GFPS EPAS Evaluation System

A. Selecting Instructional Goals - The teacher selects instructional goals that are aligned with the Montana Content and Common Core Standards and the district’s curricula. Goals are appropriate for the learners and reflect high expectations for all students, consistent with state and district assessment levels of performance.
B. Designing Coherent Instruction - The teacher plans for learning activities that align with the instructional goals and support student learning. Instructional planning shows a structure and selection of materials and activities that support student learning relative to the district curricula.
C. Demonstrating Knowledge of Content and Pedagogy - The teacher shows his or her knowledge of content and how to teach it to a variety of learners. The teacher’s plans include natural connections among content areas that deepen student learning. The content that he or she teaches is aligned to the district curricula.
D. Demonstrating Knowledge of Students - The teacher shows his or her knowledge of student developmental characteristics, approaches to learning, knowledge, skills, interests, cultural heritage, and state and district assessment performance levels.
E. Designing Student Assessments - The teacher demonstrates the ability to create and/or select assessments that are congruent with instructional goals, criteria, and standards and to plan for the use of formative and summative assessments of his or her students.

Sometimes referred to as the “hidden domain,” this domain actually defines how a teacher selects and organizes the content to be taught. Teachers command a deep understanding of both the content and pedagogy related to the subject matter. In planning, teachers are expected to consider and understand the skills and knowledge that students bring to a lesson and build upon that understanding. Knowledge of content alone is not enough to move students toward meeting Montana Content and Common Core Standards, district standards, or teacher-defined standards. All elements of instruction—activities, strategies, and materials— must be appropriate to both the content and students. As it is designed, content is broken into sequences of activities and experiences aligned to the standards that enable students to learn. Further, the teacher selects or designs and implements assessment techniques, both formative and summative, to document student progress throughout the learning experience, to inform future instruction, to guide student improvement, and uses technology when and where appropriate.

The teacher selects instructional goals that are aligned with the Montana Content and Common Core Standards and the district’s curricula. Goals must be appropriate for the learners and reflect high expectations for all students.

ELEMENTS AND INDICATORS OF PERFORMANCE

Value, Sequence, and Alignment

• The teacher selects learning goals that are aligned with the Montana Content and Common Core Standards and the district’s curricula.
• Goals are appropriate for the learners and represent high expectations and rigor for the students.
• Goals reflect important learning in the discipline.
• The teacher communicates how and why the goals are important in building a strong understanding of the content.
• Goals are congruent with the sequence of learning being taught.
• The sequence moves seamlessly from simple to more complex expectations; the teacher adjusts the expectations for learning as the students acquire the knowledge.
• Goals promote learning connections within the discipline and in other related disciplines.

​Clarity

• Goals are clearly presented in written plans.
• Goals define and describe what students will know and be able to do as a result of the teaching.
• Each of the goals can be readily assessed through both formative and summative assessments.

Balance

• Students demonstrate his or her understanding and knowledge in multiple formats.
• Where appropriate, goals reflect several different learning styles.
• When possible, goals include coordination and integration both within the content area and in other related content areas.

Suitability for Diverse Learners

• Goals are based on a comprehensive assessment of student learning.
• The teacher collects and analyzes both group and individual student data.
• The teacher identifies prerequisite skills and knowledge of the students and uses the information to plan to meet the individual needs of the students.
• The teacher uses a variety of information to plan to meet the individual needs of the students.
• Suitability for Diverse Learners
• Goals are based on a comprehensive assessment of student learning.
• The teacher collects and analyzes both group and individual student data.
• The teacher identifies prerequisite skills and knowledge of the students and uses the information to plan to meet the individual needs of the students.
• The teacher uses a variety of information to plan to meet the individual needs of the students.

ARTIFACTS

• Learning Targets Analysis
• Outcome/Skills Charts
• Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning 
• Lesson plans that show a variety of instructional strategies leading to an outcome
• Samples of differentiated learning activities, materials, assessment strategies, benchmarks
• Learning targets/ “I can” statements in lesson plan or posted in the room (picture)
• Rubrics that identify proficiency for an outcome      
• List of essential questions that are linked to outcomes
  
  

OBSERVABLE EVIDENCE

Teacher Evidence:

• Has a learning target/goal posted so that all students can see it
• Ensures that the learning target/goal is a clear statement of knowledge or skill as opposed to an activity or assignment
• Makes reference to the learning target/goal throughout the lesson
• Has a scale or rubric that relates to the learning goal posted so that all students can see it
• Makes reference to the scale or rubric throughout the lesson

Student Evidence

• Can explain the learning target for that day’s lesson
• Can explain the relationship of the daily target to the long-term learning goal (grade-level standard)
• Can explain how their current activities relate to the learning target/goal
• Can explain the meaning of the levels of performance articulated in the scale or rubric
• Can explain how they will achieve the learning target/goal

RESOURCES
Video: The Understanding by Design Guide to Creating High-Quality Units - Jay McTighe (6:40)

The teacher plans learning activities that align with instructional goals and support student learning. Instructional planning must show a structure. Selection of materials and activities must support student learning relative to the district’s curricula.

ELEMENTS AND INDICATORS OF PERFORMANCE

Learning Activities

• Learning activities designed and/or selected are suitable for diverse learners and support the instructional goals.
• Activities reflect a common target for students to master but are adapted to meet the needs of the individual students.
• Activities and tasks are designed to engage all students in cognitive activity.
• Activities require students to think and problem solve, provide choice and initiative in how the student might demonstrate knowledge, and provide for depth rather than breadth.

Instructional Materials and Resources

• All materials and resources are suitable for the students and support the stated instructional goals of the lesson.
• Materials and resources support cognitive engagement.
• The teacher ensures that activities and tasks support meaningful learning.
• When appropriate and possible, the teacher uses technology to enhance the learning experience.
• When students are working independently or in groups, students may select and/or adapt materials to be used during learning.

Instructional Grouping

• The teacher creates instructional groups that are varied, appropriate to student learning, and meet instructional goals.
• When appropriate, students are encouraged to have input into constructing the groups.

Lesson and Unit Sequence

• The lesson structure is coherent, meaning that it moves from easy to hard and/or simple to complex over the course of the learning sequence.
• The teacher plans time allocations that are reasonable, including planning to accommodate the diverse student needs in the class.
• The lesson has a beginning, middle, and end.
• Time and opportunities for closure and reflection are included.

ARTIFACTS

• Unit Organizers (that exhibit...1. Coherence (methods, materials, assessments all work together); 2. Variety of instructional activities and methods; 3. Problem-based learning; 4. Student choice; 5. Higher order thinking activities
• Curriculum Maps
• Alignment Guides
• Implementation Guides
• Lesson Plans
• Chart of Demonstrated Skills
• Curriculum Committee Notes
• Misconceptions Noted and Addressed
• Spreadsheets of Testing Data
• Learning activities sequenced and connected within the lesson or unit plan
• Plan that includes variety of instructional groupings and instructional materials
• Use of resources related to standards
• Instructional plan that is tied to learning standards
• Plan that includes tech resources
• Plan that includes guiding/essential questions
• Materials or lesson plans that show planning for differentiation
• Print-out of a complete Curriculum Companion module/lesson plan

OBSERVABLE EVIDENCE

• Maximum use of Instructional Time (Bell-to-Bell)
• Multi-Modal Instruction
• Use of Technology
• Connection of Previous Lesson to Today’s Lesson
• Tiered Interventions

EXAMPLE GOALS (S.M.A.R.T.)

• By the end of the 1st quarter, 100% of my learning activities in a unit plan will be suitable to students or to the instructional outcomes as demonstrated by formative and summative assessments.
• By the end of the year, I will move my students by at least one DOK Level to ensure that my students are being engaged in meaningful learning. I will monitor that movement by documenting teacher-created activities.
• Before each unit, I will use student data to design and chunk lessons that include formative assessments to check student understanding.
• I will utilize instructional materials and resources to enhance instruction ___ times per quarter/semester. I will document this use in my lesson plans.
• I will utilize instructional grouping _____ times per quarter/semester. I will document grouping in my lesson plans.
• By quarter ____ I will develop ___unit organizer(s) to guide classroom instruction. Unit organizers will be included in my lesson plans.

GUIDING QUESTIONS

• When developing your long-range plan for the unit of study, did you make sure that instruction is coherent by planning purposeful activities, selecting appropriate materials and student groups?
• Does your unit plan have a well-defined structure consisting of individual activities that support the whole, reasonable time allocation for activities, and opportunities for students to engage in reflection and closure?
• Do the topics of the unit plan connect with each other and allow students to explore the subject from many different angles to understand the relationship of the parts to the whole?
• Do the individual lessons within the unit of study have a coherent structure with a logical sequence of activities that progress student learning from easier to harder?
• Do the instructional activities align with the instructional outcomes of the lesson?
• Do the activities challenge students to be cognitively active, emphasize thinking, permit student choice, and encourage depth rather than breadth?
• What content understanding do you want students to learn from this activity?
• Why are these materials and resources appropriate to the learning needs of your students?
•  How will you monitor and analyze the success of this activity/lesson?

RESOURCES

Instructional Planning

This component focuses on the teacher’s ability to show his or her knowledge of content and how to teach it to a variety of learners. The teacher’s plans should include natural connections among content areas that deepen student learning. The content that he or she teaches must be aligned to the district’s curricula.

ELEMENTS AND INDICATORS OF PERFORMANCE
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Knowledge of Content and the Structure of the Discipline

• The teacher uses their deep knowledge of the content while planning.
• The teacher identifies the important concepts in the discipline and organizes concepts to make them suitable for the learners in the class.
• The teacher considers intra-disciplinary connections and plans how he or she will help students see the connections between what the students learned previously and what the students will be learning.
• The teacher identifies how the content in this discipline is related to and supports the content in other disciplines.
• The teacher assists students in understanding the importance of the discipline and how it may be used in the “real world.”

Knowledge of Prerequisite Relationships

• The teacher’s plans reflect the ability to identify the prerequisite relationships between topics and concepts necessary for student success in the lesson and throughout the sequence of learning.
• The teacher determines the students’ current skill levels and uses that information in planning the lesson.
• Plans reflect understanding of the relationships among topics and concepts and a link to necessary cognitive structures of students to ensure learning.

Knowledge of Content-Related Pedagogy

• The teacher selects a wide range effective pedagogical approaches that may be used during the sequence of learning.
• The teacher selects specific strategies for each lesson and can discuss why these strategies are appropriate for the students in the class at this time.
• The teacher anticipates student misconceptions or alternative ideas related to learning content and plans for how to address those situations during instruction.
• The teacher encourages critical thinking.

ARTIFACTS
Artifacts should show that the teacher is remaining up-to-date with current pedagogical practice.

• List of content-area courses taken to advance content/pedagogical knowledge
• List of workshops attended related to teacher’s content/pedagogical area/district initiative
• List of presentations made at conferences/meetings pertaining to content-related material
• List of articles/books written for professional journals/publishers that pertain to a teacher’s content area
• List of websites visited/used that pertain to content-related material/Common Core State Standards (CCSS)/district initiatives
• List of content-related/pedagogical webinars that teacher participated in (include dates and certificates of completion, if provided)
• List of free online courses (MOOCs, Itunes, Coursera, etc.) that teacher took to advance content/pedagogical knowledge (include dates and certificates of completion, if provided)
• List of courses taught at upper-level institutions
• Examples of student work that show relevant, meaningful comments made by the teacher, comments that illustrate the teacher’s content/pedagogical strengths
• Summer reading lists and summer preparation
• Unit plan that include common misconceptions & where they will be addressed
• Lesson plans (template)—with list of intended questions to spur deep thinking
• Curriculum committee evidence
• Notes from committees I belong to
• Exit tickets—application of skills
• Sample of online collaboration w/colleagues regarding curriculum and instruction
• Written reflections regarding the sequence of instruction and learning activities
• Spreadsheets of testing data

OBSERVABLE EVIDENCE

• Bell Ringers
• Chunking, Closure
• Checks for Understanding

EXAMPLE GOALS (S.M.A.R.T.)

• All 12 units in the 1st semester will include at least 3 document based questions (DBQs). DBQs will be documented in my lesson plans.
• Each unit test will include 2 DBQs.
• 100% of my daily bellringers will be directly tied to content.
• Three of five days a week, I will utilize an exit ticket strategy that directly correlated to lesson objectives.

​GUIDING QUESTIONS

• What is your purpose for a document based question?  How does the DBQ relate to the “real world” for each student?  Is your DBQ reading level appropriate for each student?  How does the DBQ make each student think critically?

This component focuses on the teacher’s ability to show his or her knowledge of student developmental characteristics and approaches to learning, knowledge, skills, interests, cultural heritage, and, where applicable, State Assessment performance levels.

ELEMENTS AND INDICATORS OF PERFORMANCE
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Knowledge of Child and Adolescent Development

• The teacher displays current and accurate knowledge of child and adolescent development.
• The teacher uses his or her knowledge of child and adolescent development to plan lessons.
• The plans indicate how the teacher meets the needs of the general population of students.
• The plans include adaptations or modifications to meet the needs of individual learners in the class.

Knowledge of the Learning Process

• The teacher uses knowledge of how students learn when crafting plans.
• Plans reflect a variety of approaches to learning to assure all students have access to learning.

Knowledge of Students’ Skills, Knowledge, and Language Proficiency

• The teacher displays understanding of individual students’ skills, knowledge, and language proficiency.
• The teacher makes use of relevant student data when planning instruction and/or communication with the students.

Knowledge of Students’ Interests and Cultural Heritage

• The teacher values student interests and cultural heritage.
• The teacher considers student interests and heritage when planning lessons.
• The teacher encourages students to share his or her expertise related to the student’s cultural heritage and/or interests.
• The teacher actively engages students by tapping into student interests in the lesson.

Knowledge of Students’ Special Needs

• The teacher collects information about each student’s learning and medical needs.
• The teacher collects student information from a variety of sources.
• When planning, the teacher considers the Individualized Education Plan of the students and/or any other special needs.
• The teacher refers to student information when considering adaptations or accommodations for instruction and assessment.
• The teacher uses student information when creating groups or considering seating arrangements.

ARTIFACTS

• Teacher Anecdotal Notes/Logs
• Teacher Charts or Journals of Student Interests/Strengths/Challenges
• Student Learning Modality Survey Results
• Letter home to Students
• RtI Plans
• Seating Plans
• Lists of accommodations made for individual students
• Lists of modifications made for students with IEPs/504s
• Examples of differentiation in the classroom – i.e. – different handouts/exercises/assignments geared for specific learning groups
• Examples of instructional scaffolding in the classroom 
• Written reflections related to how instruction should/is be adjusted to meet the unique needs of the students I teach
• "Getting to know students" handout & results from first day
• Student interest notecards/inventory and/or data of it
• Sample of student learning profile data  
• Lesson that incorporates cultural sharing or activities into lesson
• Certificate of cultural event attended w/reflection
• Parent/student surveys results analysis
• Intervention/enrichment group plans
• Seating chart—students seated for particular reasons
• Notes about learner special needs including those from IEP, 504 and GT plans
• Lesson plan with differentiated options for learning and assessment (multiple points of entry) 

• Student learning style inventory
•  letter home to students/parents
•  RTI plans/IEP accommodation from Milepost
•  examples of differentiation used in the classroom

OBSERVABLE EVIDENCE

Teacher Evidence

• Greeting at the Door
• Room Arrangement
• Calling Students by Name
• Has side discussions with students about events in their lives
• Has discussions with students about topics in which they are interested
• Builds student interests into lessons
• Compliments students regarding academic and personal accomplishments
• Engages in informal conversations with students that are not related to academics
• Uses humor with students when appropriate
• Makes eye contact with students
• Smiles, nods, etc. at students when appropriate
• Displays sensitivity to cultural issues

Student Evidence

• Describe the teacher as someone who knows them and/or is interested in them
• Respond when teacher demonstrates understanding of their interests and background
• Say they feel accepted
• Participates willingly in team-building activities
• Describe teacher as someone who values and respects them
• Respond to teachers’ verbal interactions
• Respond to teachers’ nonverbal interactions
• Demonstrate a strong sense of belonging

EXAMPLE GOALS (S.M.A.R.T.)

• I will have data collected on all of my students in regards to their learning styles and special needs in the classroom by the end of the 3rd week of school and will plan my lessons so that the needs of my students are being met daily. 

GUIDING QUESTIONS

• Are you using data to drive your daily instruction?
• Have you recently reviewed student plans in Milepost to ensure that student needs are being met? 
• What have you done to differentiate instruction in your classroom?  

This component focuses on the teacher’s ability to create and/or select assessments that are congruent with instructional goals, criteria, and standards and to plan for the use of formative and summative assessments of their students.

ELEMENTS AND INDICATORS OF PERFORMANCE

Congruence with Instructional Goals

• The teacher creates and/or selects assessments that are fully aligned with the instructional goals in both the content and process.
• The teacher ensures assessment methods have been adapted for the individual needs of the students including identified accommodations and/or allowing students to demonstrate his or her knowledge through an alternate measure.

Criteria and Standards

• Assessment criteria and standards are clear to the teachers and the students including rubrics that will be used to evaluate work.
• The teacher encourages students to be involved in the development of the criteria and standards.
• The teacher encourages students to use formative assessment data to evaluate their own work and guide their learning.

Design of Formative Assessments

• The teacher includes formative assessment data in designing future instruction.
• The teacher aligns formative assessments to instructional goals including content and process goals.
• The teacher uses formative assessments as student practice and allows the assessments to be revised.

Use for Planning

• The teacher plans for the use of formative and summative assessments to closely monitor student learning.
• The teacher is familiar with a broad array of assessment data related to the students in the class.
• The teacher uses information such as state assessment data, district assessment data, and classroom data when planning.
• The teacher uses the collective data to design instruction for both the class and for individual students within the class.

ARTIFACTS

• Rubrics
• Checklists
• Assessment Criteria
• Lesson Plans
• Exemplars
• Student Progress Charts
• A variety of formative/summative assessments connected to classroom instruction/outcomes
• Rubrics used to evaluate student work
• Examples of student assessments with teacher comments
• Lesson or unit plan that contains appropriate assessment plan tied to standards and outcomes
• Rubrics tied to lesson/unit outcome
• Sample of student self-analysis of work using rubric
• Anecdotal notes from reader/writer conferences with students
• Student data folder
• Proficiency checklists for students
• Unit or lesson plan that shows where assessments are built in (formative & summative)
• Unit plan that shows a reteach loop I’ve built in after each formative assessment (if necessary) 
• Sample of modified assessments
• Sample performance task with rubric
• Sample Exit tickets with reflection about how the information was used
• Surveys that gather student feedback
• Reflective notes about how instruction was adjusted after formative feedback
• Sample of student input/reflections/journals
• Collaborative team planning notes
• Documentation showing student choice in assessment
• Common formative or summative assessments w/notes about how the results were used  Student-designed assessments tied to learning outcomes
• Reflection on an assessment including what I would change 

OBSERVABLE EVIDENCE

• Formative assessments: Tickets out the door, questioning, pinch cards, sticky notes, agree/disagree, whiteboard response, CPS response, jeopardy style review.
• Reflection journal after looking at formative assessment information
• Writing lesson plans/unit organizer to reflect the needs of students.
• Teacher interaction with students about needs
• Teacher to teacher conversations about effective lesson design 

EXAMPLE GOALS (S.M.A.R.T.)

• I will use a unit organizer, for each ____(unit, chapter, section)  to outline my daily lessons to connect the objective to the corresponding assessment. I will indicate chosen assessments in my unit organizer.
• I will use formative assessments to guide my instruction and grouping. The success of my goal will be based on weekly assessment data.

GUIDING QUESTIONS

• How do I know that the students are gaining knowledge throughout the week of lessons?
• What can I do to ensure that I am re-teaching if needed?
• What should I prepare to link the lessons to the assessments? 

A. Managing Learning Environment Procedures - The teacher has clearly defined procedures for managing learning time, transitions between learning events, and routine procedures that maximize learning time.
B. Managing Student Behavior - The teacher establishes behavioral expectations and consequences, and monitors student conduct. The teacher responds to student behavior in appropriate and effective ways to minimize disruptions.
C. Establishing a Culture of Learning - The teacher creates an atmosphere in which learning is valued. Teacher-to-student and student-to-student interactions show rapport that is grounded in mutual respect.
D. Organizing Physical Space - The teacher organizes, allocates, and manages physical space to create a safe learning environment. The teacher uses physical resources to contribute to effective instruction and makes resources accessible to all students.

Creating an environment in which learning takes place is critical. Domain Two includes management of student behavior and the expectation that classroom procedures are public knowledge. The aspects of this domain establish the parameters for interactions, create the atmosphere for learning, and define routines and procedures.

All teacher-to-student and student-to-student interactions elicit respect and rapport. The classroom culture exhibits a climate where students feel safe and supported. Students recognize that the teacher is “in charge” and has high expectations for his or her learning and behavior. Students see his or her teacher as fair and interested in the student as individuals and learners.

The teacher has clearly defined procedures for managing learning time, transitions between learning events, and routine procedures that maximize learning time.

ELEMENTS AND INDICATORS OF PERFORMANCE

Management of Instructional Groups

• Student grouping is well organized and constructed to maximize learning.
• Students interact well with one another.
• The teacher assists students in developing the skills to effectively work in a group setting.
• The teacher sets and models student group behavior expectations.
• The teacher orchestrates all aspects of the grouping process.
• The teacher relinquishes control as students become more effective in assuming responsibility for his or her work within the group.

Management of Transitions

• Transitions are seamless and result in little loss of instructional time.
• The teacher plans and monitors changes in activities and/or grouping.
• The teacher anticipates the time needed to shift focus from one activity to another.
• Students are partners in ensuring that no time for learning is lost.
• The teacher has clear and overt signals for students indicating when the students are to be in a location and ready to work.

Management of Materials and Supplies

• Students assume routine classroom duties and activities.
• Classroom procedures allow for students to hand out and/or collect the materials.
• Supplies and materials are set up in an area of the classroom where the “supply managers” can find them for distribution.
• Supplies and resources are at the group location before the students arrive.
• Students understand how to receive and hand in work.
• The teacher prepares resources ahead of time to facilitate the smooth operation of the classroom.

Performance of Non Instructional Duties

• Students are engaged in learning tasks directly related to the lesson while their teacher is performing necessary non instructional duties.
• The teacher establishes and monitors ways to have non instructional activities conducted while learning continues.

ARTIFACTS

• Procedure Charts
• Group Expectations Charts
• Student Self-Assessments

OBSERVABLE EVIDENCE

• Greet Students (Smile)
• Engagement
• Checks for Understanding
• Wait time
• Room Arrangement
• SLANT/CHAMPS
• Reciprocal Teaching
• Classroom rules are posted and students are aware and follow them.
• Teacher makes effective use of class time (bell to bell teaching)
• Small groups work efficiently and students take initiative within those groups/groups are monitored by teacher
• Teacher has clear plan for non-instructional tasks – passing out papers, taking attendance, bathroom passes, etc.
• Teacher makes effective use of aides/para-professional

The teacher establishes behavioral expectations and consequences and monitors student conduct. The teacher responds to student behavior in appropriate and effective ways to minimize disruptions.

ELEMENTS AND INDICATORS OF PERFORMANCE
​
Expectations

• The teacher has clearly established standards of conduct and students can articulate what is expected of them both academically and
• behaviorally.
• Actions and reactions of the students clearly demonstrate understanding of the expectations.

Monitoring of Student Behavior

• Students monitor his or her own personal and group behaviors in the classroom.
• When students monitor and correct each other, it is done in a respectful manner.
• The teacher uses preventive strategies to monitor student behavior.
• The teacher intervenes before student behaviors impact student learning.

Response to Student Behavior

• The teacher responds to misbehavior effectively.
• Teacher interactions with the student(s) are sensitive to the student’s individual needs.

ARTIFACTS

• Behavior Policies/Charts/Posters
• Expectations/Consequences Chart/Poster
• Logs of parent contacts pertaining to student behavior (phone/email/meeting) 

OBSERVABLE EVIDENCE

• Bell Work
• Transitions
• Engagement, Checks for Understanding
• Established Routines
• Rapport
• Praise-Prompt-Leave
• Students are actively engaged in the class
• Students are monitored and know the rules of the class
• Students monitor their own behavior 

EXAMPLE GOALS (S.M.A.R.T.)

• The frequency of off-task behaviors will diminish by 30% by the end of quarter 1 as measured by progress monitoring in Mileposts.
• Participation in bell ringers will increase by 25% by the end of semester 1 as measured by teacher check list.

GUIDING QUESTIONS

• Are students engaged in pursuits of academic value and not in off task behavior?
• Are expectations are set and supported through both verbal and nonverbal behaviors?
• Is quality is expected and recognized?
• Is effort and persistence are expected and recognized
• Do teachers and students’ language and behaviors show confidence in student actions?

The teacher creates an atmosphere in which learning is valued. Teacher-to-student and student-to-student interactions show rapport that is grounded in mutual respect.

ELEMENTS AND INDICATORS OF PERFORMANCE

Teacher Interaction with Students

• The teacher’s interactions with students reflect genuine respect and caring for individual students and groups of students.
• The teacher establishes a climate in which students are willing to take risks in extending their learning.
• The teacher’s interactions are appropriate for the age and culture of the students.
• The teacher deals with sensitive interactions with students appropriately.
• The teacher models and sets expectations for student interactions.

Students Interactions with Others

• Students display respect and caring for their teachers.
• Students demonstrate genuine caring and respect for one another.
• Students may monitor the interactions of others in the class or in a group.
• The teacher monitors interactions between the students and intervenes when interactions are inappropriate.
• All corrective interactions exhibit respect for the individual.

Importance of the Content

• Students participate in class activities and demonstrate his or her understanding of the content within and outside of the discipline.
• The teacher discusses and models the importance of content and connections.
• Students understand that the content is important for him or her to acquire.
• The teacher uses student interest to build upon that understanding.

Expectations for Learning and Achievement

• Students are actively involved during class, have internalized expectations, work hard, and persist to accomplish the goals.
• Students understand the teachers are there to support him or her.
• Instructional goals, activities, and assignments convey high expectation for student learning.
• Activities are carefully crafted and/or selected to engage the students in learning.

Pride in Student Work

• Students demonstrate attention to detail and take obvious pride in his or her work.
• Students initiate improvements on individual or group assignments sometimes prompted by teacher feedback and at other times prompted by the students themselves.

ARTIFACTS

• Student Interest Chart
• Records
• Progress Charts
• Response Logs
• Student Work Displays

OBSERVABLE EVIDENCE

• Beginning, Routines
• Checks for Understanding
• Practice Retrieval
• SLANT
• Retesting
• Praise-Prompt-Leave
• Students are actively engaged and care about what they are doing (Not going through motions)
• Teacher encourages high level thinking/has high expectations
• Classroom displays student work
• Classroom has visual aids that enhance the learning process

EXAMPLE GOALS (S.M.A.R.T.)​

• To ensure active participation by my students, I will use bell ringers for at least 95% of my lessons. Bell ringers will be recorded in my lesson plans.

GUIDING QUESTIONS

• How have you created an environment in which students can pursue knowledge of their own interests?
• In what ways do you encourage your students to be active participants?
• In what ways have you established a culture for learning in your classroom?

• The classroom is safe and students assist in monitoring for safety.
• Aisles/passage areas are clear to ensure the safe movement of the students.
• The room arrangement assures that all students have access to the learning.
• The teacher models and sets expectations for appropriate equipment use and safety procedures.
• The teacher monitors and corrects any safety infractions.
• The teacher ensures all students have the needed materials to be successful in learning.

Arrangement of Furniture and Use of Physical Resources

• Students know where the needed materials are located and acquire the resources in a manner that does not disrupt the learning for others.
• The teacher arranges the setting to maximize learning.
• The teacher implements different grouping strategies during the class period.

ARTIFACTS

• ​Seating Charts
• Photos
• Classroom Maps
• Classroom safety binder
• Colleagues' classrooms

OBSERVABLE EVIDENCE

Possible Teacher Evidence

• Organizes the physical layout of the classroom to have clear traffic patterns
• Arranges the physical layout to provide easy access to the materials and centers
• Decorates the classroom in a way that enhances student learning
• Bulletin boards relate to current content
• Student work is displayed
• Design of classroom is purposeful in regard to teaching spaces and placement of resources
• Uses signal to facilitate transitions between activities and movement around classroom
• Classrooms are organized for effective teaching
• Classroom is safe (cords, computers, heavy objects, etc. are secure)
• Data collection of movement within the environment.  Mapping movement will show if parts of the room lend to poor accessibility.
• Peer observation specifically watching for ease of transitions within the room and movement of students to access resources. Feedback
• Formative feedback from students about seating and resources available.
• Lesson plan evidence of goal
• Collection of evidence placed in learning goal binder.
• Photograph or video 

Possible Student Evidence

• Move easily about the classroom
• Use materials and learning centers
• Attend to examples of their work that are displayed
• Attend to information on the bulletin boards
• Focus on instruction
• Show signs of pride regarding their accomplishments in class
• Say they want to continue to make progress
• Interact with posted information throughout lessons

EXAMPLE GOALS (S.M.A.R.T.)

• Once each quarter, I will provide opportunities for my administrator and colleagues to give feedback specific to the physical arrangement of my classroom. (Map movement and record conversation)
• By the end of October, I will design three classroom arrangements so each student will have ease of access to resources and materials in the room. (Evidence of classroom drawings including arrangement of groups of pairs, triads, and individual)
• This school year, I will be more cognizant about the physical arrangement of my classroom to provide the best learning/safety environment possible for all students. I will document my observations in a professional journal.
• I will create a flexible learning environment which will allow for ease of transition between paired/group/whole group work.
• I will practice safety procedures with my students once per quarter. 

GUIDING QUESTIONS

• How do you become aware of the students in your classroom who have disabilities? What resources are available to assist in finding out what student accommodations may be? What can you do to help other staff members meet specific student needs?
• What procedures and routines can you implement to improve the transitions in your classroom? How often do you need to practice these? What do you do with students who “drag their feet” with transitioning through the various phases of your lesson? How do you determine student pairs and our small groups?
• Why are safety drills important? What can you do to emphasize the significance of safety drills? How can you share suggestions with the school safety team? Who makes up the school safety team? What can you do to emphasize the importance of safety in your classroom and throughout the entire school?
• What can I do to have a safe classroom that is equally accessible to all students?
• How can I ensure that my classroom allows for easy access to all resources?
• How can I take advantage of physical resources to engage learners? 

A. Engaging Students in Learning - Content is appropriate, clear, and linked to student knowledge and experience. Content is aligned with the district curricula and the Montana Content and Common Core Standards. Activities and assignments engage all students. Instructional materials are suitable to the instructional goals. The instruction is coherent and paced appropriately for all students.
B. Demonstrating Flexibility and Responsiveness - The teacher has a repertoire of instructional strategies and makes use of them to make modifications to lessons as needed. The teacher differentiates instruction based on learner characteristics and achievement data.
C. Communicating Clearly and Accurately - Verbal and written communication is clear and appropriate to students’ ages, background, and level of understanding.
D. Using Questioning and Discussion Techniques - Questions are appropriate to the content and level of students’ understanding. Teacher encourages students to pose his or her own questions and is responsive to student questions. The teacher facilitates student-led discussions.
E. Using Assessment in Instruction - The teacher demonstrates understanding of assessment for, and of, learning and how each plays a valuable part in teaching and learning. The teacher can analyze data presented in reports and determine how to plan instruction for the students in the classroom. The teacher uses formative assessments like observations, homework, and conferences to track and understand student progress.

This domain depends on Domains One and Two for success. Without a structure for instruction and a productive learning environment, content delivery will be affected and student learning will be diminished.

Domain Three is observable in the classroom, unlike Domain One. As teachers deliver content, he or she engages students in the process of learning, involving the students in decisions when possible. Teachers not only instruct content, he or she helps students see its value by making connections to other disciplines.

Intent is appropriate, clear, and linked to student knowledge and experience. Content is aligned with the district’s curricula and the Montana Content and Common Core Standards. Activities and assignments engage all students. Instructional materials are suitable to the instructional goals. The instruction is coherent and paced appropriately for all students.

ELEMENTS AND INDICATORS OF PERFORMANCE

​Activities and Assignments

• Students demonstrate his or her knowledge and understanding of the content in a variety of ways.
• Activities require students to think and problem solve.
• Activities promote cognitive engagement which promotes students’ exploration of the content.
• Tasks provide for some student choice and initiative.
• Students are encouraged to initiate or adapt activities and projects to enhance his or her understanding.

Grouping of Students

• Students are actively engaged in group work.
• Student groups are structured to promote a productive learning experience.
• Student groups are appropriate to the purpose of the lesson.

Instructional Materials and Resources

• Materials and resources are suitable to the instructional purposes of the lesson.
• Materials and resources promote the cognitive engagement of students.
• Materials and resources are aligned to the goals of the lesson and sequence of learning.

Structure and Pacing of the Lesson

• Students are actively engaged in learning throughout the period.
• The lesson has a logical and well-structured sequence of learning experiences.
• Lesson pacing is neither belabored nor rushed.
• Lesson pacing is appropriate for all students within the class.
• Time for reflection and closure is built into the lesson.

ARTIFACTS

• Samples of Student Work
• Group Chart/Map
• Resource Index
• Activity or Assignment
• Lesson Planning

OBSERVABLE EVIDENCE

• In-class activities are challenging
• Homework is challenging
• Class is paced well
• Students are grouped effectively
• Students are on a meaningful task bell-to-bell
• Students take an active role in their learning

EXAMPLE GOALS (S.M.A.R.T.)

• By the end of the 1st quarter, I will have created three lessons with relevant or real-world applications. 
• By the end of the 1st quarter, I will create at least ___ learning activities that move from skill acquisition too strategic/extended thinking.
• By the end of Unit 1, 100% of my lessons will contain suitable closure opportunities as aligned with the instructional framework 

GUIDING QUESTIONS

• Does your lesson contain multiple correct answers and pathways to find them, student choice, relevance to students’ lives, collaboration, and rigor?
• Are the instructional groups productive and fully appropriate to the students or to the instructional purposes of the lesson?
• Are the instructional materials and resources of the lesson suitable to the instructional purposes and engage students mentally?
• Does the lesson have a clearly defined structure around which the activities are organized, and pacing is generally appropriate?
• Do the lesson activities and assignments promote learning by requiring students to think, emphasize over breadth, and possibly enable students to exercise some choice?

RESOURCES

Grouping Students

• http://www.crlt.umich.edu/gsis/p4_1_5

The teacher has a repertoire of instructional strategies and makes use of the strategies to make modifications to lessons as needed. The teacher differentiates instruction based on learner characteristics and achievement data.

ELEMENTS AND INDICATORS OF PERFORMANCE

Lesson Adjustment

• The teacher accurately observes the actions and reactions of the students as the lesson is being implemented.
• The teacher adjusts his or her plans and pacing based on students needs and progress through the lesson.
• Adjustments to the lesson occur smoothly.

Response to Students

• The teacher enhances learning by building on a student’s interests and/or talents.
• Spontaneous events within a class are used to enhance understanding of the content.

Persistence

• The teacher seeks effective approaches for students who need help in their classes.
• The teacher uses his or her repertoire of strategies to assist the students in learning.
• The teacher is knowledgeable of and solicits resources from the school and/or community.

ARTIFACTS

• Lesson Plans
• Revised Instructional Activity
• Regular Formative Assessments
• Examples of student/teacher homework contracts
• Examples of teacher-initiated help for particular students
• Examples of how modifications/accommodations are used for a particular assignment/activity/assessment

• Different classes may have the same learning objectives, but will be taught in different variations.
• Teacher will restate information if they feel the learner is not achieving the desired results.
• Teacher may breeze through a topic if the class has reached their objective, while another class may not.
• A lesson may be scratched if it is not achieving the desired goal.  This will result in a lesson that is vastly different from the original, but more effective.

OBSERVABLE EVIDENCE

• Teacher is willing to adjust a lesson to guarantee learning
• Teacher seizes on a “teachable moment”

EXAMPLE GOALS (S.M.A.R.T.)

• I will plan strategies to differentiate lessons for each class based on formative and summative assessment data. 
• I will be more cognizant of adjusting instructional plans to meet the needs of student curiosity and/or interest. I will document my thoughts in a professional journal.

GUIDING QUESTIONS

• What would you do if the lesson seems rudimentary for one class and challenging for another?
• How will you prepare a lesson that may require several “mini-lessons” in order to meet the variety of student needs in your classes?
• If your lesson starts to fail how will you reteach?
• What are your strategies to make sure students are learning?
• How will you guide the class if they are not learning at the desired pace?

Verbal and written communication is clear and appropriate to students’ ages, backgrounds, and levels of understanding.

ELEMENTS AND INDICATORS OF PERFORMANCE

Expectations for Learning

• Students understand how the current lesson fits into the broader sequence of learning.
• The teacher communicates the purpose of the lesson or unit (sequence of learning) clearly.
• The teacher links the purpose of the learning to the interests of students.
• The teacher helps students make connections between lesson content and the “real world.”

Directions and Procedures

• Directions are presented to students in clear and “student friendly” terms.
• Classroom procedures are clear and understood by the students.
• The teacher helps students work through misconceptions.
• The teacher intervenes and assists students when appropriate.

Explanation of Content

• Students accurately explain lesson concepts to his or her peers.
• The teacher’s explanation of content is accurate and appropriate.
• The teacher helps students connect previous experience to current learning.

ARTIFACTS

• Plans with Outcomes Provided
• Projects with Outcomes Provided
• Lesson Reflection Logs
• A sampling of assignments that clearly show what the teacher expects from the students is clearly evident; communication is clear and effective
• Electronic communications with students
• Class websites are updated regularly
• Gradebooks are updated regularly
• Collegial discussions
• PLC
• Peer observations

OBSERVABLE EVIDENCE

• Teachings facilitate strong classroom discussion
• Students take initiative in classroom discussion
• Teacher explains to students the purpose of particular assignment/activity/learning

EXAMPLE GOALS (S.M.A.R.T.)

• All students will demonstrate their understanding of academic and procedural expectations by engaging appropriately in lesson activities. I will communicate procedural and academic expectations to students in a variety of formats. I will document engagement using a checklist.
• I will create and regularly update a classroom website that will communicate procedural and academic expectations with parents and all students.
• At the end of each period, students will be given the opportunity to discuss and review the lesson concepts with their peers.

GUIDING QUESTIONS

• What are your expectations for students as they enter your room? How are these expectations communicated and reinforced?
• What are your expectations for students as they exit your classroom?  How do you know if the student has mastered what you want them to gain from the lesson?
• How do students determine/figure out what you would like them to learn from a given lesson? How can you assist your students in this process?
• What are your expectations for student learning? How is this conveyed to students?
• What is the purpose of content specific vocabulary in your classroom? How do you interject content specific vocabulary into your lessons? How can analogies and metaphors be used in this process? 

RESOURCES​

• Best Practices Framework

Questions are appropriate to the content and level of students’ understanding. Teacher encourages students to pose their own questions and is responsive to student questions. Teacher facilitates student-led discussions.

ELEMENTS AND INDICATORS OF PERFORMANCE

Quality of Questions

• Students deepen his or her understanding as the lesson evolves.
• The teacher asks questions that are appropriate (depth and breadth) to the sequence of learning.
• The teacher applies appropriate questioning techniques to deepen student understanding and the quality student responses.
• The teacher provides adequate wait time for students to process responses.
• The teacher supports and encourages students to pose his or her own questions.

Discussion Techniques

• Students engage in discussions related to the lesson.
• Students initiate discussion topics related to the lesson.
• Students working in groups actively listen, accept multiple perspectives, and respectfully address others during conversation.
• The teacher facilitates student learning rather than directing it.

Student Participation

• Students are prepared to contribute to the conversation.
• Class “experts” are permitted to share his or her skills and knowledge with his or her peers.
• The teacher ensures all voices are heard in discussion.
• The teacher sets expectations for all students to participate.
• The teacher draws members of the group into the discussion.
• The teacher uses cues to indicate when a particular student is expected to speak and/or when all other students are expected to be active listeners.

ARTIFACTS

• Pre-planned Questions in Lessons
• Question/Language Stems Posted/Provided
• Question/Response Teacher Log
• A sampling of activities that exhibit teacher's ability to develop/implement effective questions in varying group settings (whole class/small group/differentiated settings/etc.)  

OBSERVABLE EVIDENCE

• All questioning/discussion activities are at a high level and consistent with the learning objectives of the lesson/unit
• Students are grouped appropriately to achieve the most learning from the questioning/discussion
• Instructional materials (technology/handouts/speakers/etc.) are used effectively to promote effective questioning/discussion
• Students take an active role in the questioning/discussion 

EXAMPLE GOALS (S.M.A.R.T.)

• Within each unit, at least 3 of the following Questioning and Discussion techniques will be used with the students: (These will be written into each daily lesson plan) (At least all 5 will be used every other unit)

1 – Socratic Seminar – whole class participation
2 – Random via teacher and Powerschool random student - individual
3 – Plickers – whole class participation
4 – Individual Whiteboards – whole class participation
5 – Journal written responses – whole class participation

• At least once per week, I will engage students in discussion and model high-quality, higher order questions.
• At least once per week, students will write high quality questions on grade level material as measured by teacher checks. 

GUIDING QUESTIONS

• How will you get each student involved in answering or asking questions throughout a lesson? 
• What is appropriate wait time for each technique? 
• How will you create an environment in your classroom that is friendly and “safe” for all students to pose and answer questions?

• How do you assess student understanding in a discussion setting?
• How do scaffold for students that are not able to formulate high order questions?

RESOURCES

Using Cues to Communicate What’s Important

• Education World: Open Ended Questioning Techniques
• Socratic Seminar
• Plickers

The teacher demonstrates understanding of assessment for, and of, learning and how each plays a valuable part in teaching and learning. The teacher can analyze data presented in reports and determine how to plan instruction for the students in their classroom. The teacher uses formative assessments like observations, homework, and conferences to track and understand student progress.

ELEMENTS AND INDICATORS OF PERFORMANCE

Assessment Criteria

• Students are fully aware of the criteria and performance standards to be used in assessments.
• In some cases, the students contribute to the development of the criteria.

Monitoring of Student Learning

• The teacher actively and systematically designs assessments to collect useful information about student learning.
• The teacher uses varied types of formal and informal assessments to collect student learning data.
• The teacher analyzes assessment responses and student behaviors to assess student learning.
• The teacher uses assessment data to inform future instruction.

Feedback to Students

• Students effectively use feedback to correct and/or revise his or her work.
• Students find teacher comments valuable.
• The teacher provides accurate, constructive, substantive, specific, and timely feedback to students.
• The teacher provides sufficient time and support for students to improve.

Student Self-Assessment and Monitoring of Progress

• Students are part of the assessment process and accept responsibility for his or her learning.
• Students are able to accurately assess and monitor the quality of his or her own work against established criteria and performance standards.
• Students use self-assessment information to set goals for improvement.
• The teacher provides students with examples of different levels of performance against which the student can evaluate his or her own work.

ARTIFACTS

• Activity or Assignment
• Checklists
• Formative Log
• Feedback Journal
• Grading Charts
• Criteria Posters/Charts
• Student Self-Assessment
• Samples of diagnostic tests
• Examples of pre-test/post test
• Examples of formative/summative assessments
• Examples of feedback given to the student
• Examples of rubrics 
• Framework for instruction implemented into every lesson

• Bell Ringers tied to learner outcome or review of previous district curriculum.
• Cold calling used by teachers to demonstrate knowledge of district curriculum in nearly every lesson.
• Rubrics for essays displaying student thinking and understanding in regard to district curriculum
• Checks for understanding built into every lesson
• Teacher assessments and student graphic organizers
• Teacher grades
• Students demonstrate knowledge orally and in writing
• Students will demonstrate knowledge to peers
• Complete District Assessments
• Student learning style inventory
•  Letter home to students/parents
•  RTI plans/IEP accommodation from Milepost
•  Examples of differentiation used in the classroom

OBSERVABLE EVIDENCE

Possible Teacher Evidence

• Uses common assessments designed by his or her collaborative team to assess student learning
• Designs instructional activities and assignments that are designed to help students learn the content that will be assessed
• Explains the structure of assessments to students
• Explains to students how their assessments will be graded
• Modifies instruction based on assessment results
• Differentiates instruction and assessments to meet students’ individual learning needs

Possible Student Evidence

• Know what to expect on assessments
• Can explain different strategies that the teacher uses to assess them (obtrusive, unobtrusive, and student- generated assessments)
• Can explain why they were assigned a specific grade on an assessment
• Can explain what they need to learn next to improve their performance on assessments

EXAMPLE GOALS (S.M.A.R.T.)

• I will use formative assessment to monitor student learning.
• I will incorporate informal assessment into every lesson.
• I will give students opportunities to demonstrate learning in multiple forms prior to formal assessments.
• I will incorporate formative (informal) assessment into each lesson and use this data to drive what is done in future lessons.  

GUIDING QUESTIONS

• What techniques do you use for cold call students in almost every lesson?
• Can you provide Rubrics, student writing samples, and student assessments?
• Can you name five ways students demonstrate learning and understanding of concepts other than tests? 
• What data do you use to determine your future instruction?
• Are your bell ringer activities connected to the daily learner objectives/outcomes?
• How often do you use an exit strategy to end class?
• Do you adjust your instruction based on data collected from an exit strategy?  

RESOURCES

• Video: Rick Wormeli: Formative and Summative Assessment (4:48)

Formative Assessment Resources

• Empowering Teachers with Tech-Friendly Formative Assessment Tools
• Formative Assessment Options

Summative Assessment Resources

• Student Simple ABC Chart

A. Communicating with Families - The teacher shares information about the school’s educational program and expectations for student performance. The teacher develops a mechanism for two-way communication with families about student progress, behavior, and personal needs or concerns.
B. Developing and Maintaining an Accurate Record System - The teacher keeps records of attendance, disciplinary actions, emergency contact information, and personal information. Teacher shares relevant information with appropriate school personnel.
C. Demonstrating Professional Work Ethic - The teacher adheres to district policy, procedures, and the Montana Code of Ethics. The teacher demonstrates leadership through honesty and integrity in relations with students, staff and the community.
D. Growing and Developing Professionally - The teacher chooses and participates in professional growth that is aligned with his or her professional needs and aligned with the needs of the students’, school,  or district.
E. Reflecting on Professional Practice and Engaging in a Professional Community - The teacher engages in reflective thinking as an individual, as a team participant, or as a school community member with the goal of improving instruction and learning for all students.

Teachers engage in many professional activities as they develop teaching skills. Domain Four gathers evidence of such activities, but is not expected to be an inclusive document of all professional growth activities. It is intended to focus on professional growth activities within the context of school, district, and student.

Communication and Record Keeping
Teachers communicate with families about the academic, developmental, and behavioral progress of the student. This communication is two-way and ongoing. Teachers understand family needs and work with the families to schedule meetings, phone calls, emails, and other interactions to keep the families constantly informed of progress. When appropriate, teachers involve students in the conversations. Teachers inform his or her evaluators of the communications when appropriate. Records are maintained by teachers as defined by district policy and procedures.

Professional Work Ethic
Teachers are expected to follow district policies and procedures including, but not limited to punctuality, confidentiality, adhering to duty schedules, modeling and enforcing school rules and regulations, completing assigned responsibilities, and cooperating with fellow staff.

Professional Growth
​Teachers are expected to grow as professionals throughout his or her career. Teachers understand that methods, curriculum, and technology constantly evolve and there is a need to stay current in the field. Professional growth activities may include

• Studying topics related to new curricula;
• Implementing new strategies or programs;
• Working with others on teams or in study groups;
• Conducting action research;
• Selecting professional goals is directly related to teaching standards, improving student learning, and school improvement; or
• Developing professional goals and working toward his or her accomplishment.

Rubric for Domain 4

The teacher shares information about the school’s educational program and expectations for student performance. The teacher develops a mechanism for two-way communication with families about student progress, behavior, and personal needs or concerns.

ELEMENTS AND INDICATORS OF PERFORMANCE

Information about the Instructional Program

• The teacher provides frequent and timely information about the instructional program to families.
• The teacher provides information in a format(s) accessible to all parents.
• The teacher provides information using understandable language and terms.

Information about Individual Students

• The teacher communicates with families about the academic, developmental, and behavioral progress of the student.
• Communication between the teacher and family is two-way and ongoing.
• When appropriate, the teacher involves the student in the conversations.

Engagement of Families in the Instructional Program

• Families are actively engaged in the instructional program.
• The teacher makes frequent attempts to engage families in instruction.

ARTIFACTS

• Regular Parent Newsletter
• Web letter/Blog
• Weekly Content Assignments
• Parent Conference Record
• Family Contract Log
• Summer Assignment Letters
• PTC log with reflections
• Parent communication log (includes phone, email, in-person contacts)
• Log of school functions attended
• Calendar and sample of classroom newsletters/parent letters
• Parent notes and/or letters to me
• Website that shows how I keep parents informed about what is happening in the classroom on a regular basis
• Parent involvement in classroom
• Evidence of appropriate use of social media with parents/families 

​
OBSERVABLE EVIDENCE

• Ensures consistent and timely communication with parents regarding student expectations, progress, and/ or concerns
• Uses multiple means and modalities to communicate with families
• Respects and maintains confidentiality of student/ family information
• Demonstrates awareness and sensitivity to social, cultural, and language backgrounds of families
• Responds to requests for support, assistance, and/or clarification promptly
• Utilizes the appropriate means of communication
• Presents to, works with, or speaks to the school board, ad hoc committees, PTSA, media, advisory groups, etc.
• Fosters partnerships with families/school/community
• Encourages parent and community involvement in classroom and school activities
• Accesses available expertise and resources to support students’ learning needs
• Works cooperatively with appropriate school personnel to address issues that impact student learning

EXAMPLE GOALS (S.M.A.R.T.)

• I will create and regularly update a classroom website that will communicate procedural and academic expectations with parents and all students.

RESOURCES

• Video: Interview with Charlotte Danielson - Communicating with Families 

The teacher keeps records of attendance, disciplinary actions, emergency contact information, and personal information. The teacher shares relevant information with appropriate school personnel.

ELEMENTS AND INDICATORS OF PERFORMANCE

Student Completion of Assignments

• The teacher records data on student assignment completion and grades.
• Records are entered in a timely fashion.
• Records are accurate.

Student Progress in Learning

• The teacher maintains formative assessment and other relevant data for use in instructional planning.
• The teacher shares data appropriately in his or her Professional Learning Community(s).
• Records are organized and accurate.

Noninstructional Records

• The teacher maintains and records all required and relevant data including, but not limited to, attendance, disciplinary actions, and contact information.
• Records are organized and accurate.

ARTIFACTS

• Instructional Records
• Non-instructional Records
• Classroom Charts
• Spreadsheets/Inventories
• Online Gradebook
• Link to classroom website with accurate, updated, class-related information
• Picture/sample of how I organize student data including AIMSweb, STAR, MAP, F & P, etc.
• List of reader/writer conferences with students
• List of individual student feedback conferences
• Professional Development Plans
• Log of parent or community contact/communication
• Pages from lesson plan book showing planning organization
• Student data folder
• Student portfolios
• Sample of a completed progress report
• Picture or summary of procedure to manage things like field-trip slips, conference sign-up note, homework, etc.
• Attendance records
• Sample of process used to track instructional minutes/strategies for students with special needs such as IEP, 504, GT, ELL, Tier II and III, etc.
• Sample of a progress-monitoring spreadsheet
• Gradebook
• Milepost entries
• Quality filing systems
• Items are not lost on a frequent basis
• There are few complaints about grade updates.

EXAMPLE GOALS (S.M.A.R.T.)

• I will input student records in PowerSchool/Milepost on twice-weekly basis.
• I will keep a log of student/parent contacts in Mileposts as needed.
• I will digitally organize and use assessment data to allow for quick and efficient data-driven instructional planning.

GUIDING QUESTIONS

• How do you keep track of your parent interactions?
• Do you know how many phone calls home you have made?
• When was the last update in PowerSchool?
• How many parent contacts do you plan to make?  How will you know if you have achieved your goal?

The teacher adheres to district policy, procedures, and the Montana Code of Ethics. The teacher demonstrates leadership through honesty and integrity in relationship with students, staff and the community.

ELEMENTS AND INDICATORS OF PERFORMANCE

Integrity and Ethical Conduct

• The teacher acts with integrity and honesty.
• The teacher is trustworthy and is often asked for their professional input.

Student Advocacy

• The teacher puts the best interests of students at the forefront of his or her professional actions.
• The teacher supports students even in the face of difficult situations.

Decision Making

• The teacher solves problems with students’ need as the highest priority.

Compliance with District Policies and Procedures

• The teacher consistently fulfills district expectations regarding policies and procedures.

ARTIFACTS

• ​List of committee participation in the school or district
• PLCs agendas and notes
• Any type of evidence that shows I advocate for a student or students 
• Ways I have provided students with resources ‘above and beyond’ (working lunches, after-school support, mentoring students, organizing the Holiday Adopt a Family event at my school)
• Letter(s), emails, notes that speak to my standards, integrity, or contribution to the positive culture of my school
• Personal attendance record
• Serving as a new-teacher mentor 

The teacher chooses and participates in professional growth that is aligned with his or her professional needs and aligned with the needs of the students, school, or district.

ELEMENTS AND INDICATORS OF PERFORMANCE

Enhancement of Content Knowledge and Pedagogical Skills

• The teacher seeks out opportunities to enhance his or her content knowledge and/or pedagogical skills.
• The teacher seeks out/participates in opportunities to stay current in the field.
• The teacher selects professional goals directly related to teaching standards, improving student learning, and school improvement.
• The teacher actively participates in activities that will enhance his or her professional practice and improve student learning.

Receptivity to Feedback from Colleagues

• The teacher welcomes feedback from colleagues and supervisors.
• The teacher effectively and actively participates in his or her Professional Learning Community(s).
• The teacher uses feedback and collegial sharing to improve his or her own practice.

Service to the Profession

• The teacher welcomes the opportunity to help his or her colleagues.
• The teacher participates in school, district, and/or state committees and/or councils, as appropriate.

ARTIFACTS

• Professional Growth Goals/Plans
• Professional Development Log
• Certificates
• Updated Resumes
• Professional Study Agenda
• Leading/Teaching Professional Development (handouts or presentation)
• Professional Publications in which the teacher is published
• A list of all committees on which the teacher serves and in what capacity (local, state, national, teacher association, etc.)
• A list of all extra-curricular activities supervised/coached
• A list of all volunteer work/paid within the school
• A list of all presentations made at the local, state, and national level
• A list of all workshops/meetings attended as a representative of the district
• Any type of evidence that shows I advocate for a student or students
• Letter(s), emails, notes that speak to my standards, integrity, or contribution to the positive culture of my school
• Serving as a new-teacher mentor
• Book study groups (could include agenda, notes, actions taken)
• List of course(s) taken or transcript w/reflection
• Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection  National Board Certification
• Online portfolio
• Presentation handouts w/plans for implementation
• Technology resources used to enhance my knowledge or skill
• PDP activities completed within the year
• Leading district, school, and department-level professional development (presentation handouts)
• Evidence of membership in professional organizations
• List of professional publication subscriptions
• Samples of professional reading w/reflection on how they have impacted practice  Reflective notes related to observing a colleague or a colleague observing me
• PLC agendas/notes 
• The teacher will independently engage and demonstrate growth from the professional development they choose.
• The teacher will demonstrate learning within the district after engaging in professional development.
• The teacher selects individual goals that are meaningful to them personally, and valuable to their employer GFPS.
• The teacher demonstrates professional commitment in their building and to district through curriculum, communication, and partnership with others.
• The teacher welcomes feedback professionally.

​
OBSERVABLE EVIDENCE

• Constructs a growth plan that outlines measurable goals, action steps, manageable timelines and appropriate resources
• Can describe the professional growth plan using specific and measurable goals, action steps, manageable timelines and appropriate resources
• Constructs a plan that outlines a method for charting progress toward established goals supported by evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback)
• Can describe progress toward meeting the goals outlined in the plan supported by evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback)

EXAMPLE GOALS (S.M.A.R.T.)

• By participating in _______________________ (study group, PLC, etc), I will maintain professional collegial relationships that encourage sharing, planning, and working together toward improved instructional skill and student success. My participation will be logged in a professional journal.
• By serving as a teacher leader, I will contribute to and participate in a learning community that supports and respects its members’ efforts to improve practice. My participation will be logged in a professional journal.
• I will volunteer my time to serve as an activity advisor.​
• I will volunteer to serve on at least one building- or district-wide committee.

GUIDING QUESTIONS

• Is there regular teacher participation with colleagues to share and plan for student success?
• Is there regular teacher participation in professional courses or communities that emphasize improving practice?
• Is there regular teacher participation in school initiatives?
• Is there regular teacher participation in and support of community initiatives?
• Did you choose, attend, and participate in your professional development without having to be prompted from another professional?
• As a professional employee of GFPS do you act as a professional when speaking about GFPS at all times when in the community.
• How have you contributed to your staff professionally? If so, what evidence do you have that you’ve made a positive impact?

The teacher engages in reflective thinking as an individual, as a team participant, or as a school community member with the goal of improving instruction and learning for all students.

ELEMENTS AND INDICATORS OF PERFORMANCE
​
Accuracy

• The teacher assesses his or her own performance against professional standards.
• The teacher accurately assesses student performance based on various inputs and/or conditions.

Use in Future Teaching

• The teacher regularly uses reflection to improve future instruction.
• The teacher sets goals to improve his or her personal practice.
• The teacher documents his or her progress toward goals.
• The teacher asks for assistance to improve future teaching, when appropriate.

ARTIFACTS

• Teacher Learning Logs
• Lesson or Unit Review Checklist
• Lesson Design Review
• Professional Reading Reflection
• Lesson plans/assignments/unit plans from multiple years that show change/growth/adaptation 
• PowerPoint or outline of something I presented to others
• Agenda from School Leadership Team
• Log of all leadership activities
• Documentation of sharing information or learning with staff
• Meeting or committee notes
• PLC agendas/notes
• Anything that shows how I collaborate with colleagues to improve student learning (enrichment/remediation planning, book study with applied learning, action research, etc.)
• Evidence of community involvement—planning events
• Evidence of participation in a School Data Retreat
• Evidence of participation on an interview panel
• Evidence of serving as a mentor 
• List of voluntarily attended school functions (athletic events, Fun Fair, Family Reading Night, etc.) ​

OBSERVABLE EVIDENCE

• ​Participates in school activities and events as appropriate to support students and families
• Serves on school and district committees
• Participates in staff development opportunities
• Works to achieve school and district improvement goals
• Keeps track of specific situations in which he or she has participated in school or district initiatives
• Can describe or show evidence of his/her participation in district and school initiatives

EXAMPLE GOALS (S.M.A.R.T.)

• By the end of the first semester, I will become part of a new committee either at the building or district level.
• I will be in attendance and on time to 100% of all department and faculty meetings. 

GUIDING QUESTIONS

• Do you subscribe to any educational research journals?  Which have been most helpful to you and why?
• What opportunities do you have to share classroom research and successes with your colleagues?
• Describe your role(s) in our school and district learning community that occur outside your classroom?