1.

Lesson Design and Focus

Students sustain focus on a specific, standards-aligned objective that moves them toward mastery.
In one lesson… Highly Effective Effective Partially Effective Ineffective
1a. Lesson Sequence Students communicate how Teacher connects lesson to all of Teacher connects lesson to at Teacher does not or only partly
Individual, standards-aligned lesson connects to previous the following: previous learning, least one of the following: connects lesson to previous
lessons build on previous lessons learning, unit objectives, and long- unit objectives, and long-term previous learning, unit objectives, learning, unit objectives, or long-
and on students’ prior knowledge. term goals. goals. or long-term goals. term goals.
1b. Lesson Components All/nearly all lesson components Most of the lesson components Some lesson components are Lesson components are not
Lesson components are standards- are organized and delivered to are organized and delivered to aligned to the objective and are aligned to the objective and do
aligned and move students toward move students toward mastery of move students toward mastery of organized to move students not move students toward
mastery of an objective that is the objective. the objective. toward mastery of the objective. mastery of the objective.
aligned to essential understandings
in the standards.
1c. Pacing and Momentum All/nearly all students work Most students work productively Teacher spends too much or too Overall lesson pace is too slow or
Teacher maximizes learning time. productively to maximize their to maximize their learning. little time on one component. too fast or students may sit idle
learning. Teacher spends Teacher spends appropriate Structure may be inconsistent or with no clear understanding of
appropriate amount of time on amount of time on each some students are left without what to do.
each component of the lesson. component of the lesson. Lesson clear understanding of what to do.
Lesson has a clear structure, and has a clear structure, and most
all/nearly all students know what students know what they should
they should be doing. be doing.
1d. Clarity Content and instructions are Content and instructions are Content and instructions are Content and instructions are
Teacher clearly and accurately communicated clearly and communicated clearly and sometimes unclear or inaccurate. unclear or inaccurate.
communicates content and accurately in a way that accurately.
instructions. anticipates student
misconceptions.
Over the course of the year…
1e. Coherent Planning: Lesson plans are also standards-based, grade-level appropriate, and reflect work toward
annual student achievement goals. Lesson plans are, when applicable, collaboratively developed with other staff Always Frequently Sometimes Rarely
who will be helping to implement the lesson plan
1f. Progression of Instruction: Lesson objectives fit into a larger, coherent sequence that leads to student
Always Frequently Sometimes Rarely
mastery of the appropriate standards.

Overall Rating
Highly Effective Effective Partially Effective Ineffective
based on preponderance
of evidence 4 3 2 1

 2. Rigor and Inclusiveness
Instructional strategies challenge all students and provide multiple pathways to mastery.
In one lesson… Highly Effective Effective Partially Effective Ineffective
2a. Tailored Instruction Teacher consistently tailors Teacher often tailors strategies Teacher sometimes tailors strategies Teacher does not tailor strategies or
Teacher tailors instruction to strategies that reflect knowledge of that reflect knowledge of students that reflect knowledge of students. strategies do not lead to student
move all students toward students and lead to mastery for and lead to mastery for most Some strategies lead to mastery for mastery.
mastery. all/nearly all students. students. some students.

2b. Questions & Tasks Questions and tasks consistently Questions and tasks often ensure Questions and tasks promote Questions and tasks are not
Questions and tasks ensure ensure student comprehension as student comprehension as well student comprehension and minimal challenging or teacher does not ask
student comprehension and ask well as application, analysis and some application, analysis and or inconsistent application, analysis any questions.
for application, analysis and/or synthesis. synthesis. and synthesis.

synthesis.
2c. Responsiveness Teacher has anticipated student Teacher quickly recognizes Teacher sometimes recognizes Teacher does not recognize
Teacher anticipates and responds reactions and misunderstanding(s) misunderstanding(s) and employs student misunderstanding(s) and misunderstanding or rarely adjusts
to student reactions and as evidenced by effective alternative strategies to reach adjusts instructional strategy. instructional strategies based on
misunderstandings by adjusting instructional strategies and most students. Adjustments Adjustments are somewhat student reactions.
instructional strategies. immediate adjustments when effectively reach most students. effective.
misunderstandings occur.
Adjustments effectively reach
all/nearly all students.
2d. Precision & Evidence Teacher and students provide, and Teacher demands students Teacher sometimes demands Teacher does not correct inaccurate
Teacher and students require demand of each other, well- provide well-structured supporting evidence or precision responses or does not demand
precision and evidence in tasks structured arguments, rationale arguments, rationale and evidence from students. supporting evidence from students.
and responses. and evidence in their responses. in their responses.

Students use evidence to self-
correct.

Over the course of the year…
2e. Revisions: Student work includes revisions based on teacher and peer feedback, especially revised explanations and
Always Frequently Sometimes Rarely
justifications to demonstrate student movement toward mastery.
2f. Depth of Knowledge: Lesson objectives, tasks and materials require students to demonstrate the following skills:
● Recall & Reproduction: Recall of a fact, term, principle, or concept; perform a routine procedure; build on prior knowledge
● Basic Application of Concepts: Use of information and conceptual knowledge to select appropriate procedures for a task; identify two or more
steps with decision points along the way; solve routine problems; organize/display information
Always Frequently Sometimes Rarely
● Strategic Thinking: Develop a plan or sequence of steps to approach an abstract, complex, or non-routine problem using reasoning, decision
making and justification; show success in approaching problems with more than one possible answer
● Extended Thinking; Undertake an investigation or application to real world; requires time to research, problem solve, and process multiple
conditions of the problem or task; requires non-routine manipulations across disciplines/content areas/multiple sources

Overall Rating Highly Effective Effective Partially Effective Ineffective
based on preponderance of evidence
4 3 2 1
 3. Culture of Achievement
A learning-focused environment of shared high expectations promotes mastery.
In one lesson… Highly Effective Effective Partially Effective Ineffective
3a. Enthusiasm for Learning All/nearly all students Most students consistently Some students demonstrate Few students demonstrate
Students express satisfaction in consistently demonstrate demonstrate enthusiasm about enthusiasm or students enthusiasm or students rarely
solving problems and mastering enthusiasm about solving solving problems and mastering infrequently demonstrate demonstrate enthusiasm. Most
new material. problems and mastering new new materials and are engaged in enthusiasm. Some students appear students appear indifferent or
materials. They are passionate the tasks. indifferent or bored. bored.
about meeting the goal.
3b. Persistence All/nearly all students persist in Most students persist in With the teacher’s assistance, Students do not attempt to confront
Students show persistence in confronting demanding concepts confronting demanding concepts students try to confront demanding demanding concepts and tasks and
confronting demanding concepts and tasks to meet the objective and tasks to meet the objective concepts and tasks, yet not all teacher does not provide strategies
and tasks. without reliance on the teacher. without reliance on the teacher. students meet the objective. to overcome challenges.
3c. Community Teacher and students Teacher and students often use Teacher sometimes uses positive, Teacher rarely uses positive,
Classroom norms promote consistently use positive, positive, productive language and productive language. productive language or uses
positive and productive teacher- productive language and promote classroom values and Classroom values and norms are negative and unsupportive language.
student and student-student promote classroom values and norms. inconsistently reinforced. Classroom values and norms do not
relationships. norms. exist or are not reinforced.
3d. Attention All/nearly all students are on Most students are on task Some students are on task through Few students are on task throughout
Teacher’s strategies and routines task throughout the lesson. throughout the lesson. Occasional the lesson. Off-task behavior is the lesson. Off-task behavior is
capture and maintain student Students do not engage in off off-task behavior is effectively inconsistently redirected resulting ineffectively redirected.
attention on learning. task behavior, or rare off-task redirected so that little in some lost instructional time.
behavior is effectively redirected instructional time is lost.
with no lost instructional time.
Over the course of the year…
3e. High Expectations: The teacher fosters a classroom culture that is consistently one of high expectations
Always Frequently Sometimes Rarely
and hard work and the teacher models excellence.
3f. Peer Accountability: Students hold themselves and their peers accountable for learning and supporting
Always Frequently Sometimes Rarely
the culture of the classroom.

Overall Rating
Highly Effective Effective Partially Effective Ineffective
based on preponderance
of evidence 4 3 2 1

 4. Student Progress Toward Mastery
Students show evidence of, and teacher monitors, growth.
In one lesson… Highly Effective Effective Partially Effective Ineffective
4a. Checks for Understanding Checks for understanding are Checks for understanding are Checks for understanding occur Checks for understanding are not
Teacher consistently checks for consistent, aligned to the objective completed throughout the lesson only sometimes or may not be used or are not aligned to the
understanding. and fully integrated into the and are aligned to the objective. aligned with the objective. Checks lesson objective. Checks provide
lesson. Teacher gathers varied Teacher gathers evidence from the provide incomplete evidence from limited or no evidence to assess
evidence from the whole class and whole class and individual the whole class and individual progress.
individual students. Evidence students. Evidence gathered students.
gathered provides a clear provides a clear understanding of
understanding of all/nearly all most students’ level of
students’ level of comprehension. comprehension.

4b. Feedback Teacher feedback is academically Most teacher feedback is Teacher feedback is academically Teacher feedback, if it exists, is not
Teacher and students give and focused, appropriate, and specific, academically focused, appropriate, focused and appropriate, but is not academically focused and not
receive timely, specific, and tailored to the learning needs of and specific, tailored to the tailored to the unique needs of tailored to the students. Feedback
constructive feedback. each student, and allows for learning needs of each student, each student or is often teacher- may be inappropriate.
independent corrections and and allows for independent directed.
improvements. Students give corrections and improvements.
feedback to one another.

4c. Demonstration of Learning All/nearly all students consistently Most students master the Some students master the There is inconsistent or no
Students know more at the end of master the objective that moves objective that moves them to objective or master some of the evidence that students master the
the lesson than they did at the them toward grade-level grade-level standards. objective. Objective may be objective. There is no clear and
start. standards. Students can explain unclear, too broad, or not measurable objective.
why the objective is important. measurable.

Over the course of the year…
4d. Using Data: Teacher tracks assessment data to understand each student’s progress toward mastery and uses
Always Frequently Sometimes Rarely
results to guide planning and instruction.

4e. Understanding of Growth: Teacher can articulate specifically (and with evidence) whether or not each
Always Frequently Sometimes Rarely
student has internalized grade-level standards and, if not, what s/he still needs to learn.
4f. Progress Toward Goals: Data reflect that students are mastering the objectives of the focus areas, leading
toward mastery of grade-level standards. Always Frequently Sometimes Rarely

Overall Rating
Highly Effective Effective Partially Effective Ineffective
based on preponderance
of evidence 4 3 2 1

 5. Commitment to Personal and Collective Excellence
The teacher demonstrates commitment to excellence and to the professional growth of his/her school and peers.
Over the course of the year…
5a. Commitment to Continuous Improvement: Teacher accurately self-assesses strengths and
Exceeds Slightly Below Significantly Below
substantive growth areas, seeks and incorporates feedback from others, and pursues his or Meets Expectations
Expectations Expectations Expectations
her own growth and development.

5b. Collaboration: Teacher contributes ideas and expertise to further colleagues’ and the Exceeds Slightly Below Significantly Below
Meets Expectations
school’s growth and incorporates productive insights into his or her own instruction. Expectations Expectations Expectations

5c. Communication of Student Progress: Teacher communicates student progress clearly and Exceeds Slightly Below Significantly Below
Meets Expectations
consistently to students, families, and school leaders. Expectations Expectations Expectations

5d. Attendance and Promptness: Teacher is present and prompt, and attendance reflects his Exceeds Slightly Below Significantly Below
Meets Expectations
or her focus on student learning as a priority. Expectations Expectations Expectations

Overall Rating
Exceeds Expectations Meets Expectations Slightly Below Expectations Significantly Below Expectations
based on preponderance
(+1) (0) (-2) (-6)
of evidence