LOUISIANA TEACHER Performance Evaluation Rubric

1 LOUISIANA TEACHER . Performance Evaluation Rubric LOUISIANA TEACHER . Performance Evaluation Rubric - Content Leader Complete Framework for Teaching Instrument Domain 1: Planning and Preparation Component 1c: Setting Instructional Outcomes Teaching is a purposeful activity; even the most imaginative activities are directed towards certain desired learning. Therefore, establishing instructional outcomes entails identifying exactly what students will be expected to learn; the outcomes do not describe what students will do, but what they will learn. The instructional outcomes should reflect important learning and must lend themselves to various forms of assessment so that all students are able to demonstrate their understanding of the content. Insofar as the outcomes determine the instructional activities, the resources used, their suitability for diverse learners, and the methods of assessment employed, they hold a central place in Domain 1.

2 Learning outcomes are of a number of different types: factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. In addition, some learning outcomes refer to dispositions; it's important not only for students to learn to read, but educators also hope that they will like to read. In addition, experienced teachers are able to link their learning outcomes with others both within their discipline and in other disciplines. LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | | LOUISIANA Compass Performance Standards for School Leaders | Development Supported by New Leaders LOUISIANA TEACHER . Performance Evaluation Rubric Domain 1: Planning and Preparation Component 1c: Setting Instructional Outcomes Elements Include: Value,Sequence, and Alignment: Students must be able tobuild theirunderstanding of important ideas from concept toconcept Clarity: Outcomes must refer to what students will learn, not what they will do, and must permit viable methods of assessment Balance: Outcomes should reflect different types of learning: such as knowledge, conceptual understanding, and thinking skills Suitability for Diverse Students: Outcomes must be appropriate for all students in the class Indicators Include.

3 Outcomes of a challenging cognitive level Statements of student learning, not student activity Outcomes central to the discipline and related to those in other disciplines Permit assessment of student attainment Differentiated for student of varied ability LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | | LOUISIANA Compass Performance Standards for School Leaders | Development Supported by New Leaders LOUISIANA TEACHER . Performance Evaluation Rubric Domain 1: Planning and Preparation Component 1c: Setting Instructional Outcomes Ineffective Effective: Emerging Effective: Proficient Highly Effective Outcomes represent low Outcomes represent Most outcomes represent All outcomes represent rigorous expectations for moderately high rigorous and important and important learning in the students and lack of expectations and rigor.

4 Learning in the discipline. discipline. rigor, nor do they all Some reflect important All the instructional The outcomes are clear, written in reflect important learning in the discipline, outcomes are clear, written the form of student learning, and learning in the and consist of a in the form of student permit viable methods of discipline. combination of outcomes learning, and suggest viable assessment. Outcomes are stated as and activities. methods of assessment. Outcomes reflect several different activities, rather than as Outcomes reflect several Outcomes reflect several types of learning and, where student learning. types of learning, but different types of learning appropriate, represent Outcomes reflect only TEACHER has made no and opportunities for opportunities for both one type of learning and attempt at coordination or coordination.

5 Coordination and integration. only one discipline or integration. Outcomes take into account Outcomes take into account the strand, and are suitable Most of the outcomes are the varying needs of groups varying needsofindividual for only some students. suitable for most of the of students. students. students in the class based on global assessmentsof studentlearning. LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | | LOUISIANA Compass Performance Standards for School Leaders | Development Supported by New Leaders LOUISIANA TEACHER . Performance Evaluation Rubric Domain 1: Planning and Preparation Component 1c: Setting Instructional Outcomes Ineffective Effective: Emerging Effective: Proficient Highly Effective Outcomes lack rigor Outcomes represent a Outcomes represent In addition to the Outcomes do not mixture of low high expectations and characteristics of proficient.

6 Represent expectations and rigor rigor important learning Some outcomes reflect Outcomes are related TEACHER plans reference in the discipline important learning in the to big ideas of the curricular frameworks Outcomes are not discipline discipline or blueprints to ensure clear or are stated Outcomes are suitable for Outcomes are written accuratesequencing as activities most of the class in terms of what TEACHER connects Outcomes are not students will learn outcomes to previous suitable for many rather than do and future learning Critical students in the Outcomes represent a Outcomes are Attributes class range of outcomes: differentiated to factual, conceptual encourage individual understanding, students to take reasoning, social, educational risks management, communication Outcomes are suitable to groups of students in the class, differentiated where necessary LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | | LOUISIANA Compass Performance Standards for School Leaders | Development Supported by New Leaders LOUISIANA TEACHER .

7 Performance Evaluation Rubric Domain 1: Planning and Preparation Component 1c: Setting Instructional Outcomes Ineffective Effective: Emerging Effective: Proficient Highly Effective A learning outcome for a Outcomes consist One of the learning The TEACHER encourages his fourth grade class is to of understanding outcomes is for students students to set their own make a poster illustrating the relationship to appreciate the goals; he provides them a a poem. between addition aestheticsof18thcentury taxonomy of challenge All the outcomes for a and multiplication English poetry. verbs to help them strive ninth grade history class andmemorizing The outcomes for the for higher expectations. are factual knowledge. facts. history unit include some Students will develop a The topic of the social The outcomes are factual information, as concept map that links Possible studies unit involves the written with the well as a comparison of previous learning goals to Examples concept of revolutions needs of the the perspectives of those they are currently but the TEACHER only middle group in different groups in the working on.

8 Expects his students to mind; however, the run-up to the Some students identify remember the important advanced students Revolutionary War. additional learning dates of battles. are bored, and The TEACHER reviews the Despite having a number some lower level project expectations and of ELL students in the students struggle. modifies some goals to be class, the outcomes state in line with students' IEP. that all writing must be objectives. grammatically correct. LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | | LOUISIANA Compass Performance Standards for School Leaders | Development Supported by New Leaders LOUISIANA TEACHER . Performance Evaluation Rubric Domain 2: The Classroom Environment Component 2c: Managing Classroom Procedures A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement.

9 Teachers establish and monitor routines and procedures for the smooth operation of the classroom and the efficient use of time. Hallmarks of a well-managed classroom are that instructional groups are used effectively, non-instructional tasks are completed efficiently, and transitions between activities and management of materials and supplies are skillfully done in order to maintain momentum and maximize instructional time. The establishment of efficient routines, and teaching students to employ them, may be inferred from the sense that the class runs itself.. Elements Include: Management of Instructional Groups: Teachers help students to develop the skills to work purposefully and cooperatively in groups, with little supervision from the TEACHER Management of Transitions: Many lessons engage students in different types of activities large group, small group, independent work.

10 It's important that little time is lost as students move from one activity to another; students know the drill and execute it seamlessly Management of Materials and Supplies: Experienced teachers have all necessary materials to hand, and have taught students to implement routines for distribution and collection of materials with a minimum of disruption to the flow of instruction Performance of Non-Instructional Duties: Overall, little instructional time is lost in activities such as taking attendance ( , recording the lunch count, or the return of permission slips for a class trip.). Indicators Include: Smooth functioning of all routines Little or no loss of instructional time Students playing an important role in carrying out the routines Students know what to do, where to move LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | | LOUISIANA Compass Performance Standards for School Leaders | Development Supported by New Leaders LOUISIANA TEACHER .