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Focus Area 1: Learning Environment

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A) Classroom Management/Well Managed Learning
B) Behavior Management
C) Supportive Learning
D) High Expectations

Focus Area 1: Learning Environment

Select All
A) Classroom Management/Well Managed Learning
B) Behavior Management
C) Supportive Learning
D) High Expectations
E) Model Lesson

Focus Area 2: Instruction & Assessment

Select All
A) Pedagogical Content Knowledge
B) Instructional Activities/Active Learning
C) Academic Supports/Equitable Learning
D) Student Engagement/Active Learning
E) Digital Learning
F) Progress Monitoring

Focus Area 3: Legacy Online Academy

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A) Effective Communication
B) Interaction & Feedback
C) Grading & Compliance

Learning Environment

A) Classroom Management/Well Managed Learning

Teacher Competencies

Routines and procedures are well defined, consistent, and support the learning needs for all students. Students know the expectations and meet those expectations. Students know what to do when they enter and leave the class. Teacher is organized and little to no instructional time is lost.

Student Competencies (AdvancEd)

Learners speak and interact respectfully with teacher(s) and each other.

Learners demonstrate knowledge of and/or follow classroom rules and behavioral expectations and work well with others.

Learners transition smoothly and efficiently from one activity to another.

Learners use class time purposefully with minimal wasted time or disruptions.

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1

Routines and procedures are absent and/or not conducive to an environment that supports learning and engagement. The teacher does not manage time effectively. Student competencies are absent or apparent but inconsistent.

2

Routines and procedures are inconsistent and transitions take up too much instructional time. Teachers find that they are unable to execute their lesson plan effectively due to a mismanagement of time and/or organization. Student competencies are apparent but inconsistent.

3

Routines and procedures are consistent throughout the lesson. Students know the expectations and meet those expectations. Students know what to do when they enter and leave the class. The teacher is organized and little to no instructional time is lost. Student competencies are apparent and consistent.

Rating Score*

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Notes

B) Behavior Management

Teacher Competencies

Disciplinary strategies are developmentally appropriate and support the growth and development of students. Strategies are consistent and equitable.

Student Competencies (AdvancEd)

Class is utilizing universal interventions to promote a learning environment (e.g. visuals, simplified language, chunking, movement breaks).

Learners have access to interventions/tools to support their learning.

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1

Disciplinary strategies are absent or not effective. Student competencies are absent or apparent but inconsistent.

2

Disciplinary strategies are equitable; However, the strategies are not always consistent and/or effective. Student competencies are apparent but inconsistent.

3

Disciplinary strategies are developmentally appropriate and support the growth and development of students. Strategies are consistent and equitable. Student competencies are apparent and consistent.

Rating Score*

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Notes

C) Supportive Learning

Teacher Competencies

The classroom environment supports student engagement for learning. Students feel safe to express their thoughts, and feel supported by the teacher. The teacher creates an environment based on respect and positive rapport with students.

Develops positive student-teacher relationships.

Ensures student emotional and academic safety

Student Competencies (AdvancEd)

Learners demonstrate a sense of community that is positive, cohesive, engaged and purposeful.

Learners take risk in learning without fear of negative feedback.

Learners are supported by their teacher, their peers, and/or other resources to understand content and accomplish tasks.

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1

The teacher does not create a safe environment whereby students feel supported. Students are not engaged in their learning. There is little to no mutual respect visible in the classroom. Student competencies are absent or apparent but inconsistent.

2

The teacher is attempting to foster a supportive and caring classroom environment. Teacher is developing a rapport with students. However, some students appear not engaged in class. Student competencies are apparent but inconsistent.

3

The classroom environment supports student engagement for learning. Students feel safe to express their thoughts, and feel supported by the teacher. The teacher creates an environment based on respect and positive rapport with students. Student competencies are apparent and consistent.

Rating Score*

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Notes

D) High Expectations

Teacher Competencies

Teacher supports the development of skills, behaviors, and attitudes students need to effectively manage their affective, cognitive and social behavior. Students are able to manage their relationships effectively and take responsibility for their decisions.

Provides academic and emotional support and development.

Student Competencies (AdvancEd)

Learners strive to meet or are able to articulate the high expectations established by themselves and/or the teacher.

Learners engage in activities and learning that are challenging, but attainable.

Learners demonstrate and/or are able to describe high quality work.

Learners engage in rigorous coursework, discussions, and/or tasks that require higher order thinking (e.g., analyzing, applying, evaluating, synthesizing).

Learners take responsibility for and are self-directed in their learning.

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1

Teacher does not support/teach students the behaviors, attitudes or skills needed to support their social and emotional growth. Students are unable to recognize and manage their emotions, build positive relationships with their peers or teacher, and do not make effective decisions that support their own learning. Student competencies are absent or apparent but inconsistent.

2

Teacher promotes positive academic and emotional support for students and attempts to create a cohesive, democratic, and relevant teaching environment. Students are not at a level where they are able to support one another effectively, and/or do not feel comfortable with taking risks that support engagement and learning. Student competencies are apparent but inconsistent.

3

Teacher supports the development of skills, behaviors, and attitudes students need to effectively manage their affective, cognitive and social behavior. Students are able to manage their relationships effectively and take responsibility for their decisions. Provides academic and emotional support and development Student competencies are apparent and consistent.

Rating Score*

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Notes

E) Model Lesson

Notes

Strengths

Action steps for support

Instruction & Assessment

A) Pedagogical Content Knowledge

Teacher Competencies

Teacher has a thorough understanding of how students learn within the content area they are teaching and has developed the appropriate pathway for student academic development of content.

Teacher provides opportunity for and students engage in activities that help them develop an understanding of big ideas.

Student Competencies (AdvancEd)

N/A

1

Teacher has a limited understanding of the content and does not know how students learn within the particular content area they are teaching.

Students are unable to make connections within the content and develop misconceptions due to teachers’ lack of content knowledge.

2

Teacher had a good understanding of the content they are teaching but they have not developed an appropriate pathway for student academic development of the content.

Concepts are not broken down appropriately to allow for student understanding of big ideas.

3

Teacher has a thorough understanding of how students learn within the content area they are teaching and has developed the appropriate pathway for student academic development of content.

Notes

B) Instructional Activities/Active Learning

Teacher Competencies

Instructional activities are appropriate and accessible for all students. Activities provide opportunities for meaningful discourse, conceptual understanding of big ideas, and tap into higher order thinking while meeting multiple learning needs.

Stimulates responses from students that promote higher order thinking, build reasoning or problem solving ability.

Utilizes manipulatives and representations that promote a deep understanding of concepts and big ideas.

Student Competencies (AdvancEd)

Learners’ discussions, dialogues, exchanges with each other and the teacher predominate.

Learners make connections from content to real-life experiences.

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1

Teacher has limited knowledge of instructional activities. Instructional activities are not appropriate for students’ age and readiness. Instructional activities do not support higher order thinking and/or are inappropriate for the content taught.

Student competencies are absent or apparent but inconsistent.

2

Teacher utilizes various instructional activities that support learning on a basic level and provide limited opportunities for interacting with the content in meaningful ways.

Student competencies are apparent but inconsistent.

3

Instructional activities are appropriate and accessible for all students. Activities provide opportunities for meaningful discourse, conceptual understanding of big ideas, and tap into higher order thinking. Stimulates responses from students that promote higher order thinking, build reasoning or problem solving ability Utilizes manipulatives and representations that promote a deep understanding of concepts and big ideas

Student competencies are apparent and consistent.

Rating Score*

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Notes

C) Academic Supports/Equitable Learning

Teacher Competencies

Teacher makes content accessible to all students by providing the supports outlined in a student’s IEP successfully and support instructional outcomes.

Considers the needs of all learners and develops activities that are accessible to all learners.

Student Competencies (AdvancEd)

Learners engage in differentiated learning opportunities and/or activities that meet their needs

Learners have equal access to classroom discussions, activities, resources, technologies and support.

Learners are treated in a fair, clear, and consistent manner.

Learners demonstrate and/or have opportunities to develop empathy, respect, and appreciation for differences in abilities, aptitudes, backgrounds, cultures and/or other human characteristics, conditions and dispositions.

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1

Teacher is not providing instructional supports necessary for student success. IEP, intervention and enrichment opportunities are not provided. Student competencies are absent or apparent but inconsistent.

2

Teacher attempts to make content accessible for all students, but struggles implementing a student’s IEP accommodations successfully and with fidelity. Student competencies are apparent but inconsistent.

3

Teachers make content accessible to all students by providing the supports outlined in a student’s IEP successfully and support instructional outcomes. Student competencies are apparent and consistent.

Rating Score*

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Notes

D) Student Engagement/Active Learning

Teacher Competencies

Teacher facilitates learning and provides multiple opportunities for students to engage with the material. Students are engaged throughout the lesson.

Provides opportunities for students to engage in activities that facilitate their understanding of content.

Student Competencies (AdvancEd)

Learners are actively engaged in the learning activities.

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1

Students are not engaged in the activities and teacher is struggling to get students on task. Student competencies are absent or apparent but inconsistent.

2

Teacher attempts to engage students and is sometimes successful. However, engagement is sporadic throughout lesson. Student competencies are apparent but inconsistent.

3

Teacher facilitates learning and provides multiple opportunities for students to engage with the material. Students are engaged throughout the lesson. Provides opportunities for students to engage in activities that facilitate their understanding of content

Student competencies are apparent and consistent.

Rating Score*

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Notes

E) Digital Learning

Teacher Competencies

Classroom is set up so students can leverage technology to facilitate learning and teacher uses technology appropriately.

Student Competencies (AdvancEd)

Learners use digital tools/technology to gather, evaluate, and/or use information for learning.

Learners use digital tools/technology to conduct research, solve problems, and/or create original works for learning.

Learners use digital tools/technology to communicate and/or work collaboratively for learning.

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1

Classroom is not set up so students can leverage technology to facilitate learning or technology is not used appropriately in the classroom. Student competencies are absent or apparent but inconsistent.

2

Classroom is set up so students can leverage technology to facilitate learning; however, teacher uses technology too much, or not when appropriate to do so. Student competencies are apparent but inconsistent.

3

Classroom is set up so students can leverage technology to facilitate learning and teacher uses technology appropriately. Student competencies are apparent and consistent.

Rating Score*

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Notes

F) Progress Monitoring

Student Competencies (AdvancEd)

Learners monitor their own learning progress, or have mechanisms whereby, their learning progress is monitored.

Learners receive/respond to feedback (from teachers/peers/other resources) to improve understanding and/or revise work.

Learners demonstrate and/or verbalize understanding of the lesson/content.

Learners understand and/or are able to explain how their work is assessed.

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1

Limited to no assessments are given to measure student learning. Timely feedback is not given or is not substantive. Student competencies are absent or apparent but inconsistent.

2

Teacher provides both formative and summative assessment. However, the feedback does not provide students with an opportunity to adjust or support their current thinking related to lesson outcomes. Student competencies are apparent but inconsistent.

3

Teacher includes multiple assessment opportunities and provides feedback necessary for students to adjust or support their thinking. Students are making their learning visible throughout the lesson. Teacher uses assessment to inform instruction and provides the appropriate support necessary for students to meet the learning objective/outcome

Teacher provides feedback that connects prior learning with current understanding

Student competencies are apparent and consistent.

Teacher Competencies

Teacher includes multiple assessment opportunities and provides feedback necessary for students to adjust or support their thinking. Students are making their learning visible throughout the lesson.

Uses assessment to inform instruction and provides the appropriate support necessary for students to meet the learning objective/outcome.

Provides feedback that connects prior learning with current understanding.

Rating Score*

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Notes

Strengths

Action steps for support

Online Instruction

A) Effective Communication

Teacher Competencies

Teachers answer online questions promptly (within 24 hours, and send weekly updates by Friday 4 pm.

Notes

B) Interaction & Feedback

Teacher Competencies

Teachers engage in online discussion questions/posts with students daily. Timely & actionable feedback is provided to students within 24 hours, and there is interaction with each student weekly.

Notes

C) Grading & Compliance

Teacher Competencies

Teachers keep Schoology materials current and post materials for the upcoming week by Friday of the current week. Teachers enter grades weekly and invite online students to their in-person tutoring sessions via Google Meet.

Notes

Strengths

Action steps for support

Supporting Documentation

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Support Plan Form

Learning Environment

A) Classroom Management/Well Managed Learning

Teacher Competencies

Student Competencies (AdvancEd)

B) Behavior Management

Teacher Competencies

Student Competencies (AdvancEd)

C) Supportive Learning

Teacher Competencies

Student Competencies (AdvancEd)

D) High Expectations

Teacher Competencies

Student Competencies (AdvancEd)

E) Model Lesson

Instruction & Assessment

A) Pedagogical Content Knowledge

Teacher Competencies

Student Competencies (AdvancEd)

B) Instructional Activities/Active Learning

Teacher Competencies

Student Competencies (AdvancEd)

C) Academic Supports/Equitable Learning

Teacher Competencies

Student Competencies (AdvancEd)

D) Student Engagement/Active Learning

Teacher Competencies

Student Competencies (AdvancEd)

E) Digital Learning

Teacher Competencies

Student Competencies (AdvancEd)

F) Progress Monitoring

Student Competencies (AdvancEd)

Teacher Competencies

Online Instruction

A) Effective Communication

Teacher Competencies

B) Interaction & Feedback

Teacher Competencies

C) Grading & Compliance

Teacher Competencies