

elco

mes

feed

back

and

in

corp

orat

es it

into

pro

gram

.Te

ache

r see

ks o

ut fe

edba

ck,

inco

rpor

atin

g it

into

pro

gram

.

39

Appendix G: Calendar for Direct Supervision  Option 1 (probationary)

Year 1,2: Fall/Winter: Goal setting

Pre-evaluation conference Formal observation(s) Informal observations Post observation conferences Post evaluation conferences and written evaluation signed (before winter break)

Spring: Formal observation(s) Informal observations Post observation conferences Post evaluation conference and written evaluation signed by last working day preceding winter break or by March 1.

Calendar for Direct Supervision Option 1 (contract educators)Year 1:

Fall/Winter: Goal setting Pre-evaluation conference Formal observation(s) Post observation conferences Informal observations Post evaluation conference and written evaluation signed by May 1.

Year 2: No formal evaluation

40

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

Appendix H: Calendar for Professional Growth Project Option 2 

(Templates to be developed)

Year 1: Planning

Fall: Initial meeting between educator and supervisor to discuss project goals (before winter break)

Spring: Finalization of and agreement on project plan

Year 2: implementation

Fall: Educator and supervisor meet to revisit plan and begin implementation

Spring: Teacher evaluates outcome and presents to supervisor. Teacher writes reflection and supervisor adds comments Reflection document signed and placed in Personnel File.

Year 3: reflection

Fall/Spring: Educator continues to reflect on project outcomes. Educator may choose to support and mentor colleagues who are working on a professional growth project.

41

App

endix I: Flow

charts fo

r Eva

luation

Prob

atio

nary

Eva

luat

ion

Proc

ess

Reco

mm

enda

tion

for C

ontr

act S

tatu

s Re

com

men

datio

n fo

r Con

trac

t Sta

tus

Prov

ide

supp

ort

Non

-ren

ewal

re

com

men

datio

n

Yes

Yes

No

Yes

Yes

No

Ade

quat

e im

prov

emen

t?

Dem

onst

rate

s pr

ogre

ss

in a

ll do

mai

ns

Dem

onst

rate

s pr

ogre

ss

in a

ll do

mai

ns

Prov

ide

supp

ort

Non

-ren

ewal

re

com

men

datio

n

Yes

Yes

No

Yes

Yes

No

Ade

quat

e im

prov

emen

t?

Dem

onst

rate

s pr

ogre

ss

in ta

rget

ed d

omai

nsD

emon

stra

tes

prog

ress

in

targ

eted

dom

ains

Prov

ide

supp

ort

Non

-ren

ewal

re

com

men

datio

n

Yes

Yes

No

Yes

Yes

No

Ade

quat

e im

prov

emen

t?

Dem

onst

rate

s pr

ogre

ss

in ta

rget

ed d

omai

ns

from

yea

r 1 p

lus

addi

tiona

l com

pone

nts

Dem

onst

rate

s pr

ogre

ss

in ta

rget

ed d

omai

ns

from

yea

r 1 p

lus

addi

tiona

l com

pone

nts

Prob

atio

n Ye

ar 3

Prob

atio

n Ye

ar 1

Prob

atio

n Ye

ar 2

42

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

tem

pora

ry E

valu

atio

n Pr

oces

s

Cons

ider

atio

n fo

r fu

ture

em

ploy

men

t

Mee

ts S

tand

ards

Mee

ts S

tand

ards

Prov

ide

supp

ort

Ade

quat

e pr

ogre

ss?

Not

reco

mm

ende

d fo

r fu

ture

em

ploy

men

t

No

No

Yes

Yes

Yes

Yes

Tem

pora

ry te

ache

rs w

ill b

e ev

alua

ted

with

Opt

ion

1 if

they

are

em

ploy

ed in

an

ass

ignm

ent f

or a

t lea

st 1

35 d

ays.

43

opt

ions

for c

ontr

act E

duca

tors

Opt

ion

2:Pr

ofes

sion

al G

row

th P

roje

ctO

ptio

n 1:

Dire

ct S

uper

visi

on

Cont

ract

Edu

cato

r

Vide

o ta

pe

anal

ysis

Proj

ects

Act

ion

Rese

arch

Targ

eted

PD

Re�e

ctiv

e Jo

urna

lsPe

er

Coac

hing

Port

folio

Prof

essi

onal

Gro

wth

Pro

ject

For

mat

s

44

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

notes

45

notes

46

Portland Public SchoolS  •  Handbook for Professional Growth and Evaluation

notes