UNT T-TESS Formal Evaluations

Appendix B:  Lesson Plan Template

UNT FLEXIBLE LESSON PLAN APPROACH

Table of Contents
Lesson Plan Models (you will be prompted to make a copy of the document)	Art Education Lesson Plan Template (make a copy; requires login) 5E Model (make a copy; requires login) Inquiry Design Model: Lesson; Unit (make a copy; requires login) Workshop Model (make a copy; requires login) Hunter Model (make a copy; requires login) Historically Responsive Model (make a copy; requires login)

The Teacher Education program at UNT is committed to preparing transformational teachers who hold deep pedagogical beliefs, enact expert teaching practices, and plan culturally sustaining and educational lessons.

Pedagogy

Successful teachers of all students hold deep pedagogical beliefs about the purposes for teaching. This requires answering questions such as: What is learning and teaching? What is the purpose of education? Who is education for? In our program, we have core commitments to identity, inquiry, activism, and community that teaching is not only “a relational and intellectual endeavor,” but “also both an ethical and a political act.” Schools can often succumb to reform accountability cultures that narrow teaching and learning to test preparation. Teachers risk losing what is most important for them and their students if they do not have deep pedagogical beliefs informing their instruction. Teacher candidates should explore pedagogical beliefs in their classes and throughout their careers.

Practices

Successful teachers of all students are able to enact expert teaching practices that support students’ learning. In UNT courses, teacher candidates should be working through specific practices that they can use in the classroom such as how to lead discussions, how to give feedback, etc. Teachers should have a robust knowledge of varied teaching practices they can call upon to meet the needs of particular students and classroom communities. Teacher candidates should explore expert teaching practices in their classes and refine them throughout their careers.

Planning

Successful teachers of all students design meaningful instruction through purposeful planning of teaching. This document serves as a guide for UNT teacher candidates and instructors to craft teaching plans that will support both their class community and learning goals. Teaching plans can follow numerous models which emerge from differing ways of thinking about how to structure teaching and learning experiences. There is no one right way to plan teaching, but rather different models that suit different needs.

We are providing you the following models to consider as guides for developing teaching planning (see table above). Each model has benefits, shortcomings, and their own assumptions about teaching and learning. As you review each lesson plan model, consider the following questions:

• What aspects of teaching and learning are emphasized, ignored, or absent in the model?
• Does the model focus more on what the teacher or students will do? Does the model provide teachers and students agency?
• Is this model more suited for certain content or types of lessons?
• Does the model help support linguistically, racially, and culturally diverse students?
• What are the benefits and downsides of the model?
• Does the model invite reflection on teaching?
   

Appendix C:

First 15 Days of School

Instructions: 

Option 1. Following the first 15 days of instruction that are not professional development, use the questions below to interact thoughtfully with what you have observed.

Option 2. (Choose option 2 if you are a Spring clinical teacher or an intern.) Watch the video “The First 15 Days of School Interview” (link to video can be found in Canvas). Interview your cooperating teacher, using similar questions asked in the video.  Based on the video, teacher interview, and any relevant field experience, complete the First 15 Days of School Documentation form.

Appendix D

Appendix E

UNT Growth Plan

1. Prior to initiating a Growth Plan, contact the Director of Clinical Practice to determine who should be involved in creating and explaining the Growth Plan to the clinical teacher.
2. A signed copy of the growth plan must be provided to the clinical teacher, the cooperating teacher, and the Director of Clinical Practice.

 

Student Teacher Name:                                                                 Student ID:

University of North Texas

Growth Plan/Probation Contract

• Growth Plan Contract
• Probation Contract

Identified areas of concern:

 

Recommended Intervention Strategies:

 

Timeline for Meeting Goals:

 

Additional Concerns, Needs, Comments:

 

Date to Reconvene: __________

 

Signatures: _____________________________________ Date: ___________

(Clinical teacher)

 

_____________________________________ Date: ____________

(Cooperating Teacher)

 

_____________________________________ Date: ____________

(Field Supervisor)

 

_____________________________________ Date: ____________

(Director of Clinical Practice)

Appendix F

ACKNOWLEDGEMENT OF CLINICAL TEACHING HANDBOOK

LIABILITY INSURANCE AND WAIVER OF LIABILITY FOR CLINICAL TEACHERS

Note: Clinical Teacher must sign and submit this form before Clinical Teacher Orientation

Legal Name: ______________________________ UNT 8-Digit Student ID# _________________

By my actual or electronic signature below, I acknowledge that:

1. I have read, understood, and agree to abide by the standards, policies and procedures set forth or referenced in the University of North Texas Clinical Teaching Handbook.
2. I have read, understood, and agree to abide by The UNT Code of Student Conduct during the entirety of my clinical teaching semester/s; and that my failure to do so may result in any or all sanctions allowed by that policy, including but not limited to, loss of Student Good Conduct Standing.
3. I have read, understood, and agree to abide by the Texas Educators' Code of Ethics as set forth in Texas Administrative Title 19; Part 7; Chapter 247; and that my failure to do so may result in disciplinary action, including but not limited to, dismissal from my placement and/or non-recommendation for certification.
4. I understand that I am obliged to inform my university field supervisor of any changes in my information, such as name, phone number, email address, etc. I also accept responsibility for contacting my supervisor if I have questions, concerns, or need further explanation.

PROFESSIONAL LIABILITY INSURANCE

Clinical Teaching at the University of North Texas is not covered by professional liability insurance through UNT or the public school district.  Liability insurance is available through membership in the student branches of the (Texas Classroom Teachers Association at 888-879-8292, or the Association of Texas Professional Educators https://www.atpe.org/en/My-Account/Join.  Membership is mandatory and offered to clinical teachers at no charge.

WAIVER OF LIABILITY

By my signature below, I understand and accept the condition that the College of Education at the University of North Texas and the assigned public school district are released from any liability related to accidents or any other unexpected events which may occur in conjunction with my participation in required or voluntary activities during clinical teaching.  I acknowledge that it is the recommendation of the College of Education that I obtain general medical/health insurance if I am not already covered.

NOTE:  Your signature on this document is required for admission to clinical teaching. This document is located at:

https://unt.az1.qualtrics.com/jfe/form/SV_0IlmKtNMOW9Vbet

 

Appendix G

UNT FERPA Consent to Release Educational Records and Information for Clinical Teachers

Note: Clinical Teacher must sign and submit this form through Qualtrics before Clinical Teacher Orientation

This release represents your written consent to permit the University of North Texas Educator Preparation Program to disclose educational records and any information contained therein to the specific individual(s) identified below.  Please read this document carefully and fill in all blanks.

  I, ______________________________________________________ [print full legal name as it appears on your driver’s license] am a teacher candidate at the University of North Texas and hereby give my voluntary consent to officials:

A.  To disclose the following records:

• Records relating to any of my field-based experiences
• Records relating to my performance in the field
• TExES Exam Results

B.  To the following person(s):

• School districts or other agencies associated with field-based experiences
• School-based/Agency-based administrators
• School-based/Agency-based cooperating teachers/mentors
• Program faculty and administrators

C.  These records are being released for the purpose of:

• Conversing and reviewing performance
• Acquiring feedback
• Procuring required signatures

I understand that under the Family Educational Rights and Privacy Act of 1974 (“FERPA” 20 USC 123g; 34 CFR §99 (commonly known as the “Buckley Amendment”) no disclosure of my records can be made without my written consent unless otherwise provided for in legal statutes and judicial decisions.  I also understand that I may revoke this consent at any time (via written request to the educator preparation program), except to the extent that action has already been taken upon this release.  Further, without such a release, I am unable to participate in any field-based experiences including 30 clock hours of observation, Clinical Teaching, or internship. 

NOTE:  Your signature on this document is required for admission to clinical teaching. This document is located at:  https://unt.az1.qualtrics.com/jfe/form/SV_4URsdirJLHI859j 

Appendix I

“The Educator’s Guide to Student Data Privacy”

Retrieved and revised on August 1, 2020 from “The Educator’s Guide to Student Data Privacy” by Kelly Gallagher, Larry Magid, & Kobie Pruitt: https://studentprivacycompass.org/wp-content/uploads/2017/05/EduGuide_DataPrivacy_516.pdf

Please go the link for additional explanations and helpful information!

Why should classroom teachers care about student data privacy?

There are legal and ethical restrictions that impact districts, school, and teachers.

Traditionally, student data consisted of things like attendance, grades, discipline records, and health records. Access to that data used to be restricted to the administrator, guidance counselor, teacher, or other school official who needed it to serve the educational needs of the child. With the use of technology in schools, traditional data is now often shared with companies that provide Student Information Systems (SIS), Learning Management Systems (LMS), and many other technologies. Parents, students, and others have raised concerns about what information is being collected or shared, and what use those companies might make of that data.

Teachers should be aware of Family Educational Rights and Privacy Act (FERPA) and applicable state laws, along with their district or school policies regarding the use of educational products and services from ed tech vendors. (More on FERPA and other laws below)

What constitutes student data?

Information that is tied to individual students is referred to as personally identifiable information, or PII, and is subject to additional restrictions in laws and regulations.

Student personal information includes any information about a student’s identity, academics, medical conditions, or anything else that is collected, stored, and communicated by schools or technology vendors on behalf of schools that is particular to that individual student. This includes a student’s name, address, names of parents or guardians, date of birth, grades, attendance, disciplinary records, eligibility for lunch programs, special needs, and other information necessary for basic administration and instruction. It also includes the data created or generated by the student or teacher in the use of technology—email accounts, online bulletin boards, work performed with an educational program or app, anything that is by or about the individual student in the educational setting. Some student personal information such as social security number, is highly sensitive and collection may be barred by state law.

What is an education record?

The federal law, FERPA protects educational records that contain information directly related to an individual student and which are maintained by an educational agency or institution or by a party acting for the agency or institution. However, new state student privacy laws protect all “student personal information” and data that is now collected and used via modern educational technology products and services.

What if I want to use an education app or tool and I don’t know if my school/district has vetted it? NOTE: Do NOT use any technology with your students without your cooperating teacher’s knowledge and approval:

Be familiar with your school’s policy or process for selecting new educational tools, if one exists.

 

If an app or service you want to use is not on the “approved” list, ask for it to be vetted and ask how long the vetting process takes. If the process is lengthy, you will want to redesign your lesson or project plan. Once the app is approved, you can certainly use it later. The list may also contain similar alternative apps you can use in the meantime.

What are the federal and state laws that we need to follow?

FERPA – Information in a student’s education record is governed by the Family Educational Rights and Privacy Act, a federal law enacted in 1974 that guarantees that parents have access to their child’s education record and restricts who can access and use student information.

FERPA protects the access to and sharing of a student’s education record, which is all information directly related to a particular student as part of his or her education. FERPA gives parents specific rights to their child’s education records and when a child turns 18, the rights belong directly to him or her.

COPPA – The Children’s Online Privacy Protection Act (COPPA) controls what information is collected from young children by companies operating websites, games, and mobile applications directed toward children under 13.

COPPA requires companies to have a clear privacy policy, provide direct notice to parents, and obtain parental consent before collecting information from children under 13. Teachers and other school officials are authorized to provide this consent on behalf of parents for use of an educational program, but only for use in the educational context. This means the company can only collect personal information from students for the specified educational purpose, and for no other commercial purpose. Some schools have policies that require school administrator approval before teachers can allow use of certain apps or services. When information is collected with the consent of a school official, the company may keep the information only as long as necessary to achieve the educational purposes.

PPRA – The Protection of Pupil Rights Amendment (PPRA) outlines restrictions for the process when students might be asked for information as part of federally funded surveys or evaluations. In order to administer such surveys, schools must be able to show parents any of the survey materials used, and provide parents with choices for any surveys that deal with certain sensitive categories.

Some questions to help you quickly evaluate whether an app, website, product, or service will protect your students’ information. NOTE: Do NOT use any technology with your students without your cooperating teacher’s knowledge and approval!

1. Does the product collect Personally Identifiable Information?
    FERPA, the federal privacy law applies to “education records” only, but many state laws cover ALL student personal information.
2. Does the vendor commit not to further share student information other than as needed to provide the educational product or service? (Such as third party cloud storage, or a subcontractor the vendor works with under contract.) The vendor should clearly promise never to sell data.
3. Does the vendor create a pro le of students, other than for the educational purposes specified? Vendors are not allowed to create a student pro le for any reason outside of the authorized educational purpose.
4. When you cancel the account or delete the app, will the vendor delete all the student data that has been provided or created?
5. Does the product show advertisements to student users?

Ads are allowed, but many states ban ads targeted based on data about students or behavioral ads that are based on tracking a student across the web.

6. TIP: Look for a triangle symbol ( which is an industry label indicating that a site allows behaviorally targeted advertising). These are never acceptable for school use. This would be particularly important when evaluating non-education-specific sites or services.
7. Does the vendor allow parents to access data it holds about students or enable schools to access data so the school can provide the data to parents in compliance with FERPA?
8. Does the vendor promise that it pro- vides appropriate security for the data it collects?

TIP: A particularly secure product will specify that it uses encryption when it stores or transmits student information. Encrypting the data adds a critical layer of protection for student information and indicates a higher level of security.

9. Does the vendor claim that it can change its privacy policy without notice at any time? This is a red flag— current FTC rules require that companies provide notice to users when their privacy policies change in a significant or “material” way, and get new consent for collection and use of their data.
10. Does the vendor say that if the company is sold, all bets are off? The policy should state that any sale or merger will require the new company to adhere to the same protections.
11. Do reviews or articles about the product or vendor raise any red flags that cause you concern?

 

“The Educator’s Guide to Student Data Privacy”

Retrieved and revised on August 1, 2020 from “The Educator’s Guide to Student Data Privacy” by Kelly Gallagher, Larry Magid, & Kobie Pruitt: https://studentprivacycompass.org/wp-content/uploads/2017/05/EduGuide_DataPrivacy_516.pdf

Please go the link for additional explanations and helpful information!

Why should classroom teachers care about student data privacy?

There are legal and ethical restrictions that impact districts, school, and teachers.

Traditionally, student data consisted of things like attendance, grades, discipline records, and health records. Access to that data used to be restricted to the administrator, guidance counselor, teacher, or other school official who needed it to serve the educational needs of the child. With the use of technology in schools, traditional data is now often shared with companies that provide Student Information Systems (SIS), Learning Management Systems (LMS), and many other technologies. Parents, students, and others have raised concerns about what information is being collected or shared, and what use those companies might make of that data.

Teachers should be aware of Family Educational Rights and Privacy Act (FERPA) and applicable state laws, along with their district or school policies regarding the use of educational products and services from ed tech vendors. (More on FERPA and other laws below)

What constitutes student data?

Information that is tied to individual students is referred to as personally identifiable information, or PII, and is subject to additional restrictions in laws and regulations.

Student personal information includes any information about a student’s identity, academics, medical conditions, or anything else that is collected, stored, and communicated by schools or technology vendors on behalf of schools that is particular to that individual student. This includes a student’s name, address, names of parents or guardians, date of birth, grades, attendance, disciplinary records, eligibility for lunch programs, special needs, and other information necessary for basic administration and instruction. It also includes the data created or generated by the student or teacher in the use of technology—email accounts, online bulletin boards, work performed with an educational program or app, anything that is by or about the individual student in the educational setting. Some student personal information such as social security number, is highly sensitive and collection may be barred by state law.

What is an education record?

The federal law, FERPA protects educational records that contain information directly related to an individual student and which are maintained by an educational agency or institution or by a party acting for the agency or institution. However, new state student privacy laws protect all “student personal information” and data that is now collected and used via modern educational technology products and services.

What if I want to use an education app or tool and I don’t know if my school/district has vetted it? NOTE: Do NOT use any technology with your students without your cooperating teacher’s knowledge and approval:

Be familiar with your school’s policy or process for selecting new educational tools, if one exists.

If an app or service you want to use is not on the “approved” list, ask for it to be vetted and ask how long the vetting process takes. If the process is lengthy, you will want to redesign your lesson or project plan. Once the app is approved, you can certainly use it later. The list may also contain similar alternative apps you can use in the meantime.

What are the federal and state laws that we need to follow?

FERPA – Information in a student’s education record is governed by the Family Educational Rights and Privacy Act, a federal law enacted in 1974 that guarantees that parents have access to their child’s education record and restricts who can access and use student information.

FERPA protects the access to and sharing of a student’s education record, which is all information directly related to a particular student as part of his or her education. FERPA gives parents specific rights to their child’s education records and when a child turns 18, the rights belong directly to him or her.

COPPA – The Children’s Online Privacy Protection Act (COPPA) controls what information is collected from young children by companies operating websites, games, and mobile applications directed toward children under 13.

COPPA requires companies to have a clear privacy policy, provide direct notice to parents, and obtain parental consent before collecting information from children under 13. Teachers and other school officials are authorized to provide this consent on behalf of parents for use of an educational program, but only for use in the educational context. This means the company can only collect personal information from students for the specified educational purpose, and for no other commercial purpose. Some schools have policies that require school administrator approval before teachers can allow use of certain apps or services. When information is collected with the consent of a school official, the company may keep the information only as long as necessary to achieve the educational purposes.

PPRA – The Protection of Pupil Rights Amendment (PPRA) outlines restrictions for the process when students might be asked for information as part of federally funded surveys or evaluations. In order to administer such surveys, schools must be able to show parents any of the survey materials used, and provide parents with choices for any surveys that deal with certain sensitive categories.

Some questions to help you quickly evaluate whether an app, website, product, or service will protect your students’ information. NOTE: Do NOT use any technology with your students without your cooperating teacher’s knowledge and approval!

1. Does the product collect Personally Identifiable Information?
    FERPA, the federal privacy law applies to “education records” only, but many state laws cover ALL student personal information.
2. Does the vendor commit not to further share student information other than as needed to provide the educational product or service? (Such as third party cloud storage, or a subcontractor the vendor works with under contract.) The vendor should clearly promise never to sell data.
3. Does the vendor create a pro le of students, other than for the educational purposes specified? Vendors are not allowed to create a student pro le for any reason outside of the authorized educational purpose.
4. When you cancel the account or delete the app, will the vendor delete all the student data that has been provided or created?
5. Does the product show advertisements to student users?

Ads are allowed, but many states ban ads targeted based on data about students or behavioral ads that are based on tracking a student across the web.

6. TIP: Look for a triangle symbol ( which is an industry label indicating that a site allows behaviorally targeted advertising). These are never acceptable for school use. This would be particularly important when evaluating non-education-specific sites or services.
7. Does the vendor allow parents to access data it holds about students or enable schools to access data so the school can provide the data to parents in compliance with FERPA?
8. Does the vendor promise that it pro- vides appropriate security for the data it collects?

TIP: A particularly secure product will specify that it uses encryption when it stores or transmits student information. Encrypting the data adds a critical layer of protection for student information and indicates a higher level of security.

9. Does the vendor claim that it can change its privacy policy without notice at any time? This is a red flag— current FTC rules require that companies provide notice to users when their privacy policies change in a significant or “material” way, and get new consent for collection and use of their data.
10. Does the vendor say that if the company is sold, all bets are off? The policy should state that any sale or merger will require the new company to adhere to the same protections.
11. Do reviews or articles about the product or vendor raise any red flags that cause you concern?

Appendix J

THIS ASSIGNMENT IS FOR GRADUATE STUDENTS ONLY

 

 

To: EC-6 Post-Bacc Students

From: Dr. Vickery: Purpose of the Teacher Work Sample/Research Project

Dear Graduate Teacher Candidates,

I am writing today to provide some clarity and detail regarding the Teacher Work Sample/Teacher Research Project. As a graduate student at the University of North Texas, you are expected to complete what is called a capstone project. In other programs, this may be a thesis or an exam. In the Teacher Education Program, we use the Teacher Work Sample as the capstone for your certification/degree plan because our goal is to make the experience as useful and practical as possible to our future teachers. This capstone experience is also aligned to the Texas Teacher Standards and the in TASC education standards for teacher preparation.

The TWS is designed to provide a structure and sequence of the teaching and assessment activities all teachers perform as part of their planning and instruction every year. It supports you in understanding the context and community in which learning occurs, to assess students prior to instruction, identify learning goals, plan to help students achieve those goals, assess for understanding, and to reflect on that experience.

Dr. Dickson, your cadre coordinator, will guide you through the project and support you in embedding the steps into the context and curricular foci of your placement. The TWS is not designed to be an "extra" assignment external to your clinical teaching, rather (as stated before) a clear structure for what we know to be the elements of effective instruction. Your outcomes will provide for some excellent discussion with both your peer pre-service colleagues and your cooperating teachers.

Cheers,

Amanda Vickery, PhD.

Assoc. Dean for Educator Preparation

 

 

 

 

UNIVERSITY OF NORTH TEXAS

1155 Union Circle #311337       Denton, Texas 76203-5017

940.565.4226      940.565.2921 fax      www.coe.unt.edu

 

UNT Teacher Education & Administration

EC-6 Post Baccalaureate Teacher Work Sample

Introduction

UNT’s Teacher Education Programs are designed based on the inTASC Standards for teacher preparation. The 10 CAEP inTASC standards are organized under seven components as follows:

Component 1:  Contextual Factors

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Component 2:  Learning Goals

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Component 3:  Assessment Plan

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Component 4:  Design for Instruction and Component 5:  Instructional Decision Making

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Component 6:  Analysis of Student Learning

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Component 7: Reflection and Self-Evaluation

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Instructions for the Development of the Teacher Work Sample

A Teacher Work Sample: is a demonstration of excellent teaching performance that provides direct evidence of a teacher’s ability to apply the 10 INTASC Standards and related components during student teaching or internship.

You will plan and teach an instructional unit and assess student outcomes. Use of the seven components will help you identify your students, develop learning goals, decide how you will assess your instruction, plan instruction before teaching begins, make instructional decisions during teaching, monitor student progress as you go, and demonstrate how you have impacted your students’ learning outcomes.

Use the following pages as a template for your Teacher Work Sample. Ensure that all red text has been removed, your name is entered in footer, and all sections are complete.

Step 1: Create a cover page with your name, title of the work, school district, school, content area, grade level, dates

Step 2: Complete all tables with information related to Components 1-7

Step 3: Complete contextual factors, descriptions, analyses, and reflections for Components 2 - 7

Appendix L                                                                                                    University of North Texas

College of Education

T-TESS Clinical Teaching Rubric

	T-TESS Domain I: Planning
	Accomplished (4pts)	Proficient (3pts)	Developing (2pts)	Improvement Needed (1pt)	Unsatisfactory (0)
Dimension 1.1 Standards and Alignment The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. Texas Teacher Standards: 1.1, 1.2, 3.1, 3.2, 3.3 InTASC: 4(1), 4(n), 6(b), 7(a), 7(b) Sources of Evidence: Pre-Conference, Formal Observation, Classroom	Instructional Planning Includes • All measurable goals aligned to state content standards. • Integration of technology to enhance mastery of goal(s). • All activities, materials, and assessments that: º are sequenced º are relevant to students’ prior understanding º integrate other disciplines º provide appropriate time for student work, lesson, and lesson closure º reinforce broader unit and course objectives º are vertically aligned to state standards º are appropriate for diverse learners • All objectives that are aligned and logically sequenced to the lesson's goal.	Instructional Planning Includes • All goals aligned to state content standards. • Integration of technology when applicable. • All activities, materials, and assessments that: º are sequenced º are relevant to students º provide appropriate time for lesson and lesson closure º fit into the broader unit and course objectives º are appropriate for diverse learners • All objectives are aligned to the lesson’s goal.	Instructional Planning Includes • Most goals aligned to state content standards. • Most activities, materials, and assessments that: º are sequenced º sometimes provide appropriate time for lesson and lesson closure • Lessons where most objectives are aligned and sequenced to the lesson’s goal.	Instructional Planning Includes • Few goals aligned to state content standards. • Few activities, materials, and assessments that: º are sequenced º rarely provide time for lesson and lesson closure • Lessons where few objectives are aligned and sequenced to the lesson’s goal.	Instructional Planning Includes • Goals are not aligned to state content standards. • Activities, materials, and assessments: º are not sequenced º do not provide time for lesson and lesson closure • Lessons where no objectives are aligned and sequenced to the lesson’s goal.
Dimension 1.2 Data and Assessment The teacher uses formal & informal methods to measure student progress, then manages & analyzes student data to inform instruction. Texas Teacher Standards: 1.2, 1.6, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4 InTASC: 7(c), 7(e), 8(g), 8(n) Sources of Evidence: Analysis of Student Data, Pre-Conference, Formal Observation, Classroom Walkthroughs/ Informal Observation, Post- Conference Instructional Planning	Instructional Planning Includes • Formal and informal assessments to monitor progress of all students and incorporates appropriate diagnostic, formative, and summative assessments data into lesson plans. • Consistent feedback to students, families, and other school personnel on the growth of students in relation to classroom and campus goals, while maintaining student confidentiality. • Analysis of student data connected to specific instructional strategies and uses results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success.	Instructional Planning Includes • Formal and informal assessments to monitor progress of all students. • Substantive, specific, and timely feedback to students, families and other school personnel while maintaining confidentiality. • Analysis of student data connected to specific instructional strategies.	Instructional Planning Includes • Formal and informal assessments to monitor progress of most students. • Timely feedback to students and families. • Utilization of multiple sources of student data.	Instructional Planning Includes • Few formal and informal assessments to monitor student progress. • Few opportunities for timely feedback to students or families. • Utilization of few sources of student data.	Instructional Planning Includes • No formal or informal assessments to monitor student progress. • No opportunities for timely feedback to students or families. • No utilization of sources of student data.
Dimension 1.3 Knowledge of Students Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development, and achievement for all students. Texas Teacher Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3 InTASC: 1(a), 1(b), 2(a), 2(f), 6(g), 7(b) Sources of Evidence: Analysis of Student Data, Pre-Conference, Formal Observation	Instructional Planning Includes • All lessons that connect to students’ prior knowledge, life experiences and future learning expectations. • Opportunities for students to utilize their individual learning patterns, habits and needs.	Instructional Planning Includes • All lessons that connect to students’ prior knowledge and experiences. • Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all students.	Instructional Planning Includes • Most lessons that connect to students’ prior knowledge and experiences. • Adjustments to address strengths and gaps in background knowledge, life experiences and skills of most students.	Instructional Planning Includes • Few lessons that connect to students’ prior knowledge and experiences. • Adjustments to address strengths and gaps in background knowledge, life experiences and skills of few students.	Instructional Planning Includes • Lessons that do not connect to students’ prior knowledge and experiences. • Adjustments do not address strengths and gaps in background knowledge, life experiences and skills of few students.
Dimension 1.4 Activities The teacher plans engaging, flexible lessons that encourage higher- order thinking, persistence, and achievement. Texas Teacher Standards: 1.2, 1.3, 1.4, 1.5 InTASC: 6(b), 6(h), 6(i), 6(k), 6(p), 8(g), 9(f) Sources of Evidence: Pre-Conference, Formal Observation	Instructional Planning Includes • Questions that encourage all students to engage in complex, higher order thinking and problem solving. • Instructional groups based on the needs of all students and maintains both group and individual accountability. • All students understanding their individual roles within instructional groups and facilitates opportunities for student input on goals and outcomes of activities. • Activities, resources, technology, and instructional materials that are all aligned to instructional purposes, are varied and appropriate to ability levels of students.	Instructional Planning Includes • Questions that encourage all students to engage in complex, higher-order thinking. • Instructional groups based on the needs of all students. • All students understanding their individual roles within instructional groups. • Activities, resources, technology, and instructional materials that are all aligned to instructional purposes.	Instructional Planning Includes • Questions that promote limited, predictable, or rote responses and encourage some complex, higher- order thinking. • Instructional groups based on the needs of most students. • Most students understanding their individual roles within instructional groups. • Activities, resources, technology and/or instructional materials that are mostly aligned to instructional purposes.	Instructional Planning Includes • Encourages little to no complex, higher- order thinking. • Instructional groups based on the needs of a few students. • Lack of student understanding of their individual roles within instructional groups. • Activities, resources, technology and/or instructional materials misaligned to instructional purposes.	Instructional Planning Includes • No encouragement of complex or higher- order thinking. • Instructional groups are not based on the needs of students. • No evidence of student understanding of their individual roles within instructional groups. • Activities, resources, technology and/or instructional materials missing.

	T-TESS Domain II: Instruction
	Accomplished (4pts)	Proficient (3pts)	Developing (2pts)	Improvement Needed (1pt)	Unsatisfactory (0)
Dimension 2.1 Achieving Expectations The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. Texas Teacher Standards: 1.2, 1.4, 1.5, 2.1, 2.3, 3.2, 4.1, 4.4, 5.2 InTASC: 3(c), 3(k), 5(l) Sources of Evidence: Pre-Conference, Formal Observation	The Teacher: • Provides opportunities for students to establish high academic expectations for themselves. • There is evidence that most students demonstrate mastery of the objective. • Anticipates student mistakes and encourages students to avoid common learning pitfalls. • Establishes systems where students take initiative of their own learning and self-monitor.	The Teacher: • Sets academic expectations that challenge all students. • There is evidence that most students demonstrate mastery of the objective. • Addresses student mistakes and follows through to ensure student mastery. • Provides students opportunities to take initiative of their own learning.	The Teacher: • Sets academic expectations that challenge most students. • There is evidence that some students demonstrate mastery of the objective. • Sometimes addresses student mistakes. • Sometimes provides opportunities for students to take initiative of their own learning.	The Teacher: • Sets expectations that challenge few students. • There is evidence that few students demonstrate mastery of the objective. • Allows student mistakes to go unaddressed or confronts student errors in a way that discourages further effort. • Rarely provides opportunities for students to take initiative of their own learning.	The Teacher: • Does not set expectations. • Students do not demonstrate mastery of the objective. • Does not recognize when a student error has been made. • Does not provide opportunities for students to take initiative of their own learning.
Dimension 2.2 Content Knowledge and Expertise The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content, and student needs. Texas Teacher Standards: 1.3, 1.5, 1.6, 2.3, 3.1, 3.2, 3.3 InTASC: 4(a), 4(b), 4€, 4(j), 4(q), 5(a), 7(a) Sources of Evidence: Pre-Conference, Formal Observation	The Teacher: • Displays content knowledge of all the subjects she or he teaches and closely related subjects. • Integrates learning objectives with other disciplines and real-world experiences. • Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns. • Conveys accurate content knowledge in multiple ways. • Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline and the state standards. • Regularly provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative, and research-based).	The Teacher: • Conveys accurate content knowledge. • Integrates learning objectives with other disciplines. • Anticipates possible student misunderstandings. • Accurately reflects how the lesson fits within the structure of the discipline and the state standards. • Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research- based).	The Teacher: • Conveys accurate content knowledge. • Sometimes integrates learning objectives with other disciplines. • Sometimes anticipates possible student misunderstandings. • Sometimes provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative, and research-based).	The Teacher: • Conveys inaccurate content knowledge that leads to student confusion. • Rarely integrates learning objectives with other disciplines. • Does not anticipate possible student misunderstandings. • Provides few opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research- based).	The Teacher: • Is unaware of conveying inaccurate content knowledge • Does not integrate learning objectives with other disciplines. • Does not anticipate possible student misunderstandings. • Provides no opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research- based).
Dimension 2.3 Communication The teacher clearly and accurately communicates to support persistence, deeper learning, and effective effort. Texas Teacher Standards: 1.4, 1.5, 2.1, 3.1, 4.4 InTASC: 2(l), 3(f), 8(m) Sources of Evidence: Pre-Conference, Formal Observation	The Teacher: • Skillfully uses probing questions to clarify, elaborate and extend learning; provides direct instruction as appropriate. • Anticipates possible student misunderstandings and proactively develops techniques to address stumbling blocks to learning. • Asks questions at the creative, evaluative and/ or analysis levels that focus on the objective of the lesson and provoke thought and discussion. • Provides wait time when questioning students. • Provides explanations that are clear and coherent. • Establishes classroom practices that encourage all students to communicate effectively using visual tools and technology with the teacher, their peers.	The Teacher: • Uses probing questions to clarify, elaborate learning. • Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify concepts. • Asks remember, understand and apply level questions that focus on the objective of the lesson and provoke discussion. • Provides explanations that are clear. • Uses verbal and written communication that is clear and correct. • Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers.	The Teacher: • Leads lessons with some opportunity for dialogue, clarification, or elaboration. • Recognizes student misunderstandings but has a limited ability to respond. • Asks remember and understand level questions that focus on the objective of the lesson but do little to amplify discussion. • Uses verbal and written communication that is generally clear with minor errors of grammar.	The Teacher: • Directs lessons with little opportunity for dialogue, clarification, or elaboration. • Is sometimes unaware of or unresponsive to student misunderstandings. • Uses verbal communication that is characterized by inaccurate grammar; written communication that has inaccurate spelling, grammar, punctuation, or structure.	The Teacher: • Directs lessons with no opportunity for dialogue, clarification, or elaboration. • Is unaware of or unresponsive to student misunderstandings. • Uses verbal communication that is characterized by inaccurate grammar; written communication that has inaccurate spelling, grammar, punctuation, or structure.
Dimension 2.4 Differentiation The teacher differentiates instruction, aligning methods and techniques to diverse student needs. Texas Teacher Standards: 1.3, 1.6, 2.1, 2.2, 2.3, 3.3, 4.1, 5.1, 5.3, 5.4 InTASC: 2(a), 6(g), 7(b) Sources of Evidence: Pre-Conference, Formal Observation	The Teacher: • Adapts lessons to address individual needs of all students. • Regularly monitors the quality of student participation and performance. • Regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. • Uses strategies to teach and assess students.	The Teacher: • Adapts lessons to address individual needs of all students. • Regularly monitors the quality of student participation and performance. • Recognizes when students become confused or disengaged and responds to student learning or social- emotional needs. • Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.	The Teacher: • Adapts lessons to address some student needs. • Sometimes monitors the quality of student participation and performance. • Sometimes recognizes when students become confused or disengaged and minimally responds to student learning or social-emotional needs. • Sometimes provides differentiated instructional methods and content.	The Teacher: • Provides one-size- fits-all lessons without meaningful differentiation. • Rarely monitors the quality of student participation and performance. • Does not recognize when students become confused or disengaged, or does not respond appropriately to student learning or social- emotional needs. • Rarely provides differentiated instructional methods and content.	The Teacher: • Does not monitor the quality of student participation and performance. • Does not recognize when students become confused or disengaged and does not respond appropriately to student learning or social- emotional needs. • Does not provide differentiated instructional methods and content.
Dimension 2.5 Monitor and Adjust The teacher formally and informally collects, analyzes, and uses student progress data and makes needed lesson adjustments. Texas Teacher Standards: 1.4, 1.6, 2.2, 2.3, 3.2, 4.4, 5.3, 5.4 InTASC: 3(d), 3(r), 6(g), 8(b), 8(c), 8(i) Sources of Evidence: Pre-Conference, Formal Observation	The Teacher: • Consistently invites input from students in order to monitor and adjust instruction, activities and pacing to respond to differences in student needs. • Adjusts instruction and activities frequently and within a broad range to maintain student engagement. • Continually checks for understanding through purposeful questioning and academic feedback.	The Teacher: • Utilizes input from students in order to monitor and adjust instruction and activities. • Monitors student behavior and responses for engagement and understanding. • Adjusts instruction and activities to maintain student engagement.	The Teacher: • Sometimes utilizes input from students in order to monitor and adjust instruction and activities. • Sees student behavior but misses some signs of disengagement. • Is aware of most student responses but misses some clues of misunderstanding. • Adjusts some instruction within a limited range.	The Teacher: • Rarely utilizes input from students in order to monitor and adjust Instruction and activities. • Generally does not link student behavior and responses with student engagement and understanding. • Persists with instruction or activities that do not engage students. • Makes no attempts to engage students who appear disengaged or disinterested.	The Teacher: • Does not utilize input from students in order to monitor and adjust Instruction and activities. • Does not link student behavior and responses with student engagement and understanding. • Makes no attempts to engage students who appear disengaged or disinterested.

		T-TESS Domain III: Learning Environment
		Accomplished (4pts)		Proficient (3pts)		Developing (2pts)		Improvement Needed (1pt)	Unsatisfactory (0)
Dimension 3.1 Classroom Environment, Routines and Procedures The teacher organizes a safe, accessible, and efficient classroom. Texas Teacher Standards: 1.4, 4.1, 4.2, 4.3, 4.4 InTASC: 3(d), 7(c) Sources of Evidence: Formal Observation, Pre-Classroom		The Teacher: • Establishes and uses effective routines, transitions, and procedures that she or he implements effortlessly. • Students take some responsibility for managing student groups, supplies and/or equipment. • The classroom is safe, inviting and organized to support learning objectives and is accessible to all students.		The Teacher: • All procedures, routines and transitions are clear and efficient. • Students actively participate in groups, manage supplies and equipment with very limited teacher direction. • The classroom is safe and organized to support learning objectives and is accessible to most students.		The Teacher: • Most procedures, routines and transitions provide clear direction, but others are unclear and inefficient. • Students depend on the teacher to direct them in managing student groups, supplies and/or equipment. • The classroom is safe and accessible to most students but is disorganized and cluttered.		The Teacher: • Few procedures and routines guide student behavior and maximize learning. Transitions are characterized by confusion and inefficiency. • Students often do not understand what is expected of them. • The classroom is unsafe, disorganized, and uncomfortable. Some students are not able to access materials.	The Teacher: • No procedures and routines guide student behavior & maximize learning. Transitions are characterized by confusion and inefficiency. • Students do not understand what is expected of them. • The classroom is unsafe, disorganized, and uncomfortable. Most students are not able to access materials.
Dimension 3.2 Managing Student Behavior The teacher establishes, communicates, and maintains clear expectations for student behavior. Texas Teacher Standards: 4.1, 4.2, 4.3, 4.4 InTASC: 3(c), 3(k), 5(l) Sources of Evidence: Formal Observation, Classroom, Pre-Conference		The Teacher: • Consistently encourages and monitors student behavior subtly and responds to misbehavior swiftly. • Most students know, understand and respect classroom behavior standards.		The Teacher: • Consistently implements the campus and/or classroom behavior system proficiently. • Most students meet expected classroom behavior standards.		The Teacher: • Inconsistently implements the campus and/or classroom behavior system. • Student failure to meet expected classroom behavior standards interrupts learning.		The Teacher: • Rarely or unfairly enforces campus or classroom behavior standards. • Student behavior impedes learning in the classroom.	The Teacher: • Does not enforce campus or classroom behavior standards. • Student behavior impedes learning in the classroom.
Dimension 3.3 Classroom Culture The teacher leads a mutually respectful and collaborative class of actively engaged learners. Texas Teacher Standards: 1.5, 1.6, 3.2, 4.3, 4.4, 5.1, 5.2, 5.4 InTASC: 3(a), 3(p), 1(h), 2(l) Sources of Evidence: Formal Observation, Classroom		The Teacher: • Engages all students with relevant, meaningful learning, sometimes adjusting lessons based on student interests and abilities. • Students collaborate positively with each other and teacher.		The Teacher: • Engages all students in relevant, meaningful learning. • Students work respectfully individually and in groups.		The Teacher: • Establishes a class where most students are engaged in the curriculum. • Students are sometimes disrespectful of each other.		The Teacher: • Establishes a class where few students are engaged in the curriculum. • Students are disrespectful of each other and of the teacher.	The Teacher: • Does not establish a class where students are engaged in the curriculum. • Students are disrespectful of each other and of the teacher.
	T-TESS Domain IV: Professional Practices and Responsibilities
	Accomplished (4pts)		Proficient (3pts)		Developing (2pts)		Improvement Needed (1pt)			Unsatisfactory (0)
Dimension 4.1 Professional Demeanor and Ethics The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal, and statutory responsibilities. Texas Teacher Standards: 6.2, 6.3, 6.4 InTASC: 9(f), 9(o) Sources of Evidence: Formal Professional Development Plan or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	• The Teacher: Behaves in accordance with the Code of Ethics and Standard Practices for • Texas Educators. Consistently meets all professional standards (e.g., attendance, professional appearance, and behaviors). • Advocates successfully for the needs of all students on the campus.		The Teacher: • Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. • Meets all professional standards (e.g., attendance, professional appearance, and behaviors). • Advocates successfully for the needs of students in the classroom.		The Teacher: • Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. • Meets most professional standards (e.g., attendance, professional appearance, and behaviors).		The Teacher: • Fails to meet the Code of Ethics and Standard Practices for Texas Educators. • Meets few professional standards (e.g., attendance, professional appearance, and behaviors) or violates legal requirements.			The Teacher: • Fails to meet the Code of Ethics and Standard Practices for Texas Educators. • Does not meet professional standards (e.g., attendance, professional appearance, and behaviors) or violates legal requirements.
Dimension 4.2 Goal Setting The teacher reflects on his/her practice. Texas Teacher Standards: 5.4, 6.1, 6.2 InTASC: 9(b), 9(d) Sources of Evidence: Development Plan or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	The Teacher: • Sets some short- and long- term professional goals based on self-assessment, reflection, peer, and supervisor feedback, contemporary research, and analysis of student learning. • Meets all professional goals resulting in improvement in practice and student performance.		The Teacher: • Sets short- and long- term professional goals based on self-assessment, reflection, and supervisor feedback. • Meets all professional goals resulting in improvement in practice and student performance.		The Teacher: • Sets short-term goals based on self-assessment. • Meets most professional goals resulting in some visible changes in practice.		The Teacher: • Sets low or ambiguous goals unrelated to student needs or self-assessment. • Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.			The Teacher: • Sets no goals unrelated to student needs or self-assessment. • Does not meet professional goals and persists in instructional practices that remain substantially unimproved over time.
Dimension 4.3 Professional Development The teacher enhances the professional community. Texas Teacher Standards: 3.1, 6.1, 6.2, 6.3 InTASC: 9(c), 9(d), 10(b), 10(d) Sources of Evidence: Professional Development Plan or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	The Teacher: • Leads colleagues collaboratively on campus to identify professional development needs through self-reflection. • Fosters faculty knowledge and skills in support of the school improvement plan through professional learning communities, grade- or subject- level team leadership, committee membership or other opportunities beyond the campus.		The Teacher: • Collaboratively practices in all scheduled professional development activities, campus professional learning communities, grade- or subject-level team membership, committee membership or other opportunities.		The Teacher: • Engages in most scheduled activities, professional learning communities, committee, and grade- or subject-level team meetings as directed.		The Teacher: • Engages in few professional development activities, professional learning communities or committees to improve professional practice.			The Teacher: • Does not engage in professional development activities, professional learning communities or committees to improve professional practice.
Dimension 4.4 School Community Involvement The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach. Texas Teacher Standards: 2.1, 2.2, 4.1, 4.4, 5.2, 6.2, 6.3, 6.4 InTASC: 9(b), 9(k), 10(f) Sources of Evidence: Professional Development Plan or Improvement Plan, Pre- Conference, Post- Conference92, Daily interaction with others	The Teacher: • Clearly communicates the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. • Systematically contacts parents/guardians regarding students’ academic and social/ emotional growth through various media. • Joins colleagues in collaborative efforts that enhance student learning and welfare and inspire trust and understanding in the school community.		The Teacher: • Communicates the mission, vision, and goals of the school to students, colleagues, parents, and families. • Contacts parents/ guardians regularly regarding students’ academic and social/ emotional growth. • Actively participates in all school outreach activities.		The Teacher: • Communicates school goals to students, parents, and families. • Contacts parents/ guardians in accordance with campus policy. • Attends most required school outreach activities.		The Teacher: • Contacts parents generally about disciplinary matters. • Attends few required school outreach activities.			The Teacher: • Does not contact parents about disciplinary matters. • Does not attend required school outreach activities.

	T-TESS Domain IV: Professional Practices and Responsibilities
	(4pts)	Proficient (3pts)	Developing (2pts)	Improvement Needed (1pt)	Unsatisfactory (0)
Dimension 4.1 Professional Demeanor and Ethics The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. Texas Teacher Standards: 6.2, 6.3, 6.4 InTASC: 9(f), 9(o) Sources of Evidence: Formal Professional Development Plan or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	• The Teacher: Behaves in accordance with the Code of Ethics and Standard Practices for • Texas Educators. Consistently meets all professional standards (e.g., attendance, professional appearance and behaviors). • Advocates successfully for the needs of all students on the campus.	The Teacher: • Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. • Meets all professional standards (e.g., attendance, professional appearance and behaviors). • Advocates successfully for the needs of students in the classroom.	The Teacher: • Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. • Meets most professional standards (e.g., attendance, professional appearance and behaviors).	The Teacher: • Fails to meet the Code of Ethics and Standard Practices for Texas Educators. • Meets few professional standards (e.g., attendance, professional appearance and behaviors) or violates legal requirements.	The Teacher: • Fails to meet the Code of Ethics and Standard Practices for Texas Educators. • Does not meet professional standards (e.g., attendance, professional appearance and behaviors) or violates legal requirements.
Dimension 4.2 Goal Setting The teacher reflects on his/her practice. Texas Teacher Standards: 5.4, 6.1, 6.2 InTASC: 9(b), 9(d) Sources of Evidence: Development Plan or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	The Teacher: • Sets some short- and long- term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. • Meets all professional goals resulting in improvement in practice and student performance.	The Teacher: • Sets short- and long- term professional goals based on self-assessment, reflection and supervisor feedback. • Meets all professional goals resulting in improvement in practice and student performance.	The Teacher: • Sets short-term goals based on self-assessment. • Meets most professional goals resulting in some visible changes in practice.	The Teacher: • Sets low or ambiguous goals unrelated to student needs or self-assessment. • Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.	The Teacher: • Sets no goals unrelated to student needs or self-assessment. • Does not meet professional goals and persists in instructional practices that remain substantially unimproved over time.