The teacher documents individual and collective student growth by means of multiple assessment indicators obtained over time, and illustrates how this growth addresses District goals.
| Components of Standard III-D |
DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| III-D-1: Documenting Student Progress |
Never or infrequently sets measurable and appropriate achievement goals for learning based on baseline data. Never or infrequently uses performance outcome data to document the progress of individual students and groups of students at multiple points throughout the year. Does not provide evidence that achievement goals have been met or that significant progress has been made. | Infrequently sets measurable and appropriate achievement goals for learning based on baseline data. Inconsistently uses performance outcome data to document the progress of individual students and groups of students at multiple points throughout the year. Provides some evidence of progress toward some achievement goals, but only when required/directed to do so. Provides limited evidence of progress in closing achievement gaps. | Usually sets measurable and appropriate achievement goals for learning based on baseline data. Consistently uses performance outcome data to document the progress of individual students and groups of students at multiple points throughout the year. Provides evidence, using state- and District-approved measures as well as other measures of student growth, that at least some achievement goals have been met, with progress made toward others. Provides evidence of meaningful progress in closing at least some achievement gaps. Uses performance outcome data to communicate students’ academic progress and to develop interim learning targets. | Consistently and continually sets measurable and appropriate achievement goals for learning based on baseline data. Consistently uses performance outcome data to document the progress of individual students and groups of students at multiple points throughout the year. Provides strong and ample evidence, using state- and District-approved measures as well as other formative and summative measures of student growth, that most or all achievement goals have been met. Consistently uses multiple measures of performance outcome data to communicate students’ academic progress, to demonstrate meaningful progress in closing achievement gaps, and to develop interim learning targets. Is able to model this component for other teachers. |
| III-D-2: Addressing District Goals | Is unaware of Board and District goals and shows minimal interest in developing instructional plans or learning targets consistent with these goals. | Is aware of Board and District goals, but is seldom intentional about developing instructional plans and learning targets to address them. | Routinely develops an annual plan of instruction and learning targets based on available data and other pertinent information about students. Reviews the school’s improvement plan and the Board and District goals before developing her or his annual plan of instruction. Develops an annual plan that largely reflects Board and District goals. | Consistently develops, during the first month of the school year, an annual plan that is based on available data and other pertinent information about students. Analyzes the school’s improvement plan and the Board and District goals to ensure that his or her plan and learning targets encompass those goals. Consistently develops goals that meet or exceed the outcomes specified in the Board and District goals. |
