Ratings Used in Teaching Performance Assessments (TPAs) (стр. 5 )

Assessing Student Learning

TPE 2 Monitoring Student Learning During Instruction

Use progress monitoring at key points during instruction.

Pace instruction and re-teach content based on evidence gathered from

student questioning, student work or other observations.

Anticipate, check for and address common student misconceptions.

TPE 3 Interpretation and Use of Assessment

Understand and use a variety of formal and informal, formative and

summative assessments to determine student progress and plan

instruction.

Know about and use state-adopted student assessment programs.

Understand and use different types of assessment – entry-level, progress

monitoring and summative.

Use multiple measures of student achievement including information from families.

Know how and when to use specialized assessments based on student needs.

Know about and use informal classroom assessments and analyze student work.

Teach students how to use self-assessment strategies.

TPE 2 Rubric for Observation

TPE 2 Monitoring Student Learning During Instruction

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Not using progress monitoring or using it inappropriately. Providing inappropriate or no feedback to students. Rushing though the lesson without regard to student confusion. Example: The student teacher hurries through a lesson on area and perimeter. She doesn’t ask any questions and when students try to ask questions she says, “We’ll have to talk about that later. Just do the work.”
Level 2 Minimal Partial Limited	Sometimes using progress monitoring techniques but providing minimal feedback to students and not always using the results to modify instruction. Example: The student teacher asks questions of the class during instruction but always calls on the few students who raise their hands. She accepts answers that aren’t quite right and does not stop to clear up confusion.
Level 3 Appropriate Accurate Clear	Using progress monitoring appropriately during key points during instruction to determine whether students are progressing adequately and providing accurate feedback to students including re-teaching. Example: The student teacher includes progress monitoring questions in her lesson plans and uses them. The ST calls on students randomly and corrects inaccurate student responses. The ST re-teaches to alleviate confusion.
Level 4 Convincing Connected Consistent	Using progress monitoring appropriately during key points during instruction to determine whether students are progressing adequately and providing detailed and accurate feedback to students including re-teaching. Example: The student teacher uses several progress monitoring techniques including whole class response. The ST values student errors and uses them immediately to re-teach. The ST clearly rewards student questions. The ST uses progress monitoring results to pull together small groups for further instruction – sometimes these groups are self-nominated.

TPE 3 Rubric for Observation

TPE 3 Interpretation and Use of Assessments

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Uses inappropriate or no classroom assessment and inaccurate or no analysis of student work. Example: The high school literature intern teacher requires no writing and uses only teacher-made true-false quizzes to assess student achievement. The same quiz is used in each period and the last period class always scores better than the first period class. Scores are entered into a gradebook.
Level 2 Minimal Partial Limited	Uses limited types of classroom assessment and ambiguous criteria. Cursory or inconsistent analysis of student work. Example: The high school literature intern teacher uses a quiz as summative assessment in each unit. The quiz has 12 multiple choice questions and two short answer questions. She does not have a rubric to score the short answers and admits she often changes her mind about criteria in the middle of scoring. She expresses concern about the low grades of many of her students but hasn’t changed instruction or assessment.
Level 3 Appropriate Accurate Clear	Uses several forms of assessment, both informal and formal, at several points in instruction (entry, progress monitoring, summative). Analyzes the resulting student work accurately and provides clear feedback to students. Example: The high school literature intern teacher uses many kinds of assessment – tests, projects, papers, discussions – with clear rubrics. The work produced is carefully scored with clear feedback to the students. The intern uses analysis of the work of the class to reflect on how to improve instruction.
Level 4 Convincing Connected Consistent	Uses several forms of assessment, both informal and formal, at several points in instruction (entry, progress monitoring, summative). Analyzes the resulting student work accurately and provides detailed feedback to students. Modifies assessment to meet individual student needs. Example: The high school literature intern teacher uses many kinds of assessment and develops rubrics for scoring with the class. Students are encouraged to pre-score their work before submitting it. Students with learning needs are given alternate forms of assessment when needed with the focus on assessing state content standards for literature. Families are surveyed periodically about the students’ reading and writing outside of rveys suggest ways families can support student learning. The work produced is carefully scored with detailed feedback to the students including comments on how to improve. The intern uses analysis of the work of the class to reflect on how to improve instruction and invites the class to reflect on how to improve instruction as well.

TPE Area F

Developing as a Professional

TPE 12 Professional, Legal and Ethical Obligations

Take responsibility for student academic learning outcomes.

Aware of own personal values and biases and how these might affect their

teaching and student learning.

Resist racism and acts of intolerance

Manage professional time to ensure academic goals are met.

Understand laws related to the education of English learners, gifted

students and those with special needs.

Can identify suspected cases of child abuse, neglect or sexual

harassment.

Maintain a non-hostile classroom climate.

Aware of professional ethics and model ethical behavior.

Understand and implement district and school policies and state and

Federal laws with regard to:

Inappropriate or violent student behavior

Privacy, health and safety of children, families and colleagues.

Professional misconduct and moral fitness.

TPE 13 Professional Growth

Evaluate own teaching practices and subject matter knowledge with

regard to the state academic content standards.

Improve teaching by soliciting feedback, reflecting on experience and

seeking new strategies.

Use reflection and feedback to form and prioritize goals for professional

growth.

Develop appropriate plans for professional growth.

Access resources such as professional organizations or research.

DRAFT TPE 12 Rubric for Observation DRAFT

TPE 12 Profession, Legal and Ethical Obligations

Levels	Description and examples
Level 1 Inaccurate Little or none Inappropriate	Makes and allows comments reflecting bias or racism in the classroom without awareness of the impact on students. Does not make an effort to teach all students. Example – A middle school ST overhears students making fun of another student they consider to be homosexual. The ST joins in, saying “Don’t worry, we’ll always need hairdressers.”
Level 2 Minimal Partial Limited	Aware of the impact of some biased comments but not all. Makes some effort to teach low performing students but may not make effort to differentiate instruction for high performing students. Expresses doubt that some students will succeed. Example: The ST quickly intervenes to correct the sixth graders who make racist comments but laughs along with them when they tell blonde jokes.
Level 3 Appropriate Accurate Clear	Has set clear standards of acceptance and behavior in the class and models these values. Corrects students who use inappropriate humor or insult classmates. Provides differentiated instruction to meet student needs and displays confidence that all students can learn. Example: The ST provides a variety of student groupings throughout the day including small group instruction for all Ss.
Level 4 Convincing Connected Consistent	Incorporates discussions about bias and racism during instruction and consistently states expectations for the classroom that build community and acceptance. Assesses own success as a teacher based on the learning of every student. Example: One first grade student is frequently absent but when he comes, the ST has materials ready for him and works with him one-on-one. The teacher encourages the student to work at home.

TPE 13 Rubric for Observation

TPE 13 Professional Growth

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Provides irrelevant or no reflection on the results of instruction or feedback from supervisor observation. Few if any adaptations are made to improve teaching effectiveness. Can not prioritize goals or develop appropriate plans for professional growth. Does not use resources (resident teacher, supervisor, course instructors, others) to examine alternatives to current teaching practices. Example: Student teacher tells supervisor, “I have a job in my uncle’s school district as soon as I finish. This resident teacher just hates me, that’s why she complains. I think what I’m doing is fine; it’s just that these students are lazy. Don’t worry, I’ll catch up on my lesson reflections as soon as I get back from my trip to Las Vegas.”
Level 2 Minimal Partial Limited	Provides some reflection on the results of observed lessons or feedback from supervisor observation. Much of the reflection is a restatement of the supervisor’s comments. A few simple adaptations are made to improve teaching effectiveness. Struggles with prioritizing goals or developing appropriate plans for professional growth. Uses available resources (resident teacher, supervisor, course instructors) to examine alternatives to current teaching practices minimally. Example: The student teacher’s lesson reflection makes the same three points that the supervisor made in the observation notes. ST chooses the easiest of the three points (when to pass out paper) to implement. The ST prefers to listen to the resident teacher’s feedback because the resident teacher compliments each tiny effort the ST makes.
Level 3 Appropriate Accurate Clear	Makes regular reflections on the results of observed lessons or feedback from supervisor observation. Makes many adaptations are made to improve teaching effectiveness. Prioritizes goals and develops appropriate plans for professional growth. Uses available resources (resident teacher, supervisor, course instructors) to examine alternatives to current teaching practices. Example: Student teacher emails lesson reflections to the supervisor after each lesson observed which address the supervisor’s comments and the student’s own ideas about how to improve instruction. Student teacher tries to implement every suggestion given, every idea encountered in his strong desire to improve and is concerned about how to set priorities.
Level 4 Convincing Connected Consistent	Provides strong reflection and regular insights on the results of instruction (observed or not) or feedback from supervisor observation. Well thought-out adaptations are made to improve teaching effectiveness. Prioritizes goals and develops appropriate plans for professional growth (short and long-term). Reaches out to use resources (resident teacher, supervisor, course instructors, principal, district curriculum specialists) to examine alternatives to current teaching practices.