Semester:

Student Name:

Course Name:

Evaluator’s Name:

Evaluator’s Signature:

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Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Knowledge of Content

Teacher makes content errors or does not correct content errors students make.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Knowledge of Prerequisite Relationships

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts.

Knowledge of Content-Related Pedagogy

Teacher displays little understanding of pedagogical issues involved in student learning of the content.

Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions.

Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Knowledge of Characteristics of Age Group

Teacher displays minimal knowledge of developmental characteristics of age group.

Teacher displays generally accurate knowledge of developmental characteristics of age group.

Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions of general patterns.

Knowledge of Students’ Varied Approaches to Learning

Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities, and different “intelligences.”

Teacher displays general understanding of the different approaches to learning that students exhibit.

Teacher displays solid understanding of the different approaches to learning that different students exhibit.

Knowledge of Students’ Skills and Knowledge

Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

Knowledge of Students’ Interests and Cultural Heritage

Teacher displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Value

Goals are not valuable and represent low expectations or no conceptual understanding for students.  Goals do not reflect important learning.

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

Goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

Clarity

Goals are either not clear or are stated as student activities.  Goals do not permit viable methods of assessment.

Goals are only moderately clear or include a combination of goals and activities.  Some goals do not permit viable methods of assessment.

Most of the goals are clear but may include a few activities.  Most permit viable methods of assessment.

Suitability for Diverse Students

Goals are not suitable for the class.

Most of the goals are suitable for most students in the class.

All the goals are suitable for most students in the class.

Balance

Goals reflect only one type of learning and one discipline or strand.

Goals reflect several types of learning but no effort at coordination or integration.

Goals reflect several different types of learning and opportunities for integration.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Resources for Teaching

Teacher is unaware of resources available through the school or district.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of all resources available through the school or district.

Resources for Students

Teacher is unaware of resources available to assist students who need them.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of all resources available through the school or district and knows how to gain access for students.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Learning Activities

Not suitable to students or instructional goals.  Do not follow an organized progression.  Do not reflect recent professional research.

Only some learning activities suitable to students or instructional goals.  Progression of activities is uneven.  Only some reflect recent professional research.

Most of the learning activities are suitable to students and instructional goals.  Progression of activities in the unit is fairly even, and most activities reflect recent professional research.

Instructional Materials and Resources

Do not support instructional goals.  Do not engage students in meaningful learning.

Some support instructional goals.  Some engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning.

Instructional Groups

Do not support instructional goals and offer no variety.

Groups are inconsistent in suitability to the instructional goals and offer minimal variety.

Instructional groups are varied, as appropriate to the different instructional goals.

Lesson and Unit Structure

No clearly defined structure, or the structure is chaotic.  Time allocations are unrealistic.

Recognizable structure, but structure is not uniformly maintained throughout.  Most time allocations are reasonable.

The lesson or unit has a clearly defined structure that activities are organized around.  Time allocations are reasonable.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Congruence with Instructional Goals

Content and methods of assessment (the proposed approach) lack congruence with instructional goals.

Some instructional goals assessed through the proposed approach, but may are not.

All the instructional goals are nominally assessed through  the proposed plan, but the approach is more suitable to some goals than to others.

Criteria and Standards

The proposed approach contains no clear criteria or standards.

Assessment criteria and standards are developed, but are not clear or not clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students.

Use of Planning

Students not aware of how they are meeting established standards and do not participate.  Assessment results affect planning for students only minimally.

Teacher uses assessment results to plan for the class as a whole.

Teacher uses assessment results to plan for individuals and groups of students.

I have reviewed and understand the completed evaluation. 

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