Planning & Preparation
Creating an Environment of Learning
Evaluation Teaching for Learning
Professionalism
NM Teacher Evaluation
TEACHER EVALUATION BREAKDOWN Student Survey 5%
Teacher Attendance 5%
Student Achievement
Professionalism 15%
SBA 35%
Observation 25%
Short-Cycle Assessment 10%
Professional Practice
Student Growth (VAM) 5%
TEACHER EVALUATION BREAKDOWN Student Survey 5%
Teacher Attendance 5%
Student Achievement
Professionalism 15%
SBA 35%
Short-Cycle Assessment, 10%
Observation 25%
Professional Practice
Student Growth (VAM) 5%
NM Teacher Observation
NM Observation Domains Planning and Preparation
Creating an Environment for Learning
Teaching for Learning
Professionalism
Preparation and Planning Knowledge of Content and Pedagogy Knowledge of students
Content Instruction
Domain 1
Resources
Assessment
Key Elements of Domain One Content Cohesiveness
Demonstrating Knowledge of Content Demonstrating Coherent Instruction
Outcomes
Setting Instructional Outcomes
Resources
Demonstrating Knowledge of Resources
Students
Demonstrating Knowledge of Students
Assessment
Designing Student Assessment
ELEMENTS
Knowledge of Content & Pedagogy
Knowledge of Students
Levels of Performance Ineffective
Minimally Effective
Effective
Highly Effective
Where do I fall?
Exemplary
1A KNOWLEDGE OF CONTENT
TEACHER’S PLANS REFLECT A SOLID KNOWLEDGE OF THE CONTANT AND ARE CLEARLY ALIGNED TO NM OR CCS STANDARDS.
Content
Standards have been unpacked activities Teacher’s and examples andare Content Knowledge logical for the District curriculum resources materials do not contain Total Alignment of standards Grade age/development of the connected are usedlevel Standards and appropriate objectives errors students
Look 4’s What is the evaluator looking for when they look at this element?
Domain 1: Preparation and Planning
Elements
NMTEACH 1A: Demonstrating knowledge of content •
To what level is content communicated in the lesson plan and resulting lesson?
Levels of Performance
Ineffective Teacher’s plans display little knowledge of the content and no alignment to NM adopted standards. Minimally Effective
Teacher’s plans reflect some knowledge of the content and partial alignment to NM adopted standards.
Effective
Teacher’s plans reflect solid knowledge of the content and are clearly aligned to NM or Common Core adopted standards. Teacher demonstrates familiarity with resources to enhance own knowledge in each core area.
Highly Effective
Teacher’s plans reflect extensive knowledge of the content in core areas. Teacher‘s instructional plans incorporate research and resources related to the NM adopted standards.
Exemplary Teacher’s plans reflect extensive knowledge of content. Teacher incorporates current research resources to support NM adopted standards. Teacher contributes to the refinement and development of the approved NM adopted standards-aligned curriculum.
Domain 1: Preparation and Planning
Elements
NMTEACH 1A: Demonstrating knowledge of content •
To what level is content communicated in the lesson plan and resulting lesson?
Levels of Performance
Ineffective Teacher’s plans display little knowledge of the content and no alignment to NM adopted standards. Minimally Effective
Teacher’s plans reflect some knowledge of the content and partial alignment to NM adopted standards.
Effective
Teacher’s plans reflect solid knowledge of the content and are clearly aligned to NM or Common Core adopted standards. Teacher demonstrates familiarity with resources to enhance own knowledge in each core area.
Highly Effective
Teacher’s plans reflect extensive knowledge of the content in core areas. Teacher‘s instructional plans incorporate research and resources related to the NM adopted standards.
Exemplary Teacher’s plans reflect extensive knowledge of content. Teacher incorporates current research resources to support NM adopted standards. Teacher contributes to the refinement and development of the approved NM adopted standards-aligned curriculum.
1B Designing Coherent Instruction
THE LESSON IS DESIGNED TO IMPLEMENT INSTRUCTIONAL TARGETS ALIGNED TO STANDARDS:
Coherence
Lessons broken up into sections: (chunked) anticipatory set, direct instruction, practice, review, assessment
Lesson Plans align with unit plans
Lessons align with pacing resources
Class activities have a logical “flow” and sequence that leads to greater levels of rigor and retention
Selected activities can be directly connected to the daily objective
Look 4’s
Teachers have identified possible student questions or challenge areas
Domain 1: Preparation and Planning
Levels of Performance
Elements
NMTEACH 1B: Designing coherent instruction • •
To what level are activities meaningfully sequenced to support learning? To what level are a variety of learning strategies used within the instructional plan?
Ineffective The sequence of learning experiences is poorly aligned with NM adopted standards. Minimally The sequence of learning experiences demonstrates partial alignment with NM adopted standards. Effective Effective
The lesson is designed to implement instructional targets aligned to NM adopted standards as follows: • Creating explicit connections between previous learning and new concepts and skills; contains substantive learning tasks; structure learning tasks progressively to develop students’ cognitive abilities and skills. The sequence of learning experiences is aligned to NM adopted standards, instructional learning targets and is differentiated by scaffolding content and academic language for diverse learners
Highly Effective
Teacher designs pedagogical practices, including student grouping, differentiated instruction based on student level, and prepared questions to reinforce and extend student learning to include real world, applicationbased experiences.
Exemplary The teacher shows evidence of designing coherent instruction in a
collaborative manner by intentionally demonstrating awareness and processes for engaging all students.
Domain 1: Preparation and Planning
Levels of Performance
Elements
NMTEACH 1B: Designing coherent instruction • •
To what level are activities meaningfully sequenced to support learning? To what level are a variety of learning strategies used within the instructional plan?
Ineffective The sequence of learning experiences is poorly aligned with NM adopted standards. Minimally The sequence of learning experiences demonstrates partial alignment with NM adopted standards. Effective Effective
The lesson is designed to implement instructional targets aligned to NM adopted standards as follows: • Creating explicit connections between previous learning and new concepts and skills; contains substantive learning tasks; structure learning tasks progressively to develop students’ cognitive abilities and skills. The sequence of learning experiences is aligned to NM or CC, state standards instructional learning targets and is differentiated by scaffolding content and academic language for diverse learners
Highly Effective
Teacher designs pedagogical practices, including student grouping, differentiated instruction based on student level, and prepared questions to reinforce and extend student learning to include real world, application-based experiences.
Exemplary The teacher shows evidence of designing coherent instruction in a collaborative manner by intentionally demonstrating awareness and processes for engaging all students.
1C Setting Instructional Outcomes
INSTRUCTIONAL TARGETS ARE ALIGNED TO NM & COMMON CORE STATE STANDARDS AND STATED AS MEASURABLE AND OBSERVABLE GOALS FOR STUDENT LEARNING.
Outcomes
Objectives are planned and posted in student language
Posted objectives or essential questions Language & Content Objectives Activities align to the posted objective
Essential questions are posted and used as an instructional tool with all students
Students can state learning objectives for the day Unpacked Standards – objective/target is fully aligned to state standard
Look 4’s
Domain 1: Preparation and Planning
Elements
NMTEACH 1C: Setting instructional outcomes • •
How are daily learning goals communicated to students? To what level do learning goals directly align to content standards?
Levels of Performance
Ineffective Instructional targets are not aligned to NM adopted standards. Minimally Effective
Instructional targets are moderately aligned to NM adopted standards, but not explicitly stated to students.
Effective
Instructional targets are aligned to NM adopted standards and stated as measurable and observable goals for student learning. Instructional processes and activities address students’ varying abilities, and are aligned to instructional targets.
Highly Effective
Instructional targets are aligned to NM adopted content, and are translated into student accessible learning objectives. The instructional process and learning activities are rigorous and aligned to NM adopted standards and instructional outcomes, and include plans for modifications to ensure students are able to complete the targeted objective. Exemplary The teacher has a deep understanding of grade-level NM adopted standards and appropriate pedagogy to ensure all students are making progress toward deep understand and proficiency in NM adopted standards and learning targets.
Domain 1: Preparation and Planning
Levels of Performance
Elements
NMTEACH 1C: Setting instructional outcomes • •
How are daily learning goals communicated to students? To what level do learning goals directly align to content standards?
Ineffective Instructional targets are not aligned to NM adopted standards. Minimally Instructional targets are moderately aligned to NM adopted standards, but not explicitly stated to students. Effective Effective
Highly Effective
Instructional targets are aligned to NM adopted standards and stated as measurable and observable goals for student learning. Instructional processes and activities address students’ varying abilities, and are aligned to instructional targets.
Instructional targets are aligned to NM adopted content, and are translated into student accessible learning objectives. The instructional process and learning activities are rigorous and aligned to NM adopted standards and instructional outcomes, and include plans for modifications to ensure students are able to complete the targeted objective. Exemplary The teacher has a deep understanding of grade-level NM adopted standards and appropriate pedagogy to ensure all students are making progress toward deep understand and proficiency in NM adopted standards and learning targets.
1D Demonstrating knowledge of resources
TEACHER FULLY UTILIZES EXISTING RESOURCES, INCLUDING SUPPORT MATERIALS, TEXTBOOKS, SUPPLEMENTARY MATERIALS, TO ENHANCE CONTENT KNOWLEDGE, TO USE IN TEACHING, OR FOR STUDENTS WHO DEMONSTRATE NEED.
Resources
Teachers utilize posted PD strategies are content resources Available referenced Students are Kinesthetic and (posters) and/or Resources include technology is used within lesson given resources visual learning student work to support teacher references (as appropriate) plans beyond text or aids the are used instruction to departmental appropriate PLCwhen strategies
Look 4’s
Domain 1: Preparation and Planning
Elements
NMTEACH 1D: Demonstrating knowledge of resources •
Levels of Performance
•
How does the teacher utilize skills and content learned from professional development opportunities? What resources have been provided to students to support learning?
Ineffective Teacher demonstrates little or no familiarity with resources to enhance own content knowledge, to use in teaching, or for students who demonstrate need. Minimally Teacher demonstrates some familiarity with resources to enhance own content knowledge, to use in teaching, or for students who Effective demonstrate need. Teacher fully utilizes existing resources, including support materials, Effective textbooks, supplementary materials, to enhance content knowledge, to use in teaching, or for students who demonstrate need.
Highly Effective
Teacher seeks out and uses resources beyond school/district, in professional organizations, internet, and community to enhance content knowledge, to use in teaching, or for students who demonstrate need.
Exemplary
The teacher actively engages colleagues and provides resources to them in areas that are pertinent to their needs. The teacher also collects and shares content specific research studies and practices, and shares outside resources. Teacher provides and trains staff for school-wide initiatives.
Domain 1: Preparation and Planning
Elements
NMTEACH 1D: Demonstrating knowledge of resources •
Levels of Performance
•
How does the teacher utilize skills and content learned from professional development opportunities? What resources have been provided to students to support learning?
Ineffective Teacher demonstrates little or no familiarity with resources to enhance own content knowledge, to use in teaching, or for students who demonstrate need. Minimally Teacher demonstrates some familiarity with resources to enhance own content knowledge, to use in teaching, or for students Effective who demonstrate need. Teacher fully utilizes existing resources, including support Effective materials, textbooks, supplementary materials, to enhance content knowledge, to use in teaching, or for students who demonstrate need.
Highly Effective
Teacher seeks out and uses resources beyond school/district, in professional organizations, internet, and community to enhance content knowledge, to use in teaching, or for students who demonstrate need.
Exemplary
The teacher actively engages colleagues and provides resources to them in areas that are pertinent to their needs. The teacher also collects and shares content specific research studies and practices, and shares outside resources. Teacher provides and trains staff for school-wide initiatives.
1E Current Description of Effectiveness
TEACHER DEMONSTRATES SOLID KNOWLEDGE OF STUDENTS BACKGROUNDS, CULTURES, SKILLS, ACADEMIC LANGUAGE DEVELOPMENT INTEREST AND SPECIAL NEEDS
students
Lessons provide equitable access and thoughtful inclusion of culturallyand linguistically-diverse students
students
Student achievement data, as well as formative assessment results, are used to group students or to select learning activities or resources
students
Evidence of student data (prior, current and future) is referenced and used systematically in the design of instruction
students
Evidence of student characteristics (background information, learning styles, academic performance, and non-school related data) are used in the selection of resources and activities
students
Differentiated instruction and student accommodations should be evident in the lesson plan and seen implemented in the classroom for Tier II and students with disabilities
students
Domain 1: Preparation and Planning
Levels of Performance
Elements
NMTEACH 1E: Demonstrating knowledge of students • •
To what level have student learning styles been addressed in the lesson? How has student achievement data been used to design activities to support content acquisition?
Ineffective Teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and special needs Minimally Teacher demonstrates some knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and Effective special needs. Teacher demonstrates solid knowledge of students’ backgrounds, Effective cultures, skills, academic language development, interests, and special needs. Teacher demonstrates extensive knowledge of students’ Highly backgrounds, cultures, skills, academic language development, Effective interests, and special needs, and incorporates culturally-sensitive strategies into instructional planning and practice. Exemplary The teacher provides novice and struggling teachers with understanding, resources, and mentorship for addressing the unique needs of individual students. The teacher provides ongoing support to administration in demonstrating linguistically-and culturallyappropriate instructional programs for the school site.
Domain 1: Preparation and Planning
Levels of Performance
Elements
NMTEACH 1E: Demonstrating knowledge of students • •
To what level have student learning styles been addressed in the lesson? How has student achievement data been used to design activities to support content acquisition?
Ineffective Teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and special needs Minimally Teacher demonstrates some knowledge of students’ backgrounds, cultures, skills, academic language development, Effective interests, and special needs. Teacher demonstrates solid knowledge of students’ Effective backgrounds, cultures, skills, academic language development, interests, and special needs. Teacher demonstrates extensive knowledge of students’ Highly backgrounds, cultures, skills, academic language development, Effective interests, and special needs, and incorporates culturally-sensitive strategies into instructional planning and practice. Exemplary The teacher provides novice and struggling teachers with understanding, resources, and mentorship for addressing the unique needs of individual students. The teacher provides ongoing support to administration in demonstrating linguistically-and culturally-appropriate instructional programs for the school site.
1F Designing student assessment
TEACHER’S PLAN FOR ASSESSING STUDENT LEARNING IS ALIGNED WITH THE INSTRUCTIONAL OUTCOMES, SUCCESS CRITERIA AND THE ASSESSMENT TOOLS.
assessment
• Teacher plans how he/she will check for student understanding throughout the lesson • Formative assessment practices are planned and used in the classroom – Re-teaching – Interventions within the lesson – Flexible grouping
• Teachers use a class closure activity (essential question review and/or summary of learning) to check for understanding • Language (output) objectives are used (SIOP) • Teacher questions students individually and actively checks student work products throughout the lesson
Domain 1: Preparation and Planning
Elements
NMTEACH 1F: Designing student assessment • •
To what level has the teacher incorporated formative assessment techniques throughout the lesson? How are students assessed to determine understanding of the learning target at the end of the lesson?
Levels of Performance
Ineffective Teacher’s plan for assessing student learning contains no clear criteria or Minimally Effective
NM adopted standards, is poorly aligned with the instructional outcomes, or is inappropriate to many students. Teacher’s plan for assessing student learning is partially aligned with the instructional outcomes, and is appropriate to some students.
Teacher’s plan for assessing student learning is aligned with the instructional outcomes, success criteria and the assessment tools. Teacher uses clear criteria to produce evidence which enables the teacher to make instructional adjustments and provide feedback to move student learning forward. Formative assessments are explicitly planned for each incremental learning step to ensure student learning outcomes. There is full alignment between the instructional outcomes, the success Highly criteria, and the assessment tools. Teacher uses clear criteria that show Effective where each student is in his/her learning. Exemplary The teacher helps implement school-wide training and implementation for understanding and using assessment data. Students are assessed in multiple ways, using a variety of approaches to show what they know and where they are in their learning.
Effective
Domain 1: Preparation and Planning
Elements
NMTEACH 1F: Designing student assessment • •
To what level has the teacher incorporated formative assessment techniques throughout the lesson? How are students assessed to determine understanding of the learning target at the end of the lesson?
Levels of Performance
Ineffective Teacher’s plan for assessing student learning contains no clear Minimally Effective
criteria or NM adopted standards, is poorly aligned with the instructional outcomes, or is inappropriate to many students. Teacher’s plan for assessing student learning is partially aligned with the instructional outcomes, and is appropriate to some students.
Effective
Teacher’s plan for assessing student learning is aligned with the instructional outcomes, success criteria and the assessment tools. Teacher uses clear criteria to produce evidence which enables the teacher to make instructional adjustments and provide feedback to move student learning forward. Formative assessments are explicitly planned for each incremental learning step to ensure student learning outcomes.
Highly Effective
There is full alignment between the instructional outcomes, the success criteria, and the assessment tools. Teacher uses clear criteria that show where each student is in his/her learning.
Exemplary The teacher helps implement school-wide training and
implementation for understanding and using assessment data. Students are assessed in multiple ways, using a variety of approaches to show what they know and where they are in their learning.
Level of Performance
Domains
Strands
Elements
Domain 4:
Professionalism
Domain 3: Teaching for Learning
Domain 2: Creating an Environment for Learning
Domain 1:Planning and Preparation
1A: Demonstrating knowledge of content Knowledge of Content and Pedagogy
Knowledge of Students Creating an Environment of Respect & Rapport Establishing a Culture of Learning Managing Classroom Procedures
1B: Designing Coherent Instruction 1C:
Setting Instructional Outcomes
1D: Demonstrating knowledge of resources 1E:
Demonstrating knowledge of students
1F:
Designing student assessment
2A: Creating an environment of respect and rapport 2B:
Organizing Physical Space
2C:
Establishing a culture for learning
2D: Managing Classroom Procedures
2E: Managing Student Behavior Managing Student Behavior Communicates Clearly 3A: Communicating with Students and Accurately Uses Questioning and Discussion Techniques 3B: Using questioning and discussion techniques 3C:
Engaging students in learning
Engaging Student Learning
3D: Assessment in Instruction
Provides Feedback to Parents Professional Collaboration
4A: Communicating with Families
Professional Growth
3E:
Demonstrating flexibility and responsiveness
4B: Participating in a Professional Community 4C:
Reflecting on Teaching
4D: Demonstrating Professionalism 4E:
Growing and Developing Professionally
4F:
Maintaining Accurate Records
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
Level of Performance
Domains
Strands
Elements
Domain 4:
Professionalism
Domain 3: Teaching for Learning
Domain 2: Creating an Environment for Learning
Domain 1:Planning and Preparation
1A: Demonstrating knowledge of content Knowledge of Content and Pedagogy
Knowledge of Students Creating an Environment of Respect & Rapport Establishing a Culture of Learning Managing Classroom Procedures
1B: Designing Coherent Instruction 1C:
Setting Instructional Outcomes
1D: Demonstrating knowledge of resources 1E:
Demonstrating knowledge of students
1F:
Designing student assessment
2A: Creating an environment of respect and rapport 2B:
Organizing Physical Space
2C:
Establishing a culture for learning
2D: Managing Classroom Procedures
2E: Managing Student Behavior Managing Student Behavior Communicates Clearly 3A: Communicating with Students and Accurately Uses Questioning and Discussion Techniques 3B: Using questioning and discussion techniques 3C:
Engaging students in learning
Engaging Student Learning
3D: Assessment in Instruction
Provides Feedback to Parents Professional Collaboration
4A: Communicating with Families
Professional Growth
3E:
Demonstrating flexibility and responsiveness
4B: Participating in a Professional Community 4C:
Reflecting on Teaching
4D: Demonstrating Professionalism 4E:
Growing and Developing Professionally
4F:
Maintaining Accurate Records
Ineffective
Minimally Effective
Effective
Highly Effective
Exemplary
NM Teacher Observation
NM Observation Domains Planning and Preparation
Creating an Environment for Learning
Teaching for Learning
Professionalism
Questions? Comments? Concerns?
