Teacher Evaluation Rubrics New York State （老师评价题目纽约州）.pdfVIP

Teacher Evaluation Rubrics by Kim Marshall – Revised August 21, 2011 Rationale and suggestions for implementation 1. These rubrics are organized around six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Delivery of Instruction D. Monitoring, Assessment, and Follow-Up E. Family and Community Outreach F. Professional Responsibilities The rubrics use a four-level rating scale with the following labels: 4 – Highly Effective 3 – Effective 2 – Improvement Necessary 1 – Does Not Meet Standards 2. The rubrics are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas – and detailed guidance on how to improve. They are not checklists for classroom visits. To knowledgeably fill out the rubrics, supervisors need to have been in classrooms frequently throughout the year. It is irresponsible to fill out the rubrics based on one classroom observation. Unannounced mini-observations every 2-3 weeks followed by face-to-face conversations are the best way for supervisors to have an accurate sense of teachers’ performance, give ongoing praise and suggestions, and listen to concerns . For a detailed account of the development of these rubrics and their broader purpose, see Kim Marshall’s book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2009). 3. The Effective level describes solid, expected professional performance; teachers should feel good about scoring at this level. The Highly Effective level is reserved for truly outstanding teaching that meets very demanding criteria; there will be relatively few ratings at this level. Improvement Necessary indicates that performance has real deficiencies; no teacher should be content to remain at this level (although some novices m