Teacher Evidence Sources

1 T e a c h e r E vi d e n c e S o u r c e s Domain 1: Planning and Preparation Component Evidence * Indicator/ look-fors Evidence Collection 1a: Evaluator/ Teacher - Adapting to the students in front of you Evaluator/ Teacher conversations Demonstrating conversations - Scaffolding based on student response Guiding questions Lesson/unit plan - Teachers using vocabulary of the discipline Documentation of conversation ( , knowledge of - Lesson and unit plans that reflect important content and Observation notes, written reflection.). concepts in the discipline pedagogy Lesson plans/unit plans - Lesson and unit plans that accommodate prerequisite relationships among concepts Observations and skills Notes taken during observation - Clear and accurate classroom explanations - Accurate answers to students' questions - Feedback to students that furthers learning - Interdisciplinary connections in plans and practice 1b.

2 Evaluator/ Teacher - Artifacts that show differentiation Evaluator/ Teacher conversations Demonstrating conversations - Artifacts of student interests and Guiding questions knowledge of Lesson/unit plan backgrounds, learning style, outside of Documentation of conversation students Observation school commitments (work, family ( , notes, written reflection). Student / parent responsibilities, etc.) Lesson plans/unit plans perceptions - Differentiated expectations based on Observations assessment data/aligned with IEPs Notes taken during observation - Formal and informal information about Optional students gathered by the Teacher for use in Student / Parent surveys planning instruction - Student interests and needs learned by the Teacher for use in planning - Teacher participation in community cultural events - Teacher -designed opportunities for families to share their heritages - Database of students with special needs Domain 1.

3 Planning and Preparation Component Evidence * Indicator/ look-fors Evidence Collection 1c: Setting Evaluator/ Teacher - Same learning target, differentiated Evaluator/ Teacher conversations instructional conversations pathways Guiding questions outcomes Lesson/unit plan - Students can articulate the learning target Documentation of conversation Observation when asked ( , notes, written reflection). - Targets reflect clear expectations that are Lesson plans/unit plans aligned to standards Observations - Checking on student learning and adjusting Notes taken during observation future instruction - Use of entry/exit slips - 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 - Outcomes permitting assessment of student attainment - Outcomes differentiated for students of varied ability Domain 1.

4 Planning and Preparation Component Evidence * Indicator/ look-fors Evidence Collection 1d: Evaluator/ Teacher - College courses Evaluator/ Teacher conversations Demonstrating conversations - Collaboration with colleagues Guiding questions knowledge of Lesson/unit plan - Evidence of Teacher seeking out resources Documentation of conversation resources Observation (online or other people) ( , notes, written reflection). - Materials provided by the district Lesson plans/unit plans - Materials provided by professional Observations organizations Notes taken during observation - A range of texts lesson plan - Internet resources - Community resources - Ongoing participation by the Teacher in professional education courses or professional groups - Guest speakers 1e.

5 Designing Evaluator/ Teacher - Grouping of students Evaluator/ Teacher conversations coherent conversations - Variety of activities Guiding questions instruction Lesson/unit plan - Variety of instructional strategies Documentation of conversation Observation - Same learning target, differentiated ( , notes, written reflection). Pre-observation form pathways Lesson plans/unit plans Learning targets - Lessons that support instructional outcomes Observations Entry slips/exit slips and reflect important concepts Notes taken during observation - Instructional maps that indicate Optional relationships to prior learning Pre observation form - Activities that represent high-level thinking Learning targets - Opportunities for student choice Entry / exit slips - Use of varied resources - Thoughtfully planned learning groups - Structured lesson plans Domain 1.

6 Planning and Preparation Component Evidence * Indicator/ look-fors Evidence Collection 1f: Designing Evaluator/ Teacher - Uses assessment to differentiate instruction Evaluator/ Teacher conversations student conversations - Students have weighed in on the rubric or Guiding questions assessment Lesson/unit plan assessment design Documentation of conversation Observation - Lesson plans indicating correspondence ( , notes, written reflection). Formative and summative between assessments and instructional Lesson plans/unit plans assessments and tools outcomes Observations - Assessment types suitable to the style of Notes taken during observation outcome Optional - Variety of performance opportunities for students Formative and summative - Modified assessments available for assessments and tools ( individual students as needed rubrics, scoring guides, checklists).

7 - Expectations clearly written with descriptors for each level of performance Student developed assessments - Formative assessments designed to inform minute-to-minute decision making by the Teacher during instruction Domain 2: The Classroom Environment Component Evidence * Indicator/ look fors Evidence Collection 2a: Creating an Evaluator / Teacher - Active listening Evaluator/ Teacher conversations environment of conversations - Response to student work: Positive Guiding questions respect and Observations reinforcement, respectful feedback, Documentation of conversation rapport Video displaying or using student work ( , notes, written reflection).

8 Illustrations of response to - Respectful talk, active listening, and turn- Use questions on observation student work taking forms (especially describing - Acknowledgement of students' backgrounds students in class). and lives outside the classroom Observations - Body language indicative of warmth and Observer scripts lesson or takes caring shown by Teacher and students notes on specially designed form - Physical proximity (paper or electronic). - Politeness and encouragement Observer takes notes during pre- - Fairness and post- observation conferences Optional Video Response to student work 2b: Establishing Observations - Belief in the value of what is being learned Observations a culture for Student assignments - High expectations, supported through both Observer scripts lesson or takes learning Lesson plan verbal and nonverbal behaviors, for both notes on specially designed form Video/photos learning and participation (paper or electronic).

9 - Expectation of high-quality work on the part Observer takes notes during pre- of students and post- observation conferences - Expectation and recognition of effort and Observer interacts with student persistence on the part of students about what they are learning - Confidence in students' ability evident in Student Assignments Teacher 's and students' language and Teacher provides examples of behaviors student work - Expectation for all students to participate Optional - Use of variety of modalities Lesson plan - Student Assignments: Rigor, Rubrics Used, Video / Photo Domain 2: The Classroom Environment Component Evidence * Indicator/ look fors Evidence Collection Teacher Feedback, Student Work Samples - Use of Technology: Appropriate Use - High expectations for expression and work products 2c.

10 Managing Observations - Smooth functioning of all routines Observations classroom Syllabus - Little or no loss of instructional time Observer scripts lesson or takes procedures Parent communication - Students playing an important role in notes on specially designed form carrying out the routines (paper or electronic). - Students knowing what to do, where to Observer takes notes on what is move happening at what time, tracking student engagement / time on task, classroom a