It Has Been Supplemented with Materials From

A.Introduction

This document has been prepared with the intent of improving teacher appraisal, enhancing professionalism and encouraging communication and discussion about teaching practice. It is based on the Alberta School Act, Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta, but relies on the practical suggestions of many recent documents published in the area of teacher evaluation.

Thank you to all the school based administrators in Chinook’s Edge School Division, who continue to provide suggestions for this document’s continued improvement. This is just a starting point with which to focus thinking about professional practice. It will continue to grow and change with application and with advancement of the understanding and value of appraisal systems.

This evaluation document borrows heavily from one particular document and its practical applications:

Danielson, Charlotte, Enhancing Professional Practice: A Framework for Teaching, Association for Supervision and Curriculum Development, 1996

It has been supplemented with materials from:

Teacher Evaluation: To Enhance Professional Practice, Danielson, Charlotte and McGreal, Thomas, Association for Supervision and Curriculum Development, 2000

Teacher Evaluation: A Comprehensive Guide to New Directions and Practice, Peterson, Kenneth, 2nd edition,

Bradshaw, L., Glatthorn, A., Teacher Evaluation for Better Learning, Pro-Active Publications, 2001

Levels of Performance

Each element of a component has four levels of performance: unsatisfactory, basic, proficient, and exemplary. The levels range from describing teachers who are still striving to master the rudiments of teaching (unsatisfactory) to highly accomplished professionals who are able to share their expertise (exemplary).

The levels of performance are especially useful if the components are used for supervision and evaluation. But even when they are employed to help with self-assessment or to support mentoring or coaching relationships, they can inform a professional discussion and suggest areas for further growth.

Exemplary

Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning

Proficient

The teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.

Basic

The teacher appears to understand the concepts underlying the component and attempts to implement its elements. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the teacher to become proficient in this area.

For supervision or evaluation, this level is minimally competent, and improvement is likely with further experience.

Unsatisfactory

The teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.

1

Chinook’s Edge Teacher Effectiveness FrameworkFall 2007

#1 – Planning

3e) Teacher Engages in a Range of Planning Activities

Advance Planning

Teachers translate provincially legislated curriculum into meaningful learning experiences for students. Intimate knowledge of that curriculum is required to plan a logical, thorough presentation of the required learning with linkages to previous learning. However, planning is most effective when it addresses individual needs and learning styles. Knowledge of resources to assist student learning is all part of the teachers’ responsibility. This can include special services available within the division and may require liaising with other professionals.

Schools are increasingly becoming learning communities and collaborative planning is the key to defining the vision for any school. Student learning is what schools do and collaborative strategies to achieve goals and results are proven to be the most effective methods.

Performance
Measure / Level of Performance
Exemplary / Proficient / Basic / Unsatisfactory
1a.
Develops Long-Range Plans / Teacher has long-range plans that suitably indicate timelines, objectives, resources and evaluation. They also indicate possible enrichment and alternatives based on student interest or ability. / Teacher has long-range plans that suitably indicate timelines, objectives, resources and evaluation. / Teacher has long-range plans but they insufficiently indicate timelines, objectives, resources or evaluation procedures. / Teacher does not have long-range plans or the plans fail to indicate timelines, objectives, resources or evaluation procedures.
1b.
Curriculum Alignment / Teacher’s planning is aligned with the provincial or local curriculum. Evidence of enrichment activities to directly extend the curriculum and exceed standards is shown. / Teacher’s planning is aligned with the curriculum. Timelines, objectives, resources and evaluation procedures have been established with provincial or local documents as the basis. / Teacher’s planning shows correlation to some of the timelines, objectives or evaluation procedures as established in the provincial or local curriculum. / Teacher’s planning does not show a correlation to the provincial or local timelines, objectives, resources or evaluation procedures as established in the curriculum.
1c.
Knowledge of Prerequisite Curriculum / Teacher actively builds on knowledge of prerequisite curriculum when describing instruction or seeking causes for student misunderstanding. / Teacher’s plans and practices reflect understanding of prerequisite curriculum relationships among the topics and concepts. / Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate. / Teacher displays little understanding of the prerequisite curriculum important for student learning of the present content.
1d.
Lesson and Unit Structure / The lesson or unit structure is clear and anticipates and allows for different pathways according to student needs. / The lesson or unit has clearly defined structure that activities are organized around. Time allocations are reasonable. / The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable. / The lesson or unit has no clearly defined structure or is chaotic. Time allocations are unrealistic.
1e.
Knowledge of Students Skills and Knowledge / Teacher displays understanding of student skills and knowledge for each student, including those with special needs and gifted students. / Teacher displays understanding of student skills and knowledge for groups of students and recognizes the value of this knowledge. / Teacher recognizes the value of knowing student skills and knowledge but displays this knowledge for the class only as a whole. / Teacher displays little understanding of student skills and knowledge and does not indicate that such knowledge is valuable.
1f.
Resources for Teaching / Teacher is aware of resources available and actively seeks out supplementary material to enhance instruction. / Teacher is fully aware of all resources available through school or district. / Teacher displays limited awareness of the resources available through the school or district. / Teacher is unaware of resources available through the school or district.
1g.
Plans for Substitute Teachers / Teacher provides plans for substitute teachers and plans are complete and contain required materials (attendance, school schedules, etc.) for successful lesson delivery. Lessons supplied are effective in the progression of learning expectations within present units of study. / Teacher provides plans for substitute teachers and plans are complete and contain required materials (attendance, school schedules, etc.) for successful lesson delivery. / Teacher provides plans for substitute teachers but plans are incomplete or do not contain required materials (attendance, school schedules, etc.) for successful lesson delivery. / Teacher does not provide plans for substitute teachers or plans are incomplete or insufficient for a successful lesson delivery.
1h.
Collaborative Planning / Teacher is aware of school goals, values and visions and collaborates with other staff in common planning to improve results. Students reflect these goals and values in their learning. / Teacher is aware of school goals, values and visions and collaborates with other staff in common planning to improve results. / Teacher infrequently collaborates with other staff and/or does little to address school values or vision in their planning. / Teacher does not collaborate with other staff and/or does not have planning that addresses the core school values or vision.

Daily Instructional Planning

Teaching is a purposeful activity with specific goals and methods. Similar to any travel, you must have a destination in mind and a route chosen if you expect to reach your desired location. Each day the teacher must have specific objectives and expectations of the learning that will occur. Activities must be well defined and enhance or support the learning outcomes as well as engage students.

Addressing individual student needs and learning styles results in increased effectiveness.

Effective planning is the key to all learning in the classroom!

Performance Measure / LEVEL OF PERFORMANCE
Exemplary / Proficient / Basic / Unsatisfactory
1i.
Daily Instructional Planning / Daily instructional plans contain information on objectives, timelines, assessment and linkage with previous and future plans. Align directly with long- range and unit plans and indicate consideration of individual student needs. / Daily instructional plans contain information on objectives, timelines, assessment and linkage with previous and future plans. Align with long-range and unit plans. / Daily instructional plans are prepared but contain limited information on objectives, timelines, assessment and linkage with previous and future plans. / Daily instructional plans are not prepared or show little correlation with the activities carried out in the classroom.
1j.
Suitability for Diverse Students / Objectives take into account the varying learning needs of individual students or groups. / Objectives are suitable for most of the students in the class. / Most of the objectives are suitable for most of the students. / Objectives are not suitable for the class.
1k.
Instructional Materials and Resources / All materials and resources support the instructional objectives and engage students in meaningful learning. There is evidence of student consideration in adapting materials. / All materials and resources support the instructional objectives and engage most students in meaningful learning. / Some of the materials and resources support instructional objectives and engage some students in meaningful activities. / Materials and research do not reflect instructional objectives or engage students in meaningful learning.
1l.
Learning Activities / Learning activities are highly relevant to instructional objectives. Progression is coherent, organized, even and reflect recent professional research. / Most learning activities are suitable to instructional objectives. Progression is even and activities reflect recent professional research. / Some of the learning activities are suitable to instructional objectives. Progression of the activities is uneven and only some activities reflect recent professional research. / Learning activities are not suitable to students or instructional objectives. They do not follow an organized progression and do not reflect recent professional research.
1m.
Knowledge of Content / Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge. / Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines. / Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines. / Teacher makes content errors or does not correct content errors students make.
1n.
Knowledge of Students’ Varied Approaches to Learning / Teacher uses, where appropriate, knowledge of varied approaches to learning in instructional planning. / Teacher displays solid understanding of the different approaches to learning. / Teacher displays general understanding of the different approaches to learning. / Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities and
multiple intelligences.
1o.
Criteria and Standards
(Expectations as part of daily planning) / Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence students have contributed to the development of criteria and standards. / Assessment criteria and standards are clear and have been clearly communicated to students. / Assessment criteria and standards have been developed but they are either not clear or have not been clearly communicated to students. / The proposed approach contains no clear criteria or standards.

Follow-Up Planning

Thomas Edison was quoted as saying “Just because something doesn't do what you planned it to do doesn't mean it's useless”. This is very true of lesson planning. Based on the objectives and outcomes set out in the daily plan, teachers must determine the effectiveness of each lesson to improve planning for subsequent days. For both teaching and learning to occur, the teacher must reflect on the lesson based on the measure of learning that occurred. The result will be improved lessons that address the individual needs of students.

The culture of learning that exists in a classroom is directed by the teacher and in their absence effective planning will allow the students to carry on that responsibility. The teacher must leave effective thorough planning to allow the substitute teacher meet the individual needs of each student in an effective learning environment.

Performance
Measure /

LEVEL OF PERFORMANCE

Exemplary / Proficient / Basic / Unsatisfactory
1p.
Reflecting on the Lesson and Plan / Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each. / Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. / Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were met. / Teacher does not know if a lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.
1q.
Revision of Lessons for Future Teaching / Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches. / Teacher makes a few specific suggestions of what he may try another time. / Teacher makes general suggestions about how a lesson may be improved. / Teacher has no suggestions for how a lesson may be improved another time.

#2 – Instructional Strategies, Learning Styles and Special Needs

3d) Teachers Know There Are Many Approaches to Teaching and Learning

3g) Teachers Translate Curriculum Content and Objectives Into Meaningful Learning Activities

Culture of Learning

Teaching begins by establishing relationships with students that reflect a sense of belonging, and mutual respect. Without first creating an environment for learning, even the best instruction will be only marginally effective. Teachers must develop an inclusive environment with dignity and respect for all learners and all learning styles. Students must feel safe and valued and comfortable in taking risks to advance their understanding. Individually, teachers have varying styles but it is essential that students sense a caring atmosphere between teacher and students and between students themselves.

Teachers must understand the characteristics of the students they teach and the individual needs that have been identified. Based on this information, teachers are required to develop individual strategies in conjunction with division coordinators to enhance learning.

Performance Measure /

LEVEL OF PERFORMANCE

Exemplary / Proficient / Basic / Unsatisfactory
2a.
Knowledge of Characteristics of Age Group / Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns. / Teacher displays thorough understanding of typical developmental characteristics of age group as well as expectation to general patterns. / Teacher displays generally accurate knowledge of developmental characteristics of age group. / Teacher displays minimal knowledge of developmental characteristics of age group.
2b.
Knowledge of Students’ Skills and Knowledge / Teacher displays a knowledge of student skills and knowledge for each student including those with special needs. / Teacher displays a knowledge of student skills and knowledge for groups of students and recognizes the value of this knowledge. / Teacher recognizes the value of understanding student skills and knowledge but displays this knowledge only for the class as a whole. / Teacher displays little knowledge of student skills and knowledge and does not indicate that such knowledge is valuable.
2c.
Use and Knowledge of Cumulative Records / Teacher uses student information history in cumulative files to gain understanding of individual student needs and in planning to meet individual student needs. / Teacher uses student information history in cumulative files to gain understanding of, and adapt to, individual student needs. / Teacher accesses student information history in cumulative files to gain understanding of individual student needs. / Teacher has little knowledge of, or doesn’t access student cumulative records.
2d.
Use and Knowledge of I.P.P. documents / Teacher displays extensive knowledge of Individual Program Plans. Written plans coordinate with curriculum objectives, are objective and include strategies that are implemented throughout each day. Outcomes are observable and measurable. / Teacher displays knowledge of structuring and preparation of Individual Program Plans to meet student needs. Plans coordinate with curriculum objectives and strategies and outcomes are observable and measurable. / Teacher writes and uses Individual Program Plans, but objectives, strategies and outcomes are not effective in advancing individual learning. / Teacher does not use Individual Program Plans for students displaying special needs or individual learning disabilities.
2e.
Accommodations for Students / Teacher displays an extensive knowledge of how and where to use accommodations for individual student needs (i.e. Teacher utilizes a variety of accommodations linked to a student’s strengths and learning style). / Teacher displays knowledge and accommodates students individual needs (i.e. utilizing scribes, readers, visual supports). / Teacher displays some knowledge of basic accommodations for individual students needs (i.e. extra time on tests). / Teacher displays little knowledge of how to accommodate individual student needs.

Culture of Learning