Diocesan Teacher Evaluation based on Diocesan/Ohio Standards for the Teaching Profession
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Diocese of Youngstown Teacher Evaluation Process
Diocesan Teacher Evaluation based on Diocesan/Ohio
Standards for the Teaching Profession
The Indicator Levels
In the Diocese of Youngstown/Ohio Standards for the Teaching Profession, the indicators are written to show performance at four levels: Not
Demonstrated/Evidenced, Proficient, Accomplished and Distinguished. These levels are based on research on the growth of educators throughout the span of
their careers. The inclusion of these leveled indicators is intended to guide evaluation and discussion about the practice of teaching in order to recognize teachers’
successes and meet their professional needs.
The indicators are cumulative. The Not Demonstrated/Evidenced level indicators describe a lack of knowledge and skills expected to be evidenced by a teacher.
Proficient level indicators describe the building blocks of knowledge and skills that allow educators to advance in their expertise as teachers. Teachers who reach
the Accomplished level demonstrate mastery of the skills and knowledge at the Proficient level. Teaching at the Distinguished level demonstrates mastery of the
skills and knowledge at the Proficient and Accomplished levels during the course of their careers. The four levels can be defined as:
Not Demonstrated/Evidenced Any Diocese of Youngstown/Ohio teacher is expected to move from the Not Demonstrated/Evidenced level to attain minimally a
Level: proficient level.
At the Not Demonstrated/Evidenced level teachers are not demonstrating knowledge, skills or abilities needed to support their
students throughout the educational process. It is expected that a plan for remediation and strengthening their skills will be in place
through supervision, mentoring and available resources to demonstrate a proficient level in all eight standard areas.
Proficient All Diocese of Youngstown/Ohio teachers are expected to meet the Proficient level.
Level:
At the Proficient level, teachers demonstrate knowledge of the skills and abilities needed for effective content-area instruction.
They are in the process of refining their skills and understandings to fully integrate their knowledge and skills. They monitor the
situations in their classrooms and schools and respond appropriately.
Accomplished All Diocese of Youngstown/Ohio teachers are expected to reach the Accomplished level.
Level:
At the Accomplished level, teachers effectively integrate the knowledge, skills and abilities needed for effective content-area
instruction. They are fully skilled professionals who demonstrate purposefulness, flexibility and consistency. They anticipate and
monitor situations in their classrooms and schools, and make appropriate plans and responses.
Distinguished The Distinguished level represents the highest level of achievement for Diocese of Youngstown/Ohio teachers.
Level:
At the Distinguished level, teachers use their strong foundation of knowledge, skills and abilities to innovate and enhance their
classrooms, buildings and districts. They are leaders who empower and influence others. They anticipate and monitor situations in
their classrooms and schools and effectively reshape their environments accordingly. They respond to the needs of their
colleagues and students immediately and effectively.
1Diocese of Youngstown Teacher Evaluation Process
Teacher Evaluation Rubric
Standard #1: Catholic Identity Rubric
Teachers in the Catholic Schools of the Diocese of Youngstown know, understand and contribute to the integration of
Catholic teachings and values throughout the curriculum and school culture as it supports faith formation and student
learning.
Standard #1: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
1.1 Teacher actively promotes Discipleship through Actions
discipleship of Jesus Teacher does not give witness to a) Teacher displays knowledge of ….and …and
Christ as integral to moral and social teachings of the Catholic culture, mission and c) Teacher designs strategies to d) Teacher supports fellow
Catholic culture and church in their everyday actions. Catholic Social Teachings. apply Catholic Social Teachings, faculty members to deepen their
mission to students, mission across the curriculum understanding of Catholic culture,
parents and fellow staff b) Teacher models moral and reflected in student development. mission and Catholic Social
members by giving social teachings in their everyday Teachings.
witness to the moral and actions.
social teachings of the e) Teacher shares across the
Church in their everyday curriculum designs with staff and
actions. participates on a diocesan level
to share classroom efforts or
work at a diocesan design level.
1.2 Teacher fosters and Participation in Sacramental Life
participates in prayer, Teacher does not foster or a) Teacher participates and …and ,,,and
worship, sacramental life participate in the sacramental life models prayer and worship c) Teacher prepares e) Teacher plans, shares and
and Christian service as of the school or demonstrate through an active sacramental opportunities for students to presents his/her learning
an expression of Gospel Christian service as an life in the school. model an active worship and activities that enhance worship
values. expression of the Gospel values. service life. and service opportunities with
b) Teacher demonstrates service staff and on a diocesan level.
as an expression of the Gospel d) Teacher uses a variety of
values. resources to support a worship
and service life based on Gospel
values.
1.3 Teacher aids parents in Parental Religious Education Support
their fundamental role as Teacher does not aid parents in a) Teacher as part of a family …and …and
primary religious their fundamental role as primary team involves parents/ guardians b) Teacher learns strategies to d) Teacher builds, sustains and
educators. religious educators. in classroom activities to support support parents/guardians in faith supports parents/guardians in
student faith formation. formation. their students’ faith journey and
c) Teacher uses skills to enhance shares strategies with fellow staff
parents’/guardians’ members and on a diocesan
abilities/knowledge to faith level.
journey with their student.
2Diocese of Youngstown Teacher Evaluation Process
Standard #2: Students Rubric
Teachers understand student learning, development, and faith formation while respecting the diversity of students.
Standard #2: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
2.1 Teacher expects that all Understanding Expectations
students will achieve to Teacher has not communicated a) Teacher establishes and …and …and
their full God-given high expectations to all students clearly communicates high c) Teacher sets specific and e) Teacher creates challenging
potential. or modeled a belief that all expectations through such challenging expectations for expectations for his/her students
students can learn. Teacher has actions as focusing on students’ each individual student and each and assists other educators in
not set specific expectations for positive traits and conveying a learning activity. the school and Diocese in setting
individual students and activities. belief in their abilities d) Teacher develops a sense of high expectations for all
(giftedness). his/her ability to influence student students.
b) Teacher models a belief that progress and persists in seeking
all students can learn and approaches for students who
persists in efforts to help all have difficulty learning.
students achieve.
2.2 Teacher models the Respect for Diversity
Gospel virtues showing Teacher does not model the a) Teacher displays knowledge …and …and
respect for students’ faith, Gospel virtues toward his/her of the various faiths, interests or e) Teacher analyzes his/her own h) Teacher challenges
diverse cultures, language students of respect for faith, cultural heritage of groups of faith cultural perspectives and disrespectful attitudes by
skills and experiences. diverse cultures, language skills, students and recognizes the biases and develops strategies modeling behavior for others and
and experiences. Teacher has value of this knowledge. to diminish the impact of those working to ensure that all
not established clear rules of b) Teacher sets rules and biases. students are recognized and
classroom behavior. reinforces the Gospel virtues of f) Teacher implements valued.
respecting individuals and instructional strategies that
individual differences. He/she support the learning of English
avoids the use of bias, as a second language and the
stereotypes and generalizations use of standard English in
in his/her classroom. speaking and writing in the
c) Teacher builds relationships classroom.
with students by establishing and g) Teacher fosters a learning
maintaining rapport and valuing community in which individual
each student as an individual. differences and perspectives are
d) Teacher respects and values respected.
the native languages and
dialects of students and uses
students’ current language skills
to achieve content area learning
goals
3Diocese of Youngstown Teacher Evaluation Process
Standard #2: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
2.3 Teacher recognizes the Identification, Instruction and Intervention
unique characteristics of Teacher does not assist with a) Teacher assists in identifying …and …and
each student in order to identifying students with various gifted students, students with e) Teacher collaboratively g) Teacher advocates within the
assist in appropriate needs or seek support of disabilities and at-risk students develops and implements school, Diocese and the broader
identification, instruction, specialists to meet those student based on established practices. learning plans for gifted students, community to ensure that gifted
and intervention. needs. b) Teacher follows laws and students with disabilities and at- students, students with
policies regarding gifted risk students. disabilities and at-risk students
students, students with f) Teacher adapts the pace and have access to all appropriate
disabilities and at-risk students depth of curriculum and learning opportunities and
and implements Accommodation instruction to meet the needs of resources.
Plans and Service Plans. those students whose
c) Teacher refers students for performance is advanced or
screening and assessment when below level.
appropriate.
d) Teacher seeks and uses
support from specialists and
other sources of expertise to
enhance student learning.
2.4 Teacher displays how and Knowledge of Human Development
when students develop Teacher does not demonstrate a) Teacher demonstrates an …and …and
and gain knowledge, understanding of learning theory understanding of research on c) Teacher analyzes individual d) Teacher supports colleagues’
acquire skills and develop and therefore does not plan human development, catechesis, and group student development understanding of student
behaviors for learning instruction accordingly. learning theory, and the brain. in order to design instruction that development and helps other
both spiritually and b) Teacher demonstrates meets learner needs at an teachers evaluate students for
academically. understanding that student appropriate level of development. purposes of instructional
development (spiritual, physical, planning and implementation.
social, emotional and cognitive)
influences learning and plans
accordingly.
2.5 Teacher understands what Understanding of Students’ Knowledge and Skills
students know and are Teacher does not pretest or a) Teacher gathers information …and …and
able to do, and uses this gather information to plan for about students’ prior learning, b) Teacher presents concepts d) Teacher leads the design and
knowledge to meet the appropriate instruction. abilities and learning styles to and principles at different levels implementation of strategies to
needs of all students. plan and deliver appropriate of complexity to reflect varied assess individual student
instruction. levels of student development. abilities, learning styles and
c) Teacher prepares work tasks, needs.
schedules time for tasks and
differentiates instruction as
needed to accommodate student
learning differences.
4Diocese of Youngstown Teacher Evaluation Process
Standard #3: Content Rubric
Teachers know and understand the content area for which they have instructional responsibility.
Standard #3: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
3.1 Teacher knows the content Knowledge of Content
he/ she teaches and uses Teacher does not identify a) Teacher identifies the relevant …and …and
his/her knowledge of relevant components for the research, principles, theories and d) Teacher integrates differing g) Teacher continues to deepen
content specific concepts, content he/she teaches, does not debates specific to the contents viewpoints, theories and his/her knowledge of content
assumptions and skills to apply to planning or instruction, he/she teaches. processes of inquiry to guide through new learning and uses it
plan instruction. and does not link students’ prior b) Teacher uses knowledge and his/her thinking and instructional to support the growth of other
knowledge and future learning. understanding of content area planning. educators.
concepts, assumptions and skills e) Teacher seeks out
in his/her planning and opportunities to enhance and
instruction. extend content knowledge.
c) Teacher identifies the f) Teacher plans and sequences
developmental sequence of instruction in ways that reflect an
learning in his/her content area, understanding of the prerequisite
in an effort to link current relationships among topics and
instruction with students’ prior concepts.
knowledge and future learning.
3.2 Teacher understands and Use of Content-Specific Instructional Strategies
uses content-specific Teacher does not demonstrate a) Teacher demonstrates …and …and
instructional strategies to understanding of how students’ understanding of how students’ b) Teacher engages students in e) Teacher evaluates
effectively teach the conceptual frameworks and conceptual frameworks and generating knowledge and instructional strategies to
central concepts and skills common misconceptions can common misconceptions can testing hypotheses according to determine their accuracy and
of the discipline. influence learning. influence learning. the methods of inquiry used in usefulness for presenting specific
the content area. ideas and concepts.
c) Teacher anticipates and
adjusts learning experiences to
address common
misconceptions of the discipline
that influence learning.
d) Teacher incorporates content-
specific learning strategies to
enable students to analyze, build
and adapt new understandings.
3.3 Teacher understands Knowledge and Use of Standards
school curriculum Teacher cannot articulate the a) Teacher articulates the …and …and
priorities and the Diocese important content, concepts, and important content, concepts, and b) Teacher extends and enriches c) Teacher serves in leadership
of Youngstown processes of school and processes of school and curriculum by integrating school role, studies and evaluates
academic/religious Diocesan curriculum priorities Diocesan curriculum priorities and Diocesan curriculum advances in content and
content standards. and content standards. and content standards. priorities with content standards. recommends changes to revise
school and Diocesan curriculum.
5Diocese of Youngstown Teacher Evaluation Process
Standard #3: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
3.4 Teacher understands the Interdisciplinary
relationship of knowledge Teacher does not make relevant a) Teacher makes relevant ...and …and
within the discipline to the content connections between content connections between b) Teacher prepares d) Teacher designs projects that
teachings of the Catholic disciplines and the teachings of disciplines and to the teachings opportunities for students to require students to integrate
Church and other content the Catholic Church. of the Catholic Church. apply learning from different knowledge and skills across
areas. content areas to solve problems. several content areas.
c) Teacher collaboratively e) Teacher leads collaborative
constructs inter-disciplinary efforts to share knowledge and
learning strategies that make model interdisciplinary
connections between content instruction, including Catholic
areas and Catholic teachings. teachings.
3.5 Teacher connects content Real-Life Connections
to Catholic teachings, Teacher does not facilitate a) Teacher facilitates learning …and …and
relevant life experiences learning experiences that experiences that connect to real- b) Teacher uses a variety of c) Teacher designs innovative
and career opportunities. connect to real-life situations, life situations, faith development resources to enable students to learning activities that replicate
faith development and careers. and careers. experience, connect and practice faith challenges, real-life and
Catholic Social Teaching with workplace activities.
real-life and career applications d) Teacher models for other
through activities such as service educators the integration of
learning. content area classroom
experiences with Catholic
teachings, real-life and
workplace experiences.
6Diocese of Youngstown Teacher Evaluation Process
Standard #4: Assessment Rubric
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Standard #4: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
4.1 Teacher is knowledgeable Knowledge of Assessment
about assessment types, Teacher does not demonstrate an a) Teacher demonstrates an …and …and
their purposes, and the data understanding that assessment is understanding that assessment is c) Teacher demonstrates an e) Teacher serves as building and
they generate. a means of evaluating and a means of evaluating and understanding of why and when to diocesan leader in establishing and
supporting student learning; does supporting student learning. select and integrate varied evaluating assessment programs.
not understand the characteristics, b) Teacher demonstrates an assessment types into the
uses and limitations of various understanding of the instructional cycle.
types of diagnostic, formative and characteristics, uses and d) Teacher demonstrates an
summative assessments. limitations (advantages and understanding of assessment
disadvantages) of various types of related issues, such as validity,
diagnostic, formative and reliability, bias and scoring, by
summative assessments. using a variety of assessments and
the information from them.
4.2 Teacher selects, develops Use of Varied Assessments
and uses a variety of Teacher does not align classroom a) Teacher aligns classroom …and …and
diagnostic, formative and assessments with curriculum and assessments with curriculum and c) Teacher purposely plans e) Teacher works with other
summative assessments. instruction. instruction. assessments and differentiates educators to design and revise
b) Teacher uses a variety of formal assessment choices to match the assessment practices and
and informal assessment full range of student needs, procedures as appropriate.
techniques to collect evidence of abilities and learning styles. f) Teacher enhances other
students’ knowledge and skills. d) Teachers use assessments to educators’ knowledge of best
identify student strengths, promote practices in assessment.
student growth and maximize
access to learning opportunities.
4.3 Teacher analyzes data to Analysis of Assessment Data
monitor student progress Teacher does not utilize a) Teacher utilizes assessment …and …and
and learning, and to plan, assessment data to identify data to identify students’ strengths d) Teacher reads and interprets g) Teacher promotes the use of
differentiate and modify students’ strengths and needs and and needs, and modify instruction. data and uses this analysis to student data to inform curriculum
instruction. modify instruction. b) Teacher monitors student differentiate learning for and tailor design.
progress toward achievement of instructional goals to individual h) Teacher promotes the use of
school and diocesan curriculum students. student data to implement targeted
priorities and the academic content e) Teacher examines classroom strategies for instruction.
standards. assessment results to reveal
c) Teacher maintains accurate trends and patterns in individual
and complete assessment records and group progress and to
as needed for data-based decision anticipate potential learning
making. obstacles.
f) Teacher uses student
assessment results to reflect on
their own teaching and to monitor
teaching strategies and behaviors
in relation to student success.
7Diocese of Youngstown Teacher Evaluation Process
Standard #4: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
4.4 Teacher collaborates with Communication of Assessment Results
students, their parents, and Teacher does not provide a) Teacher defines assessment …and …and
his or her colleagues in substantive, specific and timely criteria and standards and relates c) Teacher uses a variety of e) Teacher leads collaborative
order to communicate the feedback of the whole child’s these to students. means to communicate student efforts to create common
progress of “the whole progress to the student, parents b) Teacher provides substantive, learning and achievement. assessments among grade-level
child.” and other school personnel while specific and timely feedback of the d) Teacher designs and shares and/or content-area teachers, and
maintaining confidentiality, whole child’s progress to the resources with parents to facilitate share assessment results with
student, parents and other school their understanding of their child’s colleagues to collaboratively plan
personnel while maintaining learning and progress. instruction that will best meet
confidentiality. individual student needs.
4.5 Teacher involves learners in Integration of Self-Assessment
self-assessment, spiritual Teacher does not provide students a) Teacher models the use of self- …and …and
reflection and goal-setting with opportunities to be involved in, assessment, spiritual reflection and c) Teacher prepares student self- e) Teacher creates a learning
to address gaps between assess and articulate the goal-setting. assessment tools and strategies, environment in which students
performance and potential, knowledge and skills they have b) Teacher provides students with regularly monitors their use, develop their own self-
focusing on each student’s gained. opportunities to assess and encourages student goal-setting, improvement plans, measure their
God-given talents and articulate the knowledge and skills and provides opportunities for own progress, and follow a spiritual
abilities. they have gained. spiritual reflection. reflection model.
d) Teacher organizes opportunities f) Teacher improves colleagues’
for students to articulate how they abilities to facilitate student self-
learn and what learning strategies assessment and goal setting.
are most effective for them.
8Diocese of Youngstown Teacher Evaluation Process
Standard #5: Instruction Rubric
Teachers plan and deliver effective instruction that advances the learning of each individual student.
Standard #5: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
5.1 Teacher aligns Alignment of Standards and Instruction
instructional goals and Teacher does not select learning a) Teacher follows Diocesan …and …and
activities with school experiences with clearly defined curriculum priorities. c) Teacher selects, prioritizes, d) Teacher actively participates
priorities and Diocese of goals that align with school and b) Teacher selects learning sequences and groups concepts in the development and
Youngstown academic diocesan curriculum priorities experiences with clearly defined and processes to provide a implementation of Diocesan
content standards. and academic content standards. goals that align with school and continuous, articulated initiatives focused on improving
diocesan curriculum priorities curriculum aligned with school student performance and closing
and academic content standards. and diocesan priorities and the achievement gap.
academic content standards. e) Teacher assumes leadership
role to define and revise
Diocesan curriculum priorities.
5.2 Teacher uses information Instruction Based on Student Needs
about students’ learning Teacher does not adjust a) Teacher uses pre-assessment …and …and
and performance to plan instruction based on student data and information he/she has d) Teacher monitors the f) Teacher reflects critically on
and deliver instruction learning; teacher does not use gathered about students’ performance gaps of students his/her own and others’
that will close the pre-assessment data and learning needs and performance within the classroom and instructional practices to make
achievement gap. information he/she has gathered to develop appropriate learning develops interventions that close appropriate curriculum and
about students’ learning needs activities. those gaps. instructional decisions based on
and performance to develop b) Teacher adjusts instruction e) Teacher makes curriculum the teaching context and student
appropriate learning activities based on student learning. and instructional decisions that needs.
c) Teacher identifies how respond to the immediate
individual experience, talents and teaching context and student
prior learning as well as needs.
language, culture and family
influence student learning and
plans instruction accordingly.
5.3 Teacher communicates Communication of Learning Goals
clear learning goals and Teacher does not link goals to a) Teacher clearly …and …and
explicitly links learning achievement and does not communicates learning goals to c) Teacher establishes and e) Teacher empowers students
activities to those defined clearly communicate learning students. communicates challenging to independently define short and
goals. goals to students. b) Teacher communicates to individual learning goals based long-term learning goals and
students the link between on the needs of each student. monitors their personal progress.
learning activities and goals. d) Teacher creates instructional
environments where students
actively and independently set,
articulate and internalize learning
goals.
9Diocese of Youngstown Teacher Evaluation Process
Standard #5: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
5.4 Teacher applies Instruction for Learning
knowledge of the faith Teacher does not understand the a) Teacher understands the …and …and
formation process and cognitive processes associated cognitive processes associated d) Teacher articulates a logical g) Teacher evaluates
how students think and with learning, and does not with learning, and demonstrates and appropriate rational for the instructional processes in order
learn to instructional demonstrate through instruction through instruction that he/she sequences of learning activities. to ensure a systematic,
design and delivery. that they know how to stimulate knows how to stimulate these e) Teacher links the content of purposeful, research-supported
these processes; teacher cannot processes. each learning activity to the process for teaching new
implement instructional activities b) Teacher uses research-based content of previous and future knowledge skills.
that are sequenced to help instructional strategies. learning experiences.
students acquire concepts and c) Teacher implements f) Teacher prepares learning
skills of the discipline. instructional activities that are activities with clear structures
sequenced to help students that allow for content review,
acquire concepts and skills of the student reflection and different
discipline. pathways, depending on student
needs.
5.5 Teacher differentiates Differentiated Instruction
instruction to support the Teacher does not gather or use a) Teacher gathers and uses …and …and
leaning needs of all student data to choose student data to choose d) Teacher differentiates g) Teacher and students create
students, including appropriate instructional appropriate instructional instruction to meet individual and use innovative methods,
students identified as strategies for groups of students; strategies for groups of students. student’s learning needs. strategies and materials to
gifted, students with teacher does not recognize that b) Teacher uses appropriate and e) Teacher appropriately adapts accomplish individual learning
disabilities and at-risk the scope and sequence of flexible grouping during instructional methods and goals.
students. learning activities must be instruction to support the learning materials and paces learning h) Teacher creates professional
differentiated to meet the needs needs of all students. activities to meet the needs of development opportunities for
of all students. c) Teacher recognizes that the individual students. colleagues to study research-
scope and sequence of learning f) Teacher provides varied based methodologies and design
activities must be differentiated options for how students will materials that support students’
to meet the needs of all students. demonstrate mastery. individual learning needs.
5.6 Teacher creates and Instruction for Independence
selects activities that are Teacher does not choose a) Teacher chooses learning …and …and
designed to help students learning activities that support activities that support the c) Teacher provides complex, e) Teacher facilitates learning
develop as independent the development of students’ development of students’ creative, open-ended learning by using innovative instructional
learners and complex cognitive abilities; teacher does cognitive abilities. opportunities for students. methods and strategies that
problem-solvers across not employ effective, purposeful b) Teacher employs effective, d) Teacher encourages promote discovery and self-
the curriculum. questioning techniques that purposeful questioning students’ critical thinking by directed learning.
encourage problem solving techniques that encourage asking challenging questions
during instruction. problem solving during about disciplinary content.
instruction.
10Diocese of Youngstown Teacher Evaluation Process
Standard #5: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguishd
5.7 Teacher uses resources, Use of Resources
including technology, Teacher does not use materials a) Teacher uses materials and …and …and
effectively to enhance and resources that support resources that support his/her d) Teacher selects and uses f) Teacher helps his/her
student learning. instructional goals and meet instructional goals and meet teaching resources and colleagues understand and
students’ needs; teacher does students’ needs. curriculum materials for their integrate technology into
not effectively use technology b) Teacher effectively uses comprehensiveness, accuracy instruction.
that is appropriate to his/her technology that is appropriate to and usefulness in representing g) Teacher creates and selects
disciplines. his/her disciplines. particular ideas and concepts instructional materials from
c) Teacher effectively supports and for meeting individual varied sources to engage
students in their use of students’ needs. students and meet their learning
technology. e) Teacher develops students’ needs.
abilities to access, evaluate and
use technology.
11Diocese of Youngstown Teacher Evaluation Process
Standard #6: Learning Environment Rubric
Teachers create Christ-centered learning environments that promote high levels of learning and achievement for all students.
Standard #6: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
6.1 Teacher treats all students Development of a Respectful Learning Environment
fairly and establishes an Teacher does not demonstrate a) Teachers demonstrate caring …and …and
environment that is caring and respect framed in and respect framed in gospel d) Teacher creates classrooms in f) Teacher models expectations
respectful, supportive, gospel virtues in their virtues in their interactions with which students demonstrate and behaviors that create a
caring and reflective of interactions with all students. all students. caring and respect framed in positive school and Christ-
Gospel virtues. b) Teacher develops and gospel virtues for one another. centered climate of openness,
teaches expectations for e) Teacher seeks out and is respect and caring framed in
respectful interactions among receptive to the thoughts and gospel virtues.
students. opinions of all students.
c) Teacher uses strategies to
promote positive relationships,
cooperation and collaboration
among students.
6.2 Teacher creates an Development of a Safe Learning Environment
environment that is Teacher does not use effective a) Teacher clarifies standards of …and …and
spiritually, emotionally classroom management conduct for all students. d) Teacher consistently, f) Teacher creates a classroom
and physically safe. techniques. b) Teachers use a variety of effectively and respectfully in which students take active
effective classroom management anticipates and responds to the roles in maintaining a Christ-
techniques. behavior of students. centered environment that is
c) Teacher provides a safe e) Teacher makes decisions and conducive to learning.
learning environment that adjustments that support positive
accommodates all students. behavior, and enhance social
behavior and engagement in
productive work.
6.3 Teacher motivates Development of Students’ Personal Responsibility
students to work Teacher does not foster student a) Teacher fosters student …and …and
productively and assume enthusiasm for and curiosity enthusiasm for and curiosity c) Teacher encourages self- e) Teacher works with other
responsibility for their about the discipline. about the discipline. directed learning by teaching educators to support
own learning. b) Teachers establish methods students to outline tasks and independent learning
for recognition of students and timelines. experiences for students, such
relate recognition to specific d) Teacher varies his/her role in as service learning activities and
student achievement, either the instructional process cooperative learning groups.
individually or in groups. (instructor, facilitator, coach)
based on the content, focus of
learning and student needs.
12Diocese of Youngstown Teacher Evaluation Process
Standard #6: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
6.4 Teacher creates learning Development of a Collaborative Learning Environment
situations in which Teacher does not use flexible a) Teacher uses flexible learning …and …and
students work learning situations, such as situations, such as independent, d) Teacher employs cooperative f) Teacher creates environments
independently, independent, small group and small group and whole class. learning activities. where students initiate
collaboratively and/or as a whole class. b) Teacher develops guidelines e) Teacher effectively combines purposeful learning
whole class. for and models cooperative independent, collaborative and groups and take responsibility for
learning. whole class learning situations to the group’s productivity.
c) Teacher offers students maximize student understanding g) Teacher models and assists
opportunities for independent and learning. other teachers in implementing a
practice with and reflection on variety of learning situations in
new concepts and skills. their classrooms.
6.5 Teacher maintains a Development of an Environment Conducive to Learning
Christ-centered Teacher does not begin class a) Teacher begins class …and …and
environment that is rooted purposefully, with prayer, purposefully, with prayer, d) Teacher conducts periodic e) Teacher influences the
in the Catholic education assignments, activities, materials assignments, activities, materials reviews of classroom routines establishment of diocesan wide
philosophy and conducive and supplies ready for students and supplies ready for students and revises them as needed. policies to maximize the amount
to learning for all when they arrive. when they arrive. of class time spent learning
students. b) Teacher transitions between (such as textbooks and
learning activities and uses technology enhancements).
instructional time effectively.
c) Teacher converts physical
space to facilitate instruction.
13Diocese of Youngstown Teacher Evaluation Process
Standard #7 Collaboration and Communication Rubric
Teachers collaborate and communicate with students, parents, other educators, administrators, and the faith community to
support student development, learning, and faith.
Standard #7: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
7.1 Teacher communicates Communication Skills
clearly and effectively Teacher does not communicate a) Teacher exemplifies clear and …and …and
clearly and effectively through effective communication by using b) Teacher uses effective c) Teacher models effective
spoken and written language clear and correct spoken and communication strategies to verbal, nonverbal and media
written language. convey ideas (such as using communication techniques and
vocabulary appropriate to supports positive changes in
students’ age and interests), ask colleagues’ communication
questions and stimulate abilities and styles.
discussion.
7.2 Teacher shares Collaboration with Families
responsibility with parents Teacher does not welcome a) Teacher uses a variety of …and …and
to support student communication from parents or strategies to communicate with d) Teacher forms partnerships g) Teacher creates classroom,
learning, spiritual, reply in a timely manner; teacher parents about student learning. with parents to support student school, and Diocesan learning
emotional and physical does not maintain appropriate b) Teacher maintains appropriate learning, faith formation, and environments in which parents
development and mental confidentiality in communications confidentiality in all development. are active participants in
health. with parents. communications with parents. e) Teacher offers a variety of students’ learning, faith
c) Teacher welcomes volunteer opportunities and formation, and achievement.
communication from parents and activities for families to support
replies in a timely manner. students’ learning and faith
formation.
f) Teacher communicates
appropriate techniques and
provides materials to support and
enrich student learning and faith
formation at home.
7.3 Teacher collaborates Collaboration with Colleagues
effectively with other Teacher has not established a) Teacher establishes …and …and
teachers, administrators, productive relationships with productive relationships with c) Teacher learns by engaging in e) Teacher advocates for and
Pastor(s), school and members of the school members of the school professional dialogue, peer initiates increased opportunities
Diocesan staff. community and does not consult community and consults with and observation and feedback, peer for teamwork to support school
with and learn from others. learns from others. coaching and other collegial and Diocesan goals and to
b) Teacher consults with and learning activities. promote student achievement
learns from colleagues in d) Teacher uses effective and faith formation.
planning and implementing collaboration skills in his/her
his/her own instruction. work with others within the
school community
14Diocese of Youngstown Teacher Evaluation Process
Standard #7: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
7.4 Teacher collaborates Teacher-Community Collaboration
effectively with the local Teacher does not participate as a) Teacher participates as part of …and …and
community and part of an instructional team that an instructional team that c) Teacher participates as part of e) Teacher builds and sustains
community agencies, identifies when and how to identifies when and how to a team to collaborate with local partnerships with the local
when and where access appropriate services to access appropriate services to community agencies about community and community
appropriate, to promote a meet exceptional learning needs meet exceptional learning needs issues that affect student agencies in response to
positive Christ-centered and implement referrals and implement referrals learning and achievement. identified needs of students.
environment for student appropriately. appropriately. d) Teacher uses various medical f) Teacher serves as advocate
learning. b) Teacher involves community and social service providers in for the Diocesan schools and
members in classroom activities, the community to support communicates the value of their
as appropriate. students’ mental health and well- work within the community.
being.
15Diocese of Youngstown Teacher Evaluation Process
Standard #8: Professional Responsibility and Growth Rubric
Teachers assume responsibility for their professional academic/spiritual growth, performance, and involvement as an
individual and as a member of a Catholic learning community.
Standard #8: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
8.1 Teacher understands, Meeting Professional Codes of Conduct
upholds and follows Teacher does not meet his/her a) Teacher meets his/her ethical …and …and
professional ethics, ethical and professional and professional responsibilities d) Teacher helps his/her e) Teacher helps shape policy at
policies and legal codes of responsibilities with integrity, with integrity, honesty, fairness colleagues access and interpret the local or Diocesan level.
professional conduct. honesty, fairness and dignity; and dignity. laws and policies, and
teacher does not align their b) Teacher aligns his/her understand their implications in
personal beliefs with Gospel personal beliefs with Gospel the classroom.
virtues for positive interactions virtues for positive interactions
with students and families. with students and families.
c) Teacher understands and
follows Diocesan polices and
state and federal regulations.
8.2 Teacher takes Ongoing Professional Development
responsibility for Teacher does not participate in a) Teacher participates in …and …and
maintaining Diocesan relevant professional relevant professional d) Teacher uses Church f) Teacher creates and delivers
Religious Education development activities or development activities and documents, professional professional development
certification and State ongoing religious education or ongoing religious education and literature, professional dialogue, opportunities for others.
licensure by engaging in does not incorporate what they incorporates what he/she learns collaboration with colleagues and g) Teacher pursues advanced
continuous and learn into their instruction. into instruction. other resources to support degrees, advanced religion
purposeful religious and b) Teacher knows and uses the his/her development as a teacher certification and/or National
professional development. building accrediting plan and and leader. Board for Professional Teaching
his/her IPDP to guide e) Teacher analyzes his/her Standards (NBPTS) certification.
professional development. content knowledge and
c) Teacher works collaboratively instructional strengths and
to determine and design weaknesses, and presents and
appropriate professional implements targeted ideas for
development opportunities for professional growth.
himself/herself.
16Diocese of Youngstown Teacher Evaluation Process
Standard #8: Elements Not Demonstrated/Evidenced Proficient Accomplished Distinguished
8.3 Teacher is agent of Teacher as Change Agent
change who seeks Teacher does not participate in a) Teacher participates in team …and …and
opportunities to positively team or departmental decision or departmental decision making. b) Teacher is actively involved in c) Teacher takes leadership roles
impact teaching quality, making. professional and community in department, school, Diocesan,
school improvements, and organizations that advance state or professional
student achievement. teaching and learning. organizations’ decision-making
activities, such as curriculum
development or policy design.
d) Teacher facilitates the
development of efficacy-the
belief that teachers can impact
the achievement of all students –
among other teachers in his/her
school or Diocese.
*Adapted with Permission from the Diocese of Columbus.
17You can also read
