Blooming Prairie Educators Evaluation Tool

Items marked with a * are a component for Special Education Teachers ONLY

Evaluator:

Barry Olson

John Worke

Teacher Evaluated:


Date:

Time:

Subject:


School Name:

Blooming Prairie

Sr/Jr High School

DOMAIN A: Instruction
Standards,
Objectives
&
Instructional Plans
Unsatisfactory Developing Proficient Exemplary

Learning objectives and lesson
outlines/agendas are not
verbally and visually
communicated and aligned
with *IEP goals and
objectives.

Learning objectives and
lesson outlines/agendas are
either verbally or visually
communicated and aligned
with *IEP goals and
objectives.

Learning objectives and
lesson outlines/agendas are
verbally and visually
communicated and aligned
with *IEP goals and
objectives.

Learning objectives and lesson
outlines/agendas are communicated
and referenced verbally and visually
throughout the lesson and aligned
with *IEP goals and objectives.

Learning objectives are not
related to previous learning,
life experiences, and other
disciplines.


Learning objectives are
somewhat related to previous
learning, life experiences, and
other disciplines.


Learning objectives are
related to previous learning,
life experiences, and other
disciplines.
*Relevant to functional skill
needs.

Learning objectives are consistently
related to previous learning, life
experiences, and other disciplines.
*Relevant to functional skill needs.

Does not include a variety of
formal or informal
assessments, which show
evidence that most students
demonstrate mastery of the
objective
*based on goals and
objectives of IEP

Includes limited formal or
informal assessments,
which show evidence that
most students demonstrate
mastery of the objective
*based on goals and
objectives of IEP

Includes a variety of formal
or informal assessments,
which show evidence that
most students demonstrate
mastery of the objective
*based on goals and
objectives of IEP

Includes an extensive variety of
formal or informal assessments,
which show evidence that most
students demonstrate mastery of
the objective
*based on goals and objectives
of IEP

Comments:




Presenting
Instruction
Unsatisfactory Developing Proficient Exemplary


Teacher understands and demonstrates content knowledge through:
visuals, examples, illustrations, analogies, and/or labels for new concepts and ideas
modeling to demonstrate performance expectations
concise communication with essential information presented
logical sequencing and segmenting
highlighting key concepts and ideas
* teaching content to meet individual needs

Comments:




Grouping
Unsatisfactory Developing Proficient Exemplary


varied student grouping enhances the learners understanding of the lessons objective
provides opportunities for student to student interaction
each student knows his/her group role, responsibility, and is held accountable for productive work
groups provide students with opportunities to set goals and share reflections before evaluating their learning
*some students in the group will be there to learn how to be a part of the group appropriately
Comments:







Lesson Structure &
Pacing
Unsatisfactory Developing Proficient Exemplary

The lesson lacks a beginning,
middle or end, and allows no
time for reflection *or review.

The lesson has some evidence
of a beginning, middle and end,
and allows little time for
reflection *or review.

The lesson has a beginning,
middle and end, and allows
time for reflection *or review.

The lesson has a clear beginning,
middle and end, and allows
adequate time for reflection *or
review.

The lesson does not start on
time and instructional time is
lost during transitions


Lesson does not start on time
or some instructional time is
lost during transitions

Lesson starts on time with
little instructional time lost
during transitions
*Strategies are implemented
to support appropriate
transitioning.

Lesson starts on time with no
instructional time lost during
transitions
*Strategies are implemented to
support appropriate transitioning.

Lessons pacing provides no
opportunities for individual
students who progress at
different learning rates.


Lessons pacing provides few
opportunities for individual
students who progress at
different learning rates.


Lessons pacing provides
some opportunities for
individual students who
progress at different learning
rates.

Lessons pacing provides many
opportunities for individual
students who progress at
different learning rates.
Comments:







Activities and
Materials
Unsatisfactory Developing Proficient Exemplary

Activities and materials (Exemplary equals quality not quantity in this element)
support the lesson objectives/and or IEP objectives
are challenging, engaging, and sometimes game-like
provide time for reflection
induce student curiosity and suspense
provide students with choices
incorporate multimedia and technology
incorporate resources that support the school curriculum
*provide appropriate adaptations/assistive technology as needed

Comments:Error! Not a valid bookmark self-reference.








Academic
Unsatisfactory Developing Proficient Exemplary

Feedback

Feedback is:
academically focused
frequent
high quality
used to monitor and adjust instruction
teacher circulates to prompt student thinking
teacher checks for student understanding and provides individual feedback
teacher engages students in giving specific and high quality feedback to one another

Comments:Error! Not a valid bookmark self-reference.



Differentiation
Unsatisfactory Developing Proficient Exemplary

Differentiation is included in these formats: (Exemplary equals quality not quantity in this element)
instruction
activities
assignments
assessments
teacher demonstrates knowledge of different learning styles
accommodations are made through collaboration for all special learners (ELL, Special Ed, 504, Gifted/Talented, etc)

Comments:Error! Not a valid bookmark self-reference.




Questioning
Unsatisfactory Developing Proficient Exemplary

Few questions are asked and
are all lower level.

An adequate number of
teacher questions are asked
but are limited to knowledge
and comprehension.

Teacher questions are varied,
providing a mix of Blooms
question types:
o knowledge and
comprehension
o application and analysis
o synthesis and evaluation

*Questions are based on
students abilities and
developmental/cognitive
level.

Teacher questions are varied and
high quality providing a balanced
mix of Blooms question types:
o knowledge and
comprehension
o application and analysis
o synthesis and evaluation

*Questions are based on students
abilities and
developmental/cognitive level.

Questions are not purposeful,
coherent, and sequenced.


Questions are somewhat
purposeful, coherent, and
sequenced.


Questions are purposeful,
coherent, sequenced and
provide opportunities for
students to generate their own
questions.

*Questions are based on
students abilities and
developmental/ cognitive
level.

Questions are consistently
purposeful, coherent, sequenced
and lead to students generating
their own questions.

*Questions are based on students
abilities and developmental/
cognitive level.
Questions include:
active responses
wait time (3-5 seconds).*or longer if necessary
The teacher calls on :
volunteers and non-volunteers
a balance of students based on ability and gender
Comments:Error! Not a valid bookmark self-reference.





Thinking and
Unsatisfactory Developing Proficient Exemplary

Problem Solving



The teachers lesson includes some, but not all, of the following types of thinking and problem solving.

THINKING: Students use
analytical thinking - to analyze, compare and contrast, and/or evaluate and explain
information
practical thinking - to use, apply, and/or implement what they learn in real-life scenarios
creative thinking - to create, design, imagine and/or suppose
explorative thinking - to explore, gather, and/or review a variety of ideas, models, and
solutions to problems

PROBLEM SOLVING: Students
apply learning to new problems or situations
categorize, analyze, classify, and/or sort information
draw conclusions based on multiple forms of data
predict and evaluate outcome(s)
collect and analyze data through observing, experimenting, and/or measuring
defend a solution with evidence
suggest methods for improving a solution
identify relevant information to solve a problem
generate ideas by using analogies and brainstorming
create and design a product, experiment, or problem

Comments:











DOMAIN B: Enhancing Learning Environment
The Classroom
Environment

Unsatisfactory Developing Proficient Exemplary

is safe and welcoming
is organized and understood by all students
has supplies, equipment, and resources that are easily and readily accessible to students
uses displays/creative materials/student work to enhance the environment. *(appropriate to student needstoo much can be over
stimulating)
is arranged to promote individual and group learning
teacher-student interactions demonstrate caring and respect for one another
positive relationships and interdependence characterize the classroom
teachers establish rapport with individual students and know their personal interests and needs
Comments:










Expectations
Unsatisfactory Developing Proficient Exemplary


Teacher creates learning
opportunities where few
students can experience success.

Teacher creates learning
opportunities where some
students can experience
success.

Teacher creates learning
opportunities where most
students can experience
success.

Teacher creates learning
opportunities where all students
can experience success.

Expectations for student
performance are neither clear
nor challenging.

Expectations for student
performance are either clear
or challenging.

Expectations for student
performance are clear and
challenging.

Expectations for student
performance are clear and highly
challenging.

Few students are on-task,
focused or productive.


Some students are on-task,
focused and productive.


Most students are on-task,
focused and productive.


All students are on-task, focused
and productive.
*Strategies are implemented to
support on-task behavior.
Comments:












Managing Student
Behavior

Unsatisfactory Developing Proficient Exemplary

Expectations and consequences
are not appropriate or logical.

Some expectations are
communicated and have
logical consequences.

Most expectations are clearly
communicated and logical
consequences are delivered
respectfully.

All expectations are clearly
communicated and logical
consequences are delivered
respectfully.
*May be based on individual
student needs.


Behavior management
strategies are inconsistent.

Behavior management
strategies are sometimes
utilized and are usually
sensitive to individual
student needs.


Behavior management
strategies are utilized and are
sensitive to individual student
needs.


A variety of behavior
management strategies are
consistently utilized and are
sensitive to individual student
needs.


Classroom policies and
procedures are not evident.


Classroom policies and
procedures are evident.


Classroom policies and
procedures are established and
contribute to the efficiency of
the classroom.


Classroom policies and
procedures are established and
clearly contribute to the
efficiency of the classroom on a
daily basis.

Comments:













DOMAIN D: Professionalism

Professionalism
Unsatisfactory Developing Proficient Exemplary

practices the principles, ethics, and legal responsibilities of teaching as a profession
establishes positive relationships with staff, parents, and the school community
attendance, punctuality, and dress are appropriate
assigned/unassigned responsibilities are completed in a timely manner
participates in individual professional growth and the growth of colleagues
volunteers and actively participates in some aspect of school life outside of classroom responsibilities
attends or gives input for IEP meetings when invited
*due process paperwork is completed within timelines
*communicates well with special education team members
Comments:

















General Comments:Error! Not a valid bookmark self-reference.
















Evaluator Signature ______________________________ Date ____________________________


Teacher Signature ________________________________ Date ____________________________
(By signing the above line, the teacher is indicating that they have seen this evaluation document and have had
the evaluation results explained to them. Signature does not imply agreement.)