Standard 4 Final Evidence

Standard Four

Personnel

Evidence

Girls/Pct

MASTER SCHEDULE BY TEACHER and PERIOD Page 1

Whittier Christian High School2014-2015

Sec# Pd-Bl Sm Days Crs ID Course Title Teacher Name Room Credit Sex Low High Max Tot Boys/PctDept T/ATch#TeamNum

CrsSchGrp

SmGrp

11/14/201408:17:30 AM

1150 Y 0920 Teacher Asst 0 Unassigned Off 0.0 9 12 30 1 0 10 1001 MTWTF







1.34100 0 0 4 10Seats: Students: Class Average:Totals: Boys: Pct: Girls: Pct:

2148 F 0035 Worldviews 4 Amann J 20 5.0 12 12 29 28 10 1836 64B1 MTWTF

3267 S 0036 CurrEthical Iss 4 Amann J 20 5.0 12 12 30 0 0 00 0B1 MTWTF

1309 Y 0920 Teacher Asst 4 Amann J 20 0.0 9 12 2 1 1 0100 01 MTWTF






4206 F 0030 Life Calling 4 Amann J 20 5.0 9 12 28 29 13 1645 55B5 MTWTF

5329 S 0031 Apologetics 4 Amann J 20 5.0 11 11 30 0 0 00 0B5 MTWTF






-Skipping Teacher's Aide Classes

Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


7192 Y 0902 Cheer StudyHall 5 Albeanu J 6 0.0 F 9 12 40 29 0 290 1007 MTWTF

8002 Y 0774 Cheer/Song JV 5 Albeanu J 5.0 8 12 30 10 0 100 1008 MTWTF

8004 Y 0712 Varsity Cheer 5 Albeanu J 5.0 9 12 30 14 0 140 1008 MTWTF

8005 Y 0792 Varsity Song 5 Albeanu J 5.0 8 12 30 11 0 110 1008 MTWTF


1151 Y 0905 DirectedStudies 10 Barcroft D 34 5.0 9 12 1 1 1 0100 01 MTWTF

4317 Y 0908 DS Group 10 Barcroft D 34 5.0 12 12 4 1 1 0100 01 MTWTF












6281 Y 0906 DS Study Hall 10 Barcroft D 34 0.0 8 12 7 6 5 183 176 MTWTF


7190 Y 0906 DS Study Hall 10 Barcroft D 34 0.0 8 12 7 7 3 443 577 MTWTF



Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


5168 F 0025 Attribs. of God 12 Benke S 13 5.0 9 12 28 22 11 1150 50B1 MTWTF

5280 S 0026 Survey of Bible 12 Benke S 13 5.0 10 10 30 0 0 00 0B1 MTWTF



2324 Y 0920 Teacher Asst 12 Benke S 13 0.0 9 12 2 1 1 0100 02 MTWTF



1133 Y 0451 World History 1 12 Benke S 13 5.0 9 12 27 17 7 1041 59S5 MTWTF




5257 Y 0454 H World Hist 2 15 Biggs J 10 5.0 9 12 31 26 11 1542 58S1 MTWTF

3146 F 0440 HIST-110A WCiv 15 Biggs J 10 0.0 11 12 25 7 4 357 43S2 MTWTF

3188 S 0441 HIST-110B W Civ 15 Biggs J 10 0.0 12 12 25 0 0 00 0S2 MTWTF

3272 F 0420 HIST-170A U.S 15 Biggs J 10 0.0 9 12 28 24 9 1538 63S3 MTWTF

2176 S 0421 HIST-170B U.S. 15 Biggs J 10 0.0 9 12 28 0 0 00 0S3 MTWTF

1208 Y 0403 U.S. History 15 Biggs J 10 5.0 9 12 27 18 9 950 50S4 MTWTF

2139 Y 0403 U.S. History 15 Biggs J 10 5.0 9 12 27 25 12 1348 52S6 MTWTF


0020 Y 0333 A Capella 16 Botts P 30 2.5 9 12 32 28 3 2511 890 MTWTF

2131 Y 0323 Girls' Ensemble 16 Botts P 30 5.0 9 9 15 7 0 70 100N4 MTWTF

3274 Y 0900 Study Hall 16 Botts P 38 0.0 9 12 28 19 10 953 475 MTWTF-Skipping Teacher's Aide Classes

Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

3274 Y 0900 Study Hall 16 Botts P 38 0.0 9 12 28 19 10 953 475 MTWTF

4126 Y 0322 Choir 16 Botts P 30 5.0 9 12 45 23 9 1439 61N6 MTWTF


3151 Y 0521 German 1 17 Bowman G 7 5.0 9 12 22 10 4 640 60L1 MTWTF

2282 F 0020 The Bible 17 Bowman G 7 5.0 9 12 28 21 12 957 43B2 MTWTF

2331 Y 0920 Teacher Asst 17 Bowman G 7 0.0 9 12 2 2 1 150 502 MTWTF


2262 S 0021 Life of Christ 17 Bowman G 7 5.0 9 9 30 0 0 00 0B4 MTWTF

4324 Y 0920 Teacher Asst 17 Bowman G 7 0.0 9 12 2 1 1 0100 04 MTWTF



7147 Y 0900 Study Hall 17 Bowman G 7 0.0 9 12 28 30 18 1260 406 MTWTF

7138 F 0020 The Bible 17 Bowman G 7 5.0 9 12 28 22 14 864 36B7 MTWTF

7214 S 0021 Life of Christ 17 Bowman G 7 5.0 9 9 30 0 0 00 0B7 MTWTF


2152 Y 0206 Am Lit&Comp 19 Brown J 37 5.0 9 12 25 25 13 1252 48C2 MTWTF



6114 Y 0225 Hon Amer Lit 19 Brown J 37 5.0 9 12 26 22 6 1627 73C5 MTWTF


6293 Y 0920 Teacher Asst 19 Brown J 37 0.0 9 12 1 1 0 10 1006 MTWTF


3168 F 0030 Life Calling 21 Burbank S 9 5.0 9 12 28 26 12 1446 54B1 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


3266 S 0031 Apologetics 21 Burbank S 9 5.0 11 11 30 0 0 00 0B1 MTWTF



3297 Y 0185 Annual Staff 21 Burbank S 09 5.0 9 12 1 1 1 0100 0A3 MTWTF



2137 Y 0311 Beg Photography 21 Burbank S 9 5.0 9 12 20 27 15 1256 44N5 MTWTF

5333 Y 0180 Newspaper Staff 21 Burbank S 9 5.0 8 12 1 1 0 10 100A5 MTWTF


3150 Y 0180 Newspaper Staff 21 Burbank S 9 5.0 8 12 15 4 3 175 25A6 MTWTF

6283 Y 0920 Teacher Asst 21 Burbank S 9 0.0 9 12 2 1 1 0100 06 MTWTF





1312 Y 0920 Teacher Asst 36 Cordova J 5 0.0 9 12 2 2 0 20 1001 MTWTF

4149 Y 0611 Algebra 1 36 Cordova J 5 5.0 9 12 28 29 13 1645 55M1 MTWTF

2146 Y 0630 Geometry 36 Cordova J 5 5.0 9 12 27 24 11 1346 54M2 MTWTF

3299 Y 0947 Sci Lab Tech 36 Cordova J 11 5.0 9 12 2 1 0 10 1003 MTWTF


4246 Y 0830 Chemistry 36 Cordova J 11 5.0 9 12 24 25 9 1636 64Z3 MTWTF

3165 Y 0630 Geometry 36 Cordova J 5 5.0 9 12 27 25 9 1636 64M5 MTWTF



Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


5320 Y 0611 Algebra 1 36 Cordova J 5 5.0 9 12 28 27 9 1833 67M7 MTWTF



1121 Y 0213 Lit/Comp 1 45 Dickinson C 33 5.0 9 12 22 13 4 931 69C1 MTWTF

3296 Y 0353 Theatre III 45 Dickinson C 33 5.0 9 12 15 3 1 233 67N3 MTWTF

5153 F 0170 Speech 45 Dickinson C 21 5.0 9 12 25 26 12 1446 54A4 MTWTF

4229 S 0170 Speech 45 Dickinson C 33 5.0 9 12 0 0 0 00 0A4 MTWTF

2278 Y 0354 Theatre IV (H) 45 Dickinson C 33 5.0 11 12 30 4 1 325 75N6 MTWTF

6120 F 0170 Speech 45 Dickinson C 33 5.0 9 12 24 23 9 1439 61A7 MTWTF

6198 S 0170 Speech 45 Dickinson C 33 5.0 9 12 0 0 0 00 0A7 MTWTF


3304 Y 0920 Teacher Asst 47 Hunter K OFF 0.0 9 12 2 0 0 00 03 MTWTF

4325 Y 0920 Teacher Asst 47 Hunter K OFF 0.0 9 12 2 1 0 10 1004 MTWTF


7124 Y 0761 Basketball Boys 49 Durham S GYM 5.0 8 12 30 17 17 0100 07 MTWTF

7125 Y 0762 Basketball Girl 49 Durham S GYM 5.0 9 12 30 9 0 90 1007 MTWTF

8032 S 0709 Track/Boys 49 Durham S 5.0 9 12 30 0 0 00 08 MTWTF

8033 S 0719 Track/Girls 49 Durham S 5.0 9 12 30 0 0 00 08 MTWTF

8012 Y 0705 Basketball VarB 49 Durham S 5.0 M 9 12 15 0 0 00 08 MTWTF

8013 Y 0755 Basketball JV B 49 Durham S 5.0 M 9 12 20 0 0 00 08 MTWTF

8014 Y 0756 Basketball F/S 49 Durham S 5.0 M 9 12 20 0 0 00 08 MTWTF

8015 Y 0715 Basketball VarG 49 Durham S 5.0 F 9 12 15 0 0 00 08 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

8015 Y 0715 Basketball VarG 49 Durham S 5.0 F 9 12 15 0 0 00 08 MTWTF

8016 Y 0765 Basketball JV G 49 Durham S 5.0 9 12 30 0 0 00 08 MTWTF


5197 Y 0403 U.S. History 53 Hayward K 3 5.0 9 12 27 29 11 1838 62S1 MTWTF

2333 Y 0920 Teacher Asst 53 Hayward K 3 0.0 9 12 1 2 0 20 1002 MTWTF

4141 Y 0451 World History 1 53 Hayward K 3 5.0 9 12 27 21 11 1052 48S2 MTWTF

4207 Y 0403 U.S. History 53 Hayward K 3 5.0 9 12 27 27 12 1544 56S3 MTWTF

1135 Y 0451 World History 1 53 Hayward K 3 5.0 9 12 27 25 11 1444 56S4 MTWTF

1119 Y 0452 H World Hist 1 53 Hayward K 3 5.0 9 12 28 27 11 1641 59S6 MTWTF

7201 Y 0900 Study Hall 53 Hayward K 3 0.0 9 12 29 26 17 965 357 MTWTF


1118 Y 0845 Physics (H) 55 Endemano S 12 5.0 9 12 31 17 17 0100 0Z1 MTWTF

4125 F 0639 MATH 120 Stats 55 Endemano S 12 0.0 10 12 25 12 10 283 17M2 MTWTF

2311 S 0641 MATH 270A Str I 55 Endemano S 12 5.0 11 12 28 0 0 00 0M2 MTWTF

2332 Y 0920 Teacher Asst 55 Endemano S 12 0.0 9 12 2 1 1 0100 02 MTWTF

4140 Y 0648 Precalculus 55 Endemano S 12 5.0 9 12 25 7 5 271 29M4 MTWTF

2125 F 0650 150A Calculus 55 Endemano S 12 0.0 11 12 30 18 11 761 39M5 MTWTF

5327 F 0639 MATH 120 Stats 55 Endemano S 12 0.0 10 12 6 4 4 0100 0M5 MTWTF

2310 S 0651 150B Calculus 55 Endemano S 12 5.0 11 12 30 0 0 00 0M5 MTWTF

5328 S 0641 MATH 270A Str I 55 Endemano S 12 5.0 11 12 6 0 0 00 0M5 MTWTF

1132 Y 0648 Precalculus 55 Endemano S 12 5.0 9 12 25 13 11 285 15M6 MTWTF

8009 F 0713 Cross Country/G 55 Endemano S 5.0 9 12 20 7 0 70 1008 MTWTF

8010 F 0703 Cross Country/B 55 Endemano S 5.0 M 9 12 20 6 6 0100 08 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


8023 S 0726 Tennis Varsity 56 Esslinger R 5.0 9 12 20 0 0 00 08 MTWTF

8017 Y 0706 Soccer Varsity 56 Esslinger R 5.0 M 9 12 30 0 0 00 08 MTWTF

8018 Y 0746 Soccer JV 56 Esslinger R 5.0 M 9 12 30 0 0 00 08 MTWTF


1186 Y 0743 Weight Training 57 Esslinger B WR 5.0 9 12 21 16 16 0100 0P1 MTWTF


2321 Y 0920 Teacher Asst 57 Esslinger B WR 0.0 9 12 2 1 0 10 1002 MTWTF


3308 Y 0920 Teacher Asst 57 Esslinger B 0.0 9 12 2 1 1 0100 03 MTWTF

7235 F 0732 Health 57 Esslinger B 19 5.0 9 12 28 28 18 1064 36P4 MTWTF

4230 S 0732 Health 57 Esslinger B 17 5.0 9 12 0 0 0 00 0P4 MTWTF

6108 Y 0701 Boys P.E. 57 Esslinger B BPE 5.0 8 12 40 17 17 0100 0P5 MTWTF


1134 Y 0302 Art I 60 Genberg J 14 5.0 9 12 24 19 9 1047 53N1 MTWTF

4130 Y 0314 Honors Art 60 Genberg J 14 5.0 8 12 12 11 1 109 91N2 MTWTF

4131 Y 0330 AP Studio Art 60 Genberg J 14 5.0 10 12 8 6 1 517 83N2 MTWTF

3157 Y 0316 Art Design 60 Genberg J 14 5.0 9 12 24 21 11 1052 48N3 MTWTF

3298 Y 0920 Teacher Asst 60 Genberg J 14 0.0 9 12 2 0 0 00 03 MTWTF

4284 Y 0302 Art I 60 Genberg J 14 5.0 9 12 24 18 7 1139 61N4 MTWTF

4320 Y 0330 AP Studio Art 60 Genberg J 14 5.0 10 12 1 1 0 10 100N4 MTWTF

5140 Y 0303 Art II 60 Genberg J 14 5.0 9 12 24 14 4 1029 71N5 MTWTF

5295 Y 0311 Beg Photography 60 Genberg J 14 5.0 9 12 20 15 12 380 20N6 MTWTF-Skipping Teacher's Aide Classes

Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

5295 Y 0311 Beg Photography 60 Genberg J 14 5.0 9 12 20 15 12 380 20N6 MTWTF


3161 Y 0453 World History 2 61 Hall M 6 5.0 9 12 28 30 9 2130 70S1 MTWTF





6290 Y 0920 Teacher Asst 61 Hall M 6 0.0 9 12 1 1 0 10 1006 MTWTF


0017 Y 0375 Dance Ensemble 62 Oberlander A HH 2.5 8 12 20 8 0 80 100N0 -TWT-

3156 Y 0355 Intro to Dance 62 Oberlander A HH 5.0 8 12 25 12 0 120 100N2 MTWTF

1131 Y 0355 Intro to Dance 62 Oberlander A HH 5.0 8 12 25 14 0 140 100N3 MTWTF

3310 Y 0920 Teacher Asst 62 Oberlander A HH 0.0 9 12 2 1 0 10 1003 MTWTF

5259 Y 0376 AdvancedDance 62 Oberlander A HH 5.0 8 12 30 16 0 160 100N5 MTWTF

2128 Y 0356 IntermedDance 62 Oberlander A HH 5.0 8 12 30 15 0 150 100N6 MTWTF


7188 Y 0775 Football 63 Gradilla S BPE 5.0 9 12 50 7 7 0100 07 MTWTF

8011 F 0717 Football JV 63 Gradilla S BPE 5.0 9 12 60 29 29 0100 08 MTWTF

8021 F 0704 Vars Football 63 Gradilla S 5.0 9 12 50 31 31 0100 08 MTWTF


2252 Y 0840 Physics 65 Hart B 19 5.0 9 12 25 24 17 771 29Z1 MTWTF

1275 Y 0611 Algebra 1 65 Hart B 19 5.0 9 12 28 29 12 1741 59M2 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

2334 Y 0920 Teacher Asst 65 Hart B 19 0.0 9 12 1 1 0 10 1002 MTWTF


3286 Y 0840 Physics 65 Hart B 19 5.0 9 12 25 20 13 765 35Z5 MTWTF

5339 Y 0920 Teacher Asst 65 Hart B 19 0.0 9 12 2 1 0 10 1005 MTWTF



3160 Y 0503 Spanish 3 67 Harvey B 36 5.0 9 12 28 20 8 1240 60L2 MTWTF

4314 Y 0015 Intro Bible ESL 67 Harvey B 36 5.0 9 12 15 12 5 742 58B3 MTWTF

1233 Y 0506 AP Spanish Lang 67 Harvey B 36 5.0 9 12 24 7 2 529 71L5 MTWTF




3171 Y 0204 English 2 69 Bowers M 4 5.0 9 12 27 27 10 1737 63C1 MTWTF

2320 Y 0920 Teacher Asst 69 Bowers M 4 0.0 9 12 2 1 1 0100 02 MTWTF



4127 Y 0214 Hon English 1 69 Bowers M 4 5.0 9 12 27 22 8 1436 64C5 MTWTF

2178 Y 0246 AP Eng LangComp 69 Bowers M 4 5.0 11 12 30 20 7 1335 65C6 MTWTF




7250 F 0732 Health 71 Hong J 22 5.0 9 12 28 24 10 1442 58P7 MTWTF

6199 S 0732 Health 71 Hong J 21 5.0 9 12 0 0 0 00 0P7 MTWTF-Skipping Teacher's Aide Classes

Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

6199 S 0732 Health 71 Hong J 21 5.0 9 12 0 0 0 00 0P7 MTWTF

7252 Y 0920 Teacher Asst 71 Hong J 0.0 9 12 2 1 1 0100 07 MTWTF


1304 Y 0910 Office Asst 77 Jones J Adm 5.0 9 12 30 0 0 00 01 MTWTF

0022 Y 0910 Office Asst 77 Jones J ADM 5.0 9 12 1 1 0 10 1002 MTWTF

3302 Y 0910 Office Asst 77 Jones J OFF 5.0 9 12 1 1 0 10 1003 MTWTF

6289 Y 0910 Office Asst 77 Jones J ADM 5.0 9 12 1 1 0 10 1006 MTWTF


1207 Y 0865 AP Chemistry 78 Kazibwe-James L 11 5.0 11 12 24 11 2 918 82Z1 MTWTF

1310 Y 0920 Teacher Asst 78 Kazibwe-James L 11 0.0 9 12 1 0 0 00 01 MTWTF

1311 Y 0947 Sci Lab Tech 78 Kazibwe-James L 11 5.0 9 12 1 1 0 10 1001 MTWTF

1175 Y 0835 Hon Chemistry 78 Kazibwe-James L 11 5.0 9 12 22 19 10 953 47Z2 MTWTF



2145 Y 0830 Chemistry 78 Kazibwe-James L 11 5.0 9 12 24 12 4 833 67Z6 MTWTF

6288 Y 0920 Teacher Asst 78 Kazibwe-James L 11 0.0 9 12 2 1 1 0100 06 MTWTF

8045 F 0958 Acad Decathlon 78 Kazibwe-James L 11 5.0 9 12 30 0 0 00 08 MTWTF


3239 Y 0501 Spanish 1 79 Kleinsasser A 35 5.0 9 12 27 27 15 1256 44L2 MTWTF



5321 Y 0015 Intro Bible ESL 79 Kleinsasser A 35 5.0 9 12 15 13 6 746 54B6 MTWTF



Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM



1305 Y 0920 Teacher Asst 81 Klingenmeier S 22 0.0 9 12 2 0 0 00 01 MTWTF

3221 Y 0202 English 1 81 Klingenmeier S 22 5.0 9 12 27 24 15 963 38C1 MTWTF

3152 Y 0208 Eng Lit&Comp 81 Klingenmeier S 22 5.0 9 12 27 18 8 1044 56C2 MTWTF

6105 Y 0245 AP English 81 Klingenmeier S 22 5.0 9 12 24 19 10 953 47C3 MTWTF

5294 Y 0208 Eng Lit&Comp 81 Klingenmeier S 22 5.0 9 12 28 22 8 1436 64C4 MTWTF

7134 Y 0202 English 1 81 Klingenmeier S 22 5.0 9 12 27 27 13 1448 52C5 MTWTF


2326 Y 0920 Teacher Asst 82 Karavedas J OFF 0.0 9 12 2 1 1 0100 02 MTWTF


2138 Y 0209 World Lit&Comp 84 Leffel B 23 5.0 9 12 27 23 14 961 39C1 MTWTF

1146 Y 0204 English 2 84 Leffel B 23 5.0 9 12 27 24 12 1250 50C2 MTWTF



5166 Y 0204 English 2 84 Leffel B 23 5.0 9 12 27 25 14 1156 44C6 MTWTF


7127 Y 0764 Baseball 85 Lavoie B BPE 5.0 9 12 30 26 26 0100 07 MTWTF

8024 S 0708 Baseball Vars 85 Lavoie B 5.0 9 12 30 0 0 00 08 MTWTF

8025 S 0748 Baseball JV 85 Lavoie B 5.0 9 12 30 0 0 00 08 MTWTF


1117 Y 0860 AP Biology 86 Mangahas-Obando 15 5.0 11 12 32 26 12 1446 54Z1 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

1117 Y 0860 AP Biology 86 Mangahas-Obando 15 5.0 11 12 32 26 12 1446 54Z1 MTWTF

1308 Y 0920 Teacher Asst 86 Mangahas-Obando 15 0.0 9 12 2 0 0 00 01 MTWTF

2277 Y 0830 Chemistry 86 Mangahas-Obando 15 5.0 9 12 24 24 7 1729 71Z2 MTWTF


2328 Y 0947 Sci Lab Tech 86 Mangahas-Obando 15 5.0 9 12 2 1 1 0100 02 MTWTF

3153 Y 0821 Honors Biology 86 Mangahas-Obando 15 5.0 9 12 24 24 13 1154 46Z3 MTWTF

3301 Y 0947 Sci Lab Tech 86 Mangahas-Obando 15 5.0 9 12 2 2 0 20 1003 MTWTF

3303 Y 0920 Teacher Asst 86 Mangahas-Obando 0.0 9 12 2 0 0 00 03 MTWTF


6253 Y 0821 Honors Biology 86 Mangahas-Obando 15 5.0 9 12 24 20 13 765 35Z4 MTWTF

5292 Y 0830 Chemistry 86 Mangahas-Obando 15 5.0 9 12 24 24 10 1442 58Z5 MTWTF


2150 F 0020 The Bible 89 Morrow D 39 5.0 9 12 28 23 9 1439 61B1 MTWTF

1264 S 0021 Life of Christ 89 Morrow D 39 5.0 9 9 30 0 0 00 0B1 MTWTF

1306 Y 0920 Teacher Asst 89 Morrow D 39 0.0 9 12 2 2 0 20 1001 MTWTF



3174 F 0025 Attribs. of God 89 Morrow D 39 5.0 9 12 28 30 11 1937 63B4 MTWTF








Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


7215 S 0026 Survey of Bible 89 Morrow D 39 5.0 10 10 30 0 0 00 0B7 MTWTF



1136 F 0405 U.S. Government 90 Morrison T 8 5.0 9 12 28 20 11 955 45S1 MTWTF

1171 S 0442 Economics 90 Morrison T 8 5.0 9 12 30 0 0 00 0S1 MTWTF





5146 F 0407 AP Gov&Politics 90 Morrison T 8 5.0 12 12 34 34 18 1653 47S4 MTWTF




7123 Y 0760 Volleyball-Girl 90 Morrison T GYM 5.0 8 12 30 10 0 100 1007 MTWTF

8006 F 0710 Volleyball Vars 90 Morrison T GYM 5.0 9 12 20 11 0 110 1008 MTWTF

8007 F 0714 Volleyball JV 90 Morrison T GYM 5.0 9 12 30 13 0 130 1008 MTWTF


2144 Y 0620 Algebra 2 91 Lane B 32 5.0 9 12 27 27 8 1930 70M1 MTWTF

1137 Y 0620 Algebra 2 91 Lane B 32 5.0 9 12 27 27 12 1544 56M2 MTWTF

2325 Y 0920 Teacher Asst 91 Lane B 32 0.0 9 12 2 1 1 0100 02 MTWTF

1128 Y 0625 Hon Algebra 2 91 Lane B 32 5.0 9 12 25 24 10 1442 58M3 MTWTF

4247 Y 0625 Hon Algebra 2 91 Lane B 32 5.0 9 12 25 23 8 1535 65M4 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

5162 F 0035 Worldviews 91 Lane B 32 5.0 12 12 29 18 13 572 28B5 MTWTF

5282 S 0036 CurrEthical Iss 91 Lane B 32 5.0 12 12 30 0 0 00 0B5 MTWTF

5330 Y 0920 Teacher Asst 91 Lane B 32 0.0 9 12 2 1 1 0100 05 MTWTF


0021 Y 0920 Teacher Asst 93 Nicolaides N 0.0 9 12 30 0 0 00 00 MTWTF

2318 Y 0711 Girls P.E. 93 Nicolaides N GPE 5.0 8 12 36 22 0 220 100P1 MTWTF

3309 Y 0920 Teacher Asst 93 Nicolaides N 0.0 9 12 2 1 0 10 1003 MTWTF

2317 Y 0711 Girls P.E. 93 Nicolaides N GPE 5.0 8 12 36 22 0 220 100P6 MTWTF

7128 Y 0771 Soccer-Girls 93 Nicolaides N GPE 5.0 8 12 30 19 0 190 1007 MTWTF

7129 Y 0772 Soccer-Boys 93 Nicolaides N BPE 5.0 9 12 30 16 16 0100 07 MTWTF

7224 Y 0769 Tennis Girls 93 Nicolaides N GPE 5.0 9 12 30 7 0 70 1007 MTWTF

8001 F 0726 Tennis Varsity 93 Nicolaides N 5.0 9 12 20 18 0 180 1008 MTWTF

8034 S 0727 Swimming 93 Nicolaides N 5.0 9 12 30 0 0 00 08 MTWTF

8019 Y 0706 Soccer Varsity 93 Nicolaides N 5.0 9 12 30 0 0 00 08 MTWTF

8020 Y 0746 Soccer JV 93 Nicolaides N 5.0 9 12 30 0 0 00 08 MTWTF


2335 Y 0920 Teacher Asst 95 Nunnally J OFF 0.0 9 12 2 0 0 00 02 MTWTF






4132 Y 0351 Theatre I 98 Ordaz M 33 5.0 9 12 26 15 3 1220 80N2 MTWTF-Skipping Teacher's Aide Classes

Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM

4132 Y 0351 Theatre I 98 Ordaz M 33 5.0 9 12 26 15 3 1220 80N2 MTWTF

5144 Y 0352 Theatre II 98 Ordaz M 33 5.0 9 12 15 5 1 420 80N4 MTWTF


5136 Y 0450 Student Council 99 Northcott S 31 5.0 9 12 25 25 8 1732 68S2 MTWTF

2279 Y 0511 French 1 99 Northcott S 31 5.0 9 12 23 16 4 1225 75L3 MTWTF


5335 Y 0920 Teacher Asst 99 Northcott S 31 0.0 9 12 2 1 0 10 1005 MTWTF





2280 Y 0502 Spanish 2 101 Peery H 21 5.0 9 12 26 27 13 1448 52L1 MTWTF

2330 F 0280 Intermed. ESL 101 Peery H 21 5.0 9 12 10 10 3 730 70C2 MTWTF

2336 Y 0920 Teacher Asst 101 Peery H 0.0 9 12 30 0 0 00 02 MTWTF

2337 Y 0920 Teacher Asst 101 Peery H 21 0.0 9 12 2 1 1 0100 02 MTWTF




6115 F 0732 Health 101 Peery H 21 5.0 9 12 28 0 0 00 0P7 MTWTF


1156 Y 0280 Intermed. ESL 102 Posey M 24 5.0 9 12 20 9 4 544 56C2 MTWTF

7200 Y 0281 Advanced ESL 102 Posey M 24 5.0 9 12 16 11 8 373 27C3 MTWTF

2276 Y 0202 English 1 102 Posey M 24 5.0 9 12 27 25 14 1156 44C4 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM



5340 Y 0920 Teacher Asst 102 Posey M 24 0.0 9 12 2 1 0 10 1005 MTWTF

1123 Y 0281 Advanced ESL 102 Posey M 24 5.0 9 12 16 14 8 657 43C6 MTWTF

9009 Y 0999 Community Svc 102 Posey M 1.0 8 12 200 0 0 00 09 MTWTF





4321 Y 0920 Teacher Asst 109 Sanita C 0.0 9 12 1 1 1 0100 04 MTWTF


3273 Y 0311 Beg Photography 110 Roden R 9 5.0 9 12 20 21 11 1052 48N2 MTWTF

5150 Y 0311 Beg Photography 110 Roden R 5 5.0 9 12 20 20 9 1145 55N4 MTWTF


2127 Y 0635 Hon Geometry 115 Shibley R 17 5.0 9 12 25 24 16 867 33M1 MTWTF

4128 Y 0616 Personal Financ 115 Shibley R 17 5.0 9 12 24 23 13 1057 43M2 MTWTF

5325 Y 0635 Hon Geometry 115 Shibley R 17 5.0 9 12 25 19 10 953 47M3 MTWTF

4315 Y 0630 Geometry 115 Shibley R 17 5.0 9 12 27 22 9 1341 59M4 MTWTF

6279 Y 0630 Geometry 115 Shibley R 17 5.0 9 12 27 24 10 1442 58M6 MTWTF


1149 Y 0911 Attend Ofc Asst 122 Stofle P Att 5.0 9 12 3 2 0 20 1001 MTWTF



Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM







1144 Y 0102 Computer App. 123 Tweedy D 2 5.0 9 12 24 12 5 742 58V3 MTWTF




5258 Y 0015 Intro Bible ESL 123 Tweedy D 18 5.0 9 12 15 16 9 756 44B7 MTWTF


6217 Y 0223 Lit/Comp 2 124 Tomes R 38 5.0 9 12 15 12 4 833 67C2 MTWTF



7145 Y 0900 Study Hall 124 Tomes R 38 0.0 9 12 29 26 12 1446 547 MTWTF


1211 Y 0637 Statistics 125 Turner T 18 5.0 9 12 28 25 11 1444 561 MTWTF

3147 Y 0647 PreCalculus (H) 125 Turner T 18 5.0 9 12 27 19 10 953 47M2 MTWTF

2135 Y 0602 Pre-Algebra 125 Turner T 18 5.0 9 12 22 8 3 538 63M3 MTWTF

5293 Y 0620 Algebra 2 125 Turner T 18 5.0 9 12 27 14 5 936 64M4 MTWTF

5256 Y 0647 PreCalculus (H) 125 Turner T 18 5.0 9 12 27 28 13 1546 54M5 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


8026 S 0767 Varsity Golf 129 Underwood P 5.0 9 12 30 0 0 00 08 MTWTF

8027 S 0768 JV Golf 129 Underwood P 5.0 9 12 30 0 0 00 08 MTWTF


7126 Y 0763 Softball 131 VanDuyn D GPE 5.0 8 12 30 8 0 80 1007 MTWTF

8030 S 0718 Softball Vars 131 VanDuyn D 5.0 9 12 30 0 0 00 08 MTWTF

8031 S 0758 Softball JV 131 VanDuyn D 5.0 9 12 30 0 0 00 08 MTWTF


1246 Y 0820 Biology 132 Schmitter J 16 5.0 9 12 24 18 11 761 39Z1 MTWTF

3223 Y 0820 Biology 132 Schmitter J 16 5.0 9 12 24 22 12 1055 45Z2 MTWTF

3307 Y 0920 Teacher Asst 132 Schmitter J 16 0.0 9 12 2 1 1 0100 03 MTWTF

6112 Y 0855 AnatomyPhysiolo 132 Schmitter J 16 5.0 9 12 23 24 8 1633 67Z3 MTWTF




2327 Y 0920 Teacher Asst 137 Wait R OFF 0.0 9 12 2 1 0 10 1002 MTWTF

6291 Y 0920 Teacher Asst 137 Wait R OFF 0.0 9 12 2 1 0 10 1006 MTWTF


1303 F 0948 EducationalTech 138 Walker J LIB 5.0 8 12 2 3 3 0100 01 MTWTF





Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


4302 S 0442 Economics 138 Walker J 23 5.0 9 12 30 0 0 00 0S4 MTWTF





0014 Y 0324 Jazz Ensemble 139 Wood J HH 5.0 9 12 0 0 0 00 0N2 MTWTF

7196 Y 0318 Concert Band 139 Wood J HH 5.0 9 12 30 6 5 183 17N4 MTWTF

4134 Y 0357 String Ensemble 139 Wood J 30 5.0 8 12 20 3 1 233 67N5 MTWTF

6178 Y 0360 Wind Ensemble 139 Wood J HH 5.0 9 12 35 16 12 475 257 MTWTF

8053 Y 0736 Banner Carrier 139 Wood J 0.0 M 9 12 0 0 0 00 08 MTWTF

8055 Y 0338 Drumline 139 Wood J HH 5.0 9 12 15 0 0 00 0P8 MTWTF

9013 Y 0724 Color Guard 139 Wood J HH 5.0 9 12 30 0 0 00 08 MTWTF

8044 Y 0338 Drumline 139 Wood J HH 5.0 9 12 15 0 0 00 0P9 MTWTF


7133 Y 0820 Biology 140 Weiseth S 16 5.0 9 12 24 23 8 1535 65Z4 MTWTF

5331 Y 0920 Teacher Asst 140 Weiseth S 19 0.0 9 12 2 1 0 10 1005 MTWTF

6117 Y 0808 Environ Science 140 Weiseth S 17 5.0 9 12 22 20 10 1050 505 MTWTF


6284 Y 0920 Teacher Asst 140 Weiseth S 15 0.0 9 12 2 2 0 20 1006 MTWTF


7248 Y 0947 Sci Lab Tech 140 Weiseth S 15 5.0 9 12 2 1 1 0100 07 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


1152 Y 0949 Library Tech 141 Valles L LIB 5.0 8 12 2 0 0 00 01 MTWTF

1307 Y 0920 Teacher Asst 141 Valles L LIB 0.0 9 12 5 3 2 167 331 MTWTF














8003 Y 0793 JV Song 199 Unassigned 5.0 8 12 0 0 0 00 08 MTWTF


8008 F 0733 Volleyball F/S 205 Duran C GYM 5.0 9 12 20 15 0 150 1008 MTWTF

8028 S 0710 Volleyball Vars 205 Duran C 5.0 9 12 30 0 0 00 08 MTWTF

8029 S 0714 Volleyball JV 205 Duran C 5.0 9 12 30 0 0 00 08 MTWTF


Girls/Pct




CrsSchGrp

SmGrp

11/14/201408:17:30 AM


5332 Y 0910 Office Asst 211 Morrison C ADM 5.0 9 12 2 1 1 0100 05 MTWTF



Standard 4: Personnel

• Screening and background checks

All Faculty & Staff must obtain fingerprint clearance from the Department of Justice and the FBI before beginning Employment with WCHS. That documentation is stored in a locked filing cabinet in the Human Resource office.

Whittier Christian High SchoolStaff Confidential Evaluation Report

2013 - 2014

Rating

1. Content and Methods

Demonstrates mastery of subject area

Evidences careful planning and organization

Develops higher level thinking skills

Employs a variety of ways to meet with key workers and target tasks or responsibilities

Uses technology effectively

Communicates effectively with students, parents and teachers

Follows prescribed responsibilities

Integrates Biblical principles throughout the daily performance

Strives to meet the individual needs of teachers, staff and administration

2. Office Duties

Achieves an office atmosphere conducive for student, teacher and staff comfort and confidentiality, professionalism and excellence

Name:

Position:

Provides safe, orderly and organized documents

Provides and follows an effective communication chain and regularly attends staff meetings, devotionals and chapel

Office is neat, attractive, healthful and orderly

3. Professional Qualities

Regularly attends required meetings and activities

Is punctual to assigned duties and meetings

Maintains a high standard of conduct and integrity

Builds positive relations with parents, students, and colleagues

Supports administration, teachers and staff

Maintains up-to-date skill sets demanded by their responsibilities

Maintains accurate student/office records

Responds to administrative directives as requested

Displays cooperative and supportive attitude toward the school

Complies with professional growth expectations

Attends professional seminars and workshops

4. Personal Qualities

Dresses in a professional manner

Evidences a positive rapport with parents

Demonstrates flexibility and cooperation

Accepts a leadership role in school activities

5. Spiritual Qualities

Demonstrates an attitude of ministry

Resolves conflict in a Biblical manner

! 2

Comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Recommendations: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

It is my judgment that this staff member’s overall performance:

Meets Expectations ______

Needs Improvement ______

Unsatisfactory______

Supervisor’s Signature Date ____________________________________ __________________

Staff’s Signature Date __________________________________________ __________________

Signing of this instrument indicates your participation in the evaluation; it does not imply agreement with all factors of the evaluation.

Regularly attends worship services at a bible-teaching church (self-evaluation)

! 3

Teacher Evaluation Rubrics by Kim Marshall – Revised January 2, 2014

Organization, Rationale, and Suggestions for Implementation

1. The rubrics have 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

2. The rubrics use a four-level rating scale:

4 – Highly Effective – Master teacher performance that meets very demanding criteria 3 – Effective – Solid, expected professional performance; teachers should feel good about scoring at this level 2 – Improvement Necessary – Performance is mediocre; no teacher should be content to remain at this level 1 – Does Not Meet Standards – Unacceptable performance leading to an improvement plan, intensive support, and, if improvement isn’t made within a reasonable amount of time, dismissal

3. These rubrics aim to provide a shared definition of the work teachers do with students and colleagues. To gather the information needed to fill out the rubrics at the end of a school year, supervisors need to make frequent, short, unannounced classroom visits (at least ten per teacher per year); have a face-to-face coaching conversation after each one (ideally in the teacher’s classroom when students aren’t there); regularly observe teachers in team meetings and other settings; and possibly look at student survey data. The rubrics should not be used as checklists during classroom visits or in post-observation conferences – their comprehensive scope and evaluative tone are likely to hamper thoughtful observation and effective coaching. Rather, the rubrics should inform teachers’ work and supervisors’ observations throughout the year and serve as a memory prompt and structuring protocol when it’s time to evaluate the year’s work. 4. This suggests that the rubrics should be used formally at three points: (a) As school opens, teachers self-assess, meet with their supervisor, and set 2-3 improvement goals; (b) At mid-year, teacher and supervisor meet and compare ratings page by page, discuss any differences, assess progress on the teacher’s goals, and identify areas for growth; and (c) At the end of the year, teacher and supervisor repeat this process and reach closure on the year’s ratings (the supervisor, of course, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand, discuss only the areas where they disagree, and talk about those areas based on the teacher’s actual performance. Some supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurt feelings. This does not help teachers improve. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid, evidence-based feedback, listen to the teacher’s concerns, and organize robust follow-up support. 5. When scoring each rubric line, it’s best to read the Effective level first, and if that doesn’t capture the teacher’s work, look left or right and mark the level that contains the most accurate description. When all ten lines are done, the page provides a graphic display of areas that deserve praise and those that need improvement. The supervisor gives an overall rating at the bottom and writes a brief comment (if needed), and when all six pages have been scored, records the ratings on the summary page, gives the teacher an overall rating, and they both write summative comments and sign off. 6. When an entire staff is scored honestly using the rubrics, it’s possible to create a color-coded spreadsheet that can serve as a (confidential) road-map for schoolwide professional development (see the samples on page 9 and 10). 7. The rubrics synthesize an extensive research base on classroom and professional practices that affect children’s learning. Although student achievement is not evaluated by the rubrics, it’s reasonable to assume that in a well-run school (positive climate, professional working conditions, aligned curriculum, etc.) the more Effective and Highly Effective ratings a teacher has, the better students will do. For ideas on how to include student learning in the teacher-evaluation process, see Marshall’s book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2nd edition, 2013, p. 121). 8. The rubrics are open source and may be used and adapted by schools and districts as they see fit.

A. Planning and Preparation for Learning

The teacher:

4Highly Effective

3Effective

2Improvement

Necessary

1Does Not Meet

Standards

a. Knowledge

Is expert in the subject area and up to date on authoritative research on child development and how students learn.

Knows the subject matter well and has a good grasp of child development and how students learn.

Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.

Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.

b.Standards

Has a detailed plan for the year that is tightly aligned with high standards and ensures success on standardized assessments.

Plans the year so students will meet high standards and be ready for standardized assessments.

Has done some thinking about how to cover high standards and test requirements this year.

Plans lesson by lesson and has little familiarity with state standards and tests.

c.Units

Plans almost all units with big ideas, essential questions, knowledge, skill, transfer, and non-cognitive goals covering most Bloom levels.

Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.

Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.

Teaches on an ad hoc basis with little or no consideration for long-range curriculum goals.

d.Assessments

Prepares diagnostic, on-the-spot, interim, and summative assessments to monitor student learning.

Plans on-the-spot and unit assessments to measure student learning.

Drafts unit tests as instruction proceeds.

Writes final tests shortly before they are given.

e.Anticipation

Anticipates students' misconceptions and confusions and develops multiple strategies to overcome them.

Anticipates misconceptions that students might have and plans to address them.

Has a hunch about one or two ways that students might become confused with the content.

Proceeds without considering misconceptions that students might have about the material.

f.Lessons

Designs each lesson with clear, measurable, achievable goals closely aligned with standards and unit outcomes.

Designs lessons focused on measurable, achievable outcomes aligned with unit goals.

Plans lessons with some consideration of long-term goals.

Plans lessons aimed primarily at entertaining students or covering textbook chapters.

g.Engagement

Designs highly relevant lessons that will motivate virtually all students and en-gage them in active learning.

Designs lessons that are relevant, motivating, and likely to engage most students.

Plans lessons that will catch some students’ interest and perhaps get a discussion going.

Plans lessons with very little likelihood of motivating or involving students.

h.Materials

Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.

Designs lessons that use an appropriate, multicultural mix of materials and technology.

Plans lessons that involve a mixture of good and mediocre learning materials.

Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.

i.Differentiation

Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.

Designs lessons that target several learning needs, styles, and interests.

Plans lessons with some thought as to how to accommodate special needs students.

Plans lessons with no differentiation.

j.Environment

Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.

Organizes classroom furniture, materials, and displays to support unit and lesson goals.

Organizes furniture and materials to support the lesson, with only a few decorative displays.

Has a conventional furniture arrangement, hard-to-access materials, and few wall displays.

Overall rating:____________________________ Comments:

B. Classroom Management

The teacher:

4Highly Effective

3Effective

2Improvement

Necessary

1Does Not Meet

Standards

a.Expectations

Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.

Clearly communicates and consistently enforces high standards for student behavior.

Announces and posts classroom rules and consequences.

Comes up with ad hoc rules and consequences as events unfold during the year.

b. Relationships

Shows warmth, caring, respect, and fairness for all students and builds strong relationships.

Is fair and respectful toward students and builds positive relationships.

Is fair and respectful toward most students and builds positive relationships with some.

Is sometimes harsh, unfair, and disrespectful with students and/or plays favorites.

c. Respect

Creates a climate of respect and buy-in such that disruption of learning is virtually unthinkable.

Wins almost all students’ respect and discipline problems are few and far between.

Wins the respect of some students but there are regular disruptions in the classroom.

Is not respected by students and the classroom is frequently chaotic and sometimes dangerous.

d.Social-emotional

Implements a program that successfully develops positive interactions and social-emotional skills.

Fosters positive interactions among students and teaches useful social skills.

Often lectures students on the need for good behavior, and makes an example of “bad” students.

Publicly berates “bad” students, blaming them for their poor behavior.

e. Routines

Successfully inculcates class routines up front so that students maintain them throughout the year.

Teaches routines and has students maintain them all year.

Tries to train students in class routines but many of the routines are not maintained.

Does not teach routines and is constantly nagging, threatening, and punishing students.

f.Responsibility

Gets virtually all students to be self-disciplined, take responsibility for their actions, and have a strong sense of efficacy.

Develops students’ self-discipline and teaches them to take responsibility for their own actions.

Tries to get students to be responsible for their actions, but many lack self-discipline.

Is unsuccessful in fostering self-discipline in students; they are dependent on the teacher to behave.

g.Repertoire

Has a highly effective discipline repertoire and can capture and hold students’ attention any time.

Has a repertoire of discipline “moves” and can capture and maintain students’ attention.

Has a limited disciplinary repertoire and some students are not paying attention.

Has few discipline skills and constantly struggles to get students’ attention.

h.Efficiency

Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.

Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.

Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.

Loses a great deal of instructional time because of confusion, interruptions, ragged transitions, and off-task teacher behavior.

i.Prevention

Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.

Has a confident, dynamic presence and nips most discipline problems in the bud.

Tries to prevent discipline problems but sometimes little things escalate into big problems.

Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate.

j.Incentives

Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.

Uses incentives wisely to encourage and reinforce student cooperation.

Uses extrinsic rewards in an attempt to get students to cooperate and comply.

Gives out extrinsic rewards (e.g., free time) without using them as a lever to improve behavior.


C. Delivery of Instruction

The teacher:

4Highly Effective

3Effective

2Improvement

Necessary

1Does Not Meet

Standards

a.Expectations

Exudes high expectations, urgency, and determination that all students will master the material.

Conveys to students: This is important, you can do it, and I’m not going to give up on you.

Tells students that the subject matter is important and they need to work hard.

Gives up on some students as hopeless.

b.Mindset

Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and will achieve at high levels.

Tells students that effective effort, not innate ability, is the key.

Doesn't counteract students' misconceptions about innate ability.

Communicates a "fixed" mindset about ability: some students have it, some don't.

c.Goals

Shows students exactly what’s expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.

Gives students a clear sense of purpose by posting the unit’s essential questions and the lesson’s goals.

Tells students the main learning objectives of each lesson.

Begins lessons without giving students a sense of where instruction is headed.

d.Connections

Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.

Activates students’ prior knowledge and hooks their interest in each lesson and new vocabulary.

Is only sometimes successful in making the subject interesting and relating it to things students already know.

Rarely hooks students’ interest or makes connections to their lives.

e.Clarity

Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.

Uses clear explanations, appropriate language, and examples to present material.

Sometimes uses language and explanations that are fuzzy, confusing, or inappropriate.

Often presents material in a confusing way, using language that is inappropriate.

f.Repertoire

Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate student learning.

Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.

Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.

Uses only one or two teaching strategies and types of materials and fails to reach most students.

g.Engagement

Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work.

Has students actively think about, discuss, and use the ideas and skills being taught.

Attempts to get students actively involved but some students are disengaged.

Mostly lectures to passive students or has them plod through textbooks and worksheets.

h.Differentiation

Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer and adult helpers.

Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students’ learning needs.

Attempts to accommodate students with learning deficits, but with mixed success.

Fails to differentiate instruction for students with learning deficits.

i.Nimbleness

Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.

Is flexible about modifying lessons to take advantage of teachable moments.

Sometimes doesn't take advantage of teachable moments.

Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments.

j.Closure

Consistently has students summarize and internalize what they learn and apply it to real-life situations and future opportunities.

Has students sum up what they have learned and apply it in a different context.

Sometimes brings closure to lessons and asks students to think about applications.

Moves on at the end of each lesson without closure or application to other contexts.


D. Monitoring, Assessment, and Follow-Up

The teacher:

4Highly Effective

3Effective

2Improvement

Necessary

1Does Not Meet

Standards

a. Criteria

Consistently posts and reviews clear criteria for good work, with rubrics and exemplars of student work at each level of proficiency.

Posts criteria for proficiency, including rubrics and exemplars of student work.

Tells students some of the qualities that their finished work should exhibit.

Expects students to know (or figure out) what it takes to get good grades.

b.Diagnosis

Gives students a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.

Diagnoses students’ knowledge and skills up front and makes small adjustments based on the data.

Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.

Begins instruction without diagnosing students' skills and knowledge.

c.On-the-Spot

Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.

Frequently checks for understanding and gives students helpful information if they seem confused.

Uses mediocre methods (e.g., thumbs up, thumbs down) to check for understanding during instruction.

Uses ineffective methods ("Is everyone with me?") to check for understanding.

d.Self-Assessment

Has students set ambitious goals, continuously self-assess, and take responsibility for improving performance.

Has students set goals, self-assess, and know where they stand academically at all times.

Urges students to look over their work, see where they had trouble, and aim to improve those areas.

Allows students to move on without assessing and improving problems in their work.

e.Recognition

Frequently posts students’ work with rubrics and commentary to celebrate progress and motivate and direct effort.

Regularly posts students’ work to make visible their progress with respect to standards.

Posts some ‘A’ student work as an example to others.

Posts only a few samples of student work or none at all.

f.Interims

Works with colleagues to immediately use interim assessment data to fine-tune teaching, re-teach, and help struggling students.

Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.

Returns tests to students and follows up by clarifying a few items that caused problems.

Is slow getting test results back to students and moves on without analyzing data and following up with students.

g.Tenacity

Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.

Takes responsibility for students who are not succeeding and gives them extra help.

Offers students who fail tests some additional time to study and do re-takes.

Tells students that if they fail a test, that’s it; the class has to move on to cover the curriculum.

h.Support

Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.

When necessary, refers students for specialized diagnosis and extra help.

Sometimes doesn’t refer students promptly for special help, and/or refers students who don’t need it.

Often fails to refer students for special services and/or refers students who do not need them.

i.Analysis

Works with colleagues to analyze and chart data, draw action conclusions, and leverage student growth.

Analyzes data from assessments, draws conclusions, and shares them appropriately.

Records students’ grades and notes some general patterns for future reference.

Records students’ grades and moves on with the curriculum.

j.Reflection

Works with colleagues to reflect on what worked and what didn't and continuously improve instruction.

Reflects on the effectiveness of lessons and units and continuously works to improve them.

At the end of a teaching unit or semester, thinks about what might have been done better.

Does not draw lessons for the future when teaching is unsuccessful.


E. Family and Community Outreach

The teacher:

4Highly Effective

3Effective

2Improvement

Necessary

1Does Not Meet

Standards

a.Respect

Shows great sensitivity and respect for family and community culture, values, and beliefs.

Communicates respectfully with parents and is sensitive to different families’ culture and values.

Tries to be sensitive to the culture and beliefs of students’ families but sometimes shows lack of sensitivity.

Is often insensitive to the culture and beliefs of students’ families.

b.Belief

Shows each parent an in-depth knowledge of their child and a strong belief that he or she will meet or exceed standards.

Shows parents a genuine interest and belief in each child’s ability to reach standards.

Tells parents that he or she cares about their children and wants the best for them.

Does not communicate to parents knowledge of individual children or concern about their future.

c.Expectations

Gives parents clear, user-friendly learning and behavior expectations and exemplars of proficient work.

Gives parents clear expectations for student learning and behavior for the year.

Sends home a list of classroom rules and the syllabus for the year.

Doesn't inform parents about learning and behavior expectations.

d.Communication

Makes sure parents hear positive news about their children first, and immediately flags any problems.

Promptly informs parents of behavior and learning problems, and also updates parents on good news.

Lets parents know about problems their children are having but rarely mentions positive news.

Seldom informs parents of concerns or positive news about their children.

e.Involving

Frequently involves parents in supporting and enriching the curriculum for their children as it unfolds.

Updates parents on the unfolding curriculum and suggests ways to support learning at home.

Sends home occasional suggestions on how parents can help their children with schoolwork.

Rarely if ever communicates with parents on ways to help their children at home.

f.Homework

Assigns highly engaging homework, gets close to a 100% return, and promptly provides helpful feedback.

Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.

Assigns homework, keeps track of compliance, but rarely follows up.

Assigns homework but is resigned to the fact that many students won’t turn it in, and doesn't follow up.

g.Responsiveness

Deals immediately and successfully with parent concerns and makes parents feel welcome any time.

Responds promptly to parent concerns and makes parents feel welcome in the school.

Is slow to respond to some parent concerns and comes across as unwelcoming.

Does not respond to parent concerns and makes parents feel unwelcome in the classroom.

h.Reporting

Uses student-led conferences, report cards, and informal talks to give parents detailed and helpful feedback on children’s progress.

Uses conferences and report cards to give parents feedback on their children’s progress.

Uses report card conferences to tell parents the areas in which their children can improve.

Gives out report cards and expects parents to deal with the areas that need improvement.

i.Outreach

Successfully contacts and works with virtually all parents, including those who are hard to reach.

Reaches out to all parents and is tenacious in contacting hard-to-reach parents.

Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.

Makes little or no effort to contact parents.

j.Resources

Successfully enlists classroom volunteers and extra resources from homes and the community to enrich the curriculum.

Reaches out to families and community agencies to bring in volunteers and additional resources.

Asks parents to volunteer in the classroom and contribute extra resources.

Does not reach out for extra support from parents or the community.


F. Professional Responsibilities

The teacher:

4Highly Effective

3Effective

2Improvement

Necessary

1Does Not Meet

Standards

a.Attendance

Has perfect or near-perfect attendance (98-100%).

Has very good attendance (95-97%).

Has moderate absences (6-10%). If there are extenuating circumstances, state below.

Has many absences (11% or more). If there are extenuating circumstances, state below.

b.Language

In professional contexts, speaks and writes correctly, succinctly, and eloquently.

Uses correct grammar, syntax, usage, and spelling in professional contexts.

Periodically makes errors in grammar, syntax, usage and/or spelling in professional contexts.

Frequently makes errors in grammar, syntax, usage, and/or spelling in professional contexts.

c.Reliability

Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late.

Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.

Occasionally skips assignments, is late, makes errors in records, and misses paperwork deadlines.

Frequently skips assignments, is late, makes errors in records, and misses paperwork deadlines.

d.Professionalism

Presents as a consummate professional and always observes appropriate boundaries.

Demonstrates professional demeanor and maintains appropriate boundaries.

Occasionally acts and/or dresses in an unprofessional manner and/or violates boundaries.

Frequently acts and/or dresses in an unprofessional manner and violates boundaries.

e.Judgment

Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.

Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.

Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information.

Is frequently unethical, dishonest, uses poor judgment, and/or discloses student information.

f.Above-and-

beyond

Is an important member of teacher teams and committees and frequently volunteers for extra activities.

Shares responsibility for grade-level and schoolwide activities and takes part in extra activities.

When asked, will serve on a committee and attend an extra activity.

Declines invitations to serve on committees and attend extra activities.

g.Leadership

Frequently contributes valuable ideas and expertise and instills in others a desire to improve student results.

Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.

Occasionally suggests an idea aimed at improving the school.

Rarely if ever contributes ideas that might help improve the school.

h.Openness

Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.

Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.

Is somewhat defensive but does listen to feedback and suggestions.

Is very defensive about criticism and resistant to changing classroom practice.

i.Collaboration

Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments.

Collaborates with colleagues to plan units, share teaching ideas, and look at student work.

Meets occasionally with colleagues to share ideas about teaching and students.

Meets infrequently with colleagues, and conversations lack educational substance.

j.Growth

Actively reaches out for new ideas and engages in action research with colleagues to figure out what works best.

Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.

Can occasionally be persuaded to try out new classroom practices.

Is not open to ideas for improving teaching and learning.


8

Evaluation Summary Page

Teacher’s name: ___________________________________________ School year: ________________ School: __________________________________ Subject area: ____________________ Evaluator: ______________________________________________ Position: _____________________ RATINGS ON INDIVIDUAL RUBRICS:

A. Planning and Preparation for Learning:

Highly Effective Effective Improvement Necessary Does Not Meet Standards

B. Classroom Management:


C. Delivery of Instruction:


D. Monitoring, Assessment, and Follow-Up:


E. Family and Community Outreach:


F. Professional Responsibilities:


OVERALL RATING:

Highly Effective Effective Improvement Necessary Does Not Meet Standards OVERALL COMMENTS BY EVALUATOR: OVERALL COMMENTS BY TEACHER: Evaluator’s signature: ________________________________ Date: ___________ Teacher’s signature: ________________________________ Date: ___________ (The teacher’s signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)

Spreadsheet of Rubric Scores of 11 Teachers for PD Purposes

A. P

lanni

ng an

d Pr

epar

ation

B. C

lassr

oom

Man

agem

ent

C. D

elive

ry of

Instr

uctio

nD.

Mon

itorin

g, As

sessm

ent…

E. F

amily

and

Com

mun

ityF.

Prof

essio

nal R

espo

nsib

ilitie

s

Cynthia 3 3 3 1 3 3

Henry 3 4 3 3 3 3

Belinda 3 3 3 2 3 3

Marcia 4 4 4 4 4 4

Charles 3 3 3 2 3 4

Raymond 3 3 3 1 3 4

Sandy 3 3 3 2 3 3

Mark 4 4 4 4 4 4

Placida 3 3 3 2 3 3

Anne 3 3 3 1 3 3

Richard 2 3 2 1 2 1

9


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Cynthia 2 2 1 1 2 1 1 2 1 1

Henry 3 3 2 2 3 2 3 3 3 3

Belinda 2 2 1 2 2 2 3 2 2 1

Marcia 4 3 3 4 3 4 3 4 3 4

Charles 2 3 1 1 2 1 2 1 2 4

Raymond 1 2 2 2 1 1 1 1 2 1

Sandy 2 3 1 1 3 2 2 2 2 3

Mark 4 4 3 3 4 4 3 4 3 4

Placida 3 2 1 2 2 1 3 2 2 3

Anne 2 2 1 1 2 1 2 1 1 2

Richard 1 2 1 1 2 1 2 1 2 1

10

11

Sources Alexandria Public Schools (Virginia) performance evaluation rubrics (2003)

Aspire Charter Schools, California teacher evaluation rubrics (2003)

Boston Public Schools Performance Evaluation Instrument (1997)

City on a Hill Charter School (Boston) performance evaluation rubrics (2004)

Conservatory Lab Charter School (Boston) performance evaluation rubrics (2004)

Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (ASCD, 1996)

“Indicators of Teaching for Understanding” by Jay McTighe and Eliot Seif (unpublished paper, 2005)

KIPP Framework for Excellent Teaching, Version 2.0, Summer 2012

Leading for Learning: Reflective Tools for School and District Leaders, Michael Knapp et al., Center for the Study of Teaching and Policy, University of Washington (February 2003)

Linking Teacher Evaluation and Student Learning by Pamela Tucker and James Stronge (ASCD, 2005)

North Star Academy Charter School of Newark: Teaching Standards (2004-05)

Roxbury Preparatory Charter School, Boston: Criteria for Outstanding Teaching (2004-05)

The Skillful Teacher by Jon Saphier and Robert Gower (Research for Better Teaching, 1997)

The Three Big Rocks of Educational Reform by Jon Saphier (Research for Better Teaching, 2005)

Vaughn Next Century Learning Center, Chicago performance evaluation rubric (2004)

What Works in Schools: Translating Research into Action by Robert Marzano (ASCD, 2003)

Acknowledgements

Pete Turnamian, Mark Jacobson, Andy Platt, Jon Saphier, and Rhoda Schneider provided valuable suggestions on the development and revision of these rubrics. Committees of principals, teachers, and central office personnel from the Hamilton County schools in Tennessee did a through critique of the rubrics in 2010 and suggested a number of important improvements. Staff in the New York State Department of Education provided valuable feedback in the summer of 2011.

1 Does Not Meet

Standards The teacher:

a. Knowledge

Is expert in the subject area and up to date on authoritative research on child development and how students learn.

Knows the subject matter well and has a good grasp of child development and how students learn.

Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.

Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.

b. Standards

Has a detailed plan for the year that is tightly aligned with high standards and ensures success on standardized assessments.

Plans the year so students will meet high standards and be ready for standardized assessments.

Has done some thinking about how to cover high standards and test requirements this year.

Plans lesson by lesson and has little familiarity with state standards and tests.

c. Units

Plans almost all units with big ideas, essential questions, knowledge, skill, transfer, and non-cognitive goals covering most Bloom levels.

Plans most units with big ideas, essential questions, knowledge, skill, and non-cognitive goals.

Plans lessons with some thought to larger goals and objectives and higher-order thinking skills.

Teaches on an ad hoc basis with little or no consideration for long-range curriculum goals.

d. Assessments

Prepares diagnostic, on-the-spot, interim, and summative assessments to monitor student learning.

Plans on-the-spot and unit assessments to measure student learning.

Drafts unit tests as instruction proceeds.

Writes final tests shortly before they are given.

e. Anticipation

Anticipates students' misconceptions and confusions and develops multiple strategies to overcome them.

Anticipates misconceptions that students might have and plans to address them.

Has a hunch about one or two ways that students might become confused with the content.

Proceeds without considering misconceptions students might have about the material.

f. Lessons

Designs each lesson with clear, measurable, achievable goals closely aligned with standards and unit outcomes.

Designs lessons focused on measurable, achievable outcomes aligned with unit goals.

Plans lessons with some consideration of long-term goals.

Plans lessons aimed primarily at entertaining students or covering textbook chapters.

Engagement Designs highly relevant lessons that will motivate virtually all students and engage them in active learning.

Designs lessons that are relevant, motivating, and likely to engage most students.

Plans lessons that will catch some students' interest and perhaps get a discussion going.

Plans lessons with very little likelihood of motivating or involving students.

3 Effective

Improvement Necessary

Overall rating:. Comments:

h. Materials

Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.

Designs lessons that use an appropriate, multicultural mix of materials and technology.

Plans lessons that involve a mixture of good and mediocre learning materials.

Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.

i. Differentiation

Designs lessons that break down complex tasks and address students' learning needs, styles, and interests.

Designs lessons that target several learning needs, styles, and interests.

Plans lessons with some thought as to how to accommodate special needs students.

Plans lessons with no differentiation.

J-Environment

Uses room arrangement, materials, and displays to create an inviting climate and maximize student learning.

Organizes classroom furniture, materials, and displays to support unit and lesson goals.

Organizes furniture and materials to support the lesson, with only a few decorative displays.

Has a conventional furniture arrangement, hard-to-access materials, and few wall displays.

Teacher Evaluation Rubrics by Kim Marshall - Revised January 2,2014

Organization, Rationale, and Suggestions for Implementation 1. The rubrics have 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

2. The rubrics use a four-level rating scale: 4 - Highly Effective - Master teacher performance that meets very demanding criteria 3 - Effective - Solid, expected professional performance; teachers should feel good about scoring at this level 2 - Improvement Necessary - Performance is mediocre; no teacher should be content to remain at this level 1 - Does Not Meet Standards - Unacceptable performance leading to an improvement plan, intensive support, and, if improvement isn't made within a reasonable amount of time, dismissal

3.These rubrics aim to provide a shared definition of the work teachers do with students and colleagues. To gather the information needed to fill out the rubrics at the end of a school year, supervisors need to make frequent, short, unannounced classroom visits (at least ten per teacher per year); have a face-to-face coaching conversation after each one (ideally in the teacher's classroom when students aren't there); regularly observe teachers in team meetings and other settings; and possibly look at student survey data. The rubrics should not be used as checklists during classroom visits or in post-observation conferences - their comprehensive scope and evaluative tone are likely to hamper thoughtful observation and effective coaching. Rather, the rubrics should inform teachers' work and supervisors' observations throughout the year and serve as a memory prompt and structuring protocol when it's time to evaluate the year's work.

4.This suggests that the rubrics should be used formally at three points: (a) As school opens, teachers self-assess, meet with their supervisor, and set 2-3 improvement goals; (b) At mid-year, teacher and supervisor meet and compare ratings page by page, discuss any differences, assess progress on the teacher's goals, and identify areas for growth; and (c) At the end of the year, teacher and supervisor repeat this process and reach closure on the year's ratings (the supervisor, of course, has the final say). Evaluation meetings work best if the teacher and supervisor fill out the rubrics beforehand, discuss only the areas where they disagree, and talk about those areas based on the teacher's actual performance. Some supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurt feelings. This does not help teachers improve. The best thing a supervisor can do for an underperforming teacher is to visit frequently, give candid, evidence-based feedback, listen to the teacher's concerns, and organize robust follow-up support.

5.When scoring each rubric line, it's best to read the Effective level first, and if that doesn't capture the teacher's work, look left or right and mark the level that contains the most accurate description. When all ten lines are done, the page provides a graphic display of areas that deserve praise and those that need improvement. The supervisor gives an overall rating at the bottom and writes a brief comment (if needed), and when all six pages have been scored, records the ratings on the summary page, gives the teacher an overall rating, and they both write summative comments and sign off.

6.When an entire staff is scored honestly using the rubrics, it's possible to create a color-coded spreadsheet that can serve as a (confidential) road-map for school wide professional development (see the samples on page 9 and 10).

7.The rubrics synthesize an extensive research base on classroom and professional practices that affect children's learning. Although student achievement is not evaluated by the rubrics, it's reasonable to assume that in a well-run school (positive climate, professional working conditions, aligned curriculum, etc.) the more Effective and Highly Effective ratings a teacher has, the better students will do. For ideas on how to include student learning in the teacher-evaluation process, see Marshall's book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2nd edition, 2013, p. 121).

8. The rubrics are open source and may be used and adapted by schools and districts as they see fit.

B. Classroom Management

1 Does Not Meet


a. Expectations

Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.

Clearly communicates and consistently enforces high standards for student behavior.

Announces and posts classroom rules and consequences.

Comes up with ad hoc rules and consequences as events unfold during the year.

b. Relationships

Shows warmth, caring, respect, and fairness for all students and builds strong relationships.

Is fair and respectful toward students and builds positive relationships.

Is fair and respectful toward most students and builds positive relationships with some.

Is sometimes harsh, unfair, and disrespectful with students and/or plays favorites.

c. Respect

Creates a climate of respect and buy-in such that disruption of learning is virtually unthinkable.

Wins almost all students' respect and discipline problems are few and far between.

Wins the respect of some students but there are regular disruptions in the classroom.

Is not respected by students and the classroom is frequently chaotic and sometimes dangerous.

d. Social-emotional

Implements a program that successfully develops positive interactions and social-emotional skills.

Fosters positive interactions among students and teaches useful social skills.

Often lectures students on the need for good behavior, and makes an example of "bad" students.

Publicly berates "bad" students, blaming them for their poor behavior.

e. Routines

Successfully inculcates class routines up front so that students maintain them throughout the year.

Teaches routines and has students maintain them all year.

Tries to train students in class routines but many of the routines are not maintained.

Does not teach routines and is constantly nagging, threatening, and punishing students.

f. Responsibility

Gets virtually all students to be self-disciplined, take responsibility for their actions, and have a strong sense of efficacy.

Develops students' self-discipline and teaches them to take responsibility for their own actions.

Tries to get students to be responsible for their actions, but many lack self-discipline.

Is unsuccessful in fostering self-discipline in students; they are dependent on the teacher to behave.

Repertoire Has a highly effective discipline repertoire and can capture and hold students' attention any time.

Has a repertoire of discipline "moves" and can capture and maintain students' attention.

Has a limited disciplinary repertoire and some students are not paying attention.

Has few discipline skills and constantly struggles to get students' attention.

3 Effective

Improvement NecessaryHighly Effective

Overall rating: Comments:

h. Efficiency

Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.

Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.

Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.

Loses a great deal of instructional time because of confusion, interruptions, ragged transitions, and off-task teacher behavior.

i. Prevention

Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.

Has a confident, dynamic presence and nips most discipline problems in the bud.

Tries to prevent discipline problems but sometimes little things escalate into big problems.

Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate.

J-Incentives

Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.

Uses incentives wisely to encourage and reinforce student cooperation.

Uses extrinsic rewards in an attempt to get students to cooperate and comply.

Gives out extrinsic rewards (e.g., free time) without using them as a lever to improve behavior.

C. Delivery of Instruction

Does Not Meet Standards

The teacher:

a. Expectations

Exudes high expectations, urgency, and determination that all students will master the material.

Conveys to students: This is important, you can do it, and I'm not going to give up on you.

Tells students that the subject matter is important and they need to work hard.

Gives up on some students as hopeless.

b. Mindset

Actively inculcates a "growth" mindset: take risks, learn from mistakes, through effective effort you can and will achieve at high levels.

Tells students that effective effort, not innate ability, is the key.

Doesn't counteract students' misconceptions about innate ability.

Communicates a "fixed" mindset about ability: some students have it, some don't.

c. Goals

Shows students exactly what's expected by posting essential questions, goals, rubrics, and exemplars; virtually all students can articulate them.

Gives students a clear sense of purpose by posting the unit's essential questions and the lesson's goals.

Tells students the main learning objectives of each lesson.

Begins lessons without giving students a sense of where instruction is headed.

d. Connections

Hooks virtually all students in units and lessons by activating knowledge, experience, reading, and vocabulary.

Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.

Is only sometimes successful in making the subject interesting and relating it to things students already know.

Rarely hooks students' interest or makes connections to their lives.

e. Clarity

Presents material clearly and explicitly, with well-chosen examples and vivid, appropriate language.

Uses clear explanations, appropriate language, and examples to present material.

Sometimes uses language and explanations that are fuzzy, confusing, or inappropriate.

Often presents material in a confusing way, using language that is inappropriate.

f. Repertoire

Uses a wide range of well-chosen, effective strategies, questions, materials, technology, and groupings to accelerate stude student learning.

Orchestrates effective strategies, questions, materials, technology, and groupings to foster student learning.

Uses a limited range of classroom strategies, questions, materials, and groupings with mixed success.

Uses only one or two teaching strategies and types of materials and fails to reach most students.

Engagement Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work.

Has students actively think about, discuss, and use the ideas and skills being taught.

Attempts to get students actively involved but some students are disengaged.

Mostly lectures to passive students or has them plod through textbooks and worksheets.

h. Differentiation

Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer and adult helpers.

Differentiates and scaffolds instruction and uses peer and adult helpers to accommodate most students' learning needs.

Attempts to accommodate students with learning deficits, but with mixed success.

Fails to differentiate instruction for students with learning deficits.

3 Effective Improvement

NecessaryHighly Effective


i. Nimbleness

Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.

Is flexible about modifying lessons to take advantage of teachable moments.

Sometimes doesn't take advantage of teachable moments.

Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments.

J-Closure

Consistently has students summarize and internalize what they learn and apply it to real-life situations and future opportunities.

Has students sum up what they have learned and apply it in a different context.

Sometimes brings closure to lessons and asks students to think about applications.

Moves on at the end of each lesson without closure or application to other contexts.



The teacher:

a. Criteria

Consistently posts and reviews clear criteria for good work, with rubrics and exemplars of student work at each level of proficiency.

Posts criteria for proficiency, including rubrics and exemplars of student work.

Tells students some of the qualities that their finished work should exhibit.

Expects students to know (or figure out) what it takes to get good grades.

b. Diagnosis

Gives students a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.

Diagnoses students' knowledge and skills up front and makes small adjustments based on the data.

Does a quick K-W-L (Know, Want to Know, Learned) exercise before beginning a unit.

Begins instruction without diagnosing students' skills and knowledge.

c. On-the-Spot

Uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.

Frequently checks for understanding and gives students helpful information if they seem confused.

Uses mediocre methods (e.g., thumbs up, thumbs down) to check for understanding during instruction.

Uses ineffective methods ("Is everyone with me?") to check for understanding.

d. Self-Assessment

Has students set ambitious goals, continuously self-assess, and take responsibility for improving performance.

Has students set goals, self-assess, and know where they stand academically at all times.

Urges students to look over their work, see where they had trouble, and aim to improve those areas.

Allows students to move on without assessing and improving problems in their work.

e. Recognition

Frequently posts students' work with rubrics and commentary to celebrate progress and motivate and direct effort.

Regularly posts students' work to make visible their progress with respect to standards.

Posts some 'A' student work as an example to others.

Posts only a few samples of student work or none at all.

f. Interims

Works with colleagues to immediately use interim assessment data to fine-tune teaching, re-teach, and help struggling students.

Promptly uses data from interim assessments to adjust teaching, re-teach, and follow up with failing students.

Returns tests to students and follows up by clarifying a few items that caused problems.

Is slow getting test results back to students and moves on without analyzing data and following up with students.

Tenacity Relentlessly follows up with struggling students with personal attention so that virtually all reach proficiency.

Takes responsibility for students who are not succeeding and gives them extra help.

Offers students who fail tests some additional time to study and do re-takes.

Tells students that if they fail a test, that's it; the class has to move on to cover the curriculum.

h. Support

Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.

When necessary, refers students for specialized diagnosis and extra help.

Sometimes doesn't refer students promptly for special help, and/or refers students who don't need it.

Often fails to refer students for special services and/or refers students who do not need them.




i. Analysis

Works with colleagues to analyze and chart data, draw action conclusions, and leverage student growth.

Analyzes data from assessments, draws conclusions, and shares them appropriately.

Records students' grades and notes some general patterns for future reference.

Records students' grades and moves on with the curriculum.

J-Reflection

Works with colleagues to reflect on what worked and what didn't and continuously improve instruction.

Reflects on the effectiveness of lessons and units and continuously works to improve them.

At the end of a teaching unit or semester, thinks about what might have been done better.

Does not draw lessons for the future when teaching is unsuccessful.

E. Family and Community Outreach


The teacher:

a. Respect

Shows great sensitivity and respect for family and community culture, values, and beliefs.

Communicates respectfully with parents and is sensitive to different families' culture and values.

Tries to be sensitive to the culture and beliefs of students' families but sometimes shows lack of sensitivity.

Is often insensitive to the culture and beliefs of students' families.

b. Belief

Shows each parent an in-depth knowledge of their child and a strong belief that he or she will meet or exceed standards.

Shows parents a genuine interest and belief in each child's ability to reach standards.

Tells parents that he or she cares about their children and wants the best for them.

Does not communicate to parents knowledge of individual children or concern about their future.

c. Expectations

Gives parents clear, user-friendly learning and behavior expectations and exemplars of proficient work.

Gives parents clear expectations for student learning and behavior for the year.

Sends home a list of classroom rules and the syllabus for the year.

Doesn't inform parents about learning and behavior expectations.

d. Communication

Makes sure parents hear positive news about their children first, and immediately flags any problems.

Promptly informs parents of behavior and learning problems, and also updates parents on good news.

Lets parents know about problems their children are having but rarely mentions positive news.

Seldom informs parents of concerns or positive news about their children.

e. Involving

Frequently involves parents in supporting and enriching the curriculum for their children as it unfolds.

Updates parents on the unfolding curriculum and suggests ways to support learning at home.

Sends home occasional suggestions on how parents can help their children with schoolwork.

Rarely if ever communicates with parents on ways to help their children at home.

f. Homework

Assigns highly engaging homework, gets close to a 100% return, and promptly provides helpful feedback.

Assigns appropriate homework, holds students accountable for turning it in, and gives feedback.

Assigns homework, keeps track of compliance, but rarely follows up.

Assigns homework but is resigned to the fact that many students won't turn it in, and doesn't follow up.

Responsiveness Deals immediately and successfully with parent concerns and makes parents feel welcome any time.

Responds promptly to parent concerns and makes parents feel welcome in the school.

Is slow to respond to some parent concerns and comes across as unwelcoming.

Does not respond to parent concerns and makes parents feel unwelcome in the classroom.

h. Reporting

Uses student-led conferences, report cards, and informal talks to give parents detailed and helpful feedback on children's progress.

Uses conferences and report cards to give parents feedback on their children's progress.

Uses report card conferences to tell parents the areas in which their children can improve.

Gives out report cards and expects parents to deal with the areas that need improvement.




i. Outreach

Successfully contacts and works with virtually all parents, including those who are hard to reach.

Reaches out to all parents and is tenacious in contacting hard-to-reach parents.

Tries to contact all parents, but ends up talking mainly to the parents of high-achieving students.

Makes little or no effort to contact parents.

J-Resources

Successfully enlists classroom volunteers and extra resources from homes and the community to enrich the curriculum.

Reaches out to families and community agencies to bring in volunteers and additional resources.

Asks parents to volunteer in the classroom and contribute extra resources.

Does not reach out for extra support from parents or the community.

F. Professional Responsibilities

1 Does Not Meet


a. Attendance

Has perfect or near-perfect attendance (98-100%).

Has very good attendance (95-97%).

Has moderate absences (6-10%). If there are extenuating circumstances, state below.

Has many absences (11 % or more). If there are extenuating circumstances, state below.

b. Language

In professional contexts, speaks and writes correctly, succinctly, and eloquently.

Uses correct grammar, syntax, usage, and spelling in professional contexts.

Periodically makes errors in grammar, syntax, usage and/or spelling in professional contexts.

Frequently makes errors in grammar, syntax, usage, and/or spelling in professional contexts.

c. Reliability

Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late.

Is punctual and reliable with paperwork, duties, and assignments; keeps accurate records.

Occasionally skips assignments, is late, makes errors in records, and misses paperwork deadlines.

Frequently skips assignments, is late, makes errors in records, and misses paperwork deadlines.

d. Professionalism

Presents as a consummate professional and always observes appropriate boundaries.

Demonstrates professional demeanor and maintains appropriate boundaries.

Occasionally acts and/or dresses in an unprofessional manner and/or violates boundaries.

Frequently acts and/or dresses in an unprofessional manner and violates boundaries.

e. Judgment

Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects confidentiality.

Is ethical and forthright, uses good judgment, and maintains confidentiality with student information.

Sometimes uses questionable judgment, is less than completely honest, and/or discloses student information.

Is frequently unethical, dishonest, uses poor judgment, and/or discloses student information.

f. Above-and- beyond

Is an important member of teacher teams and committees and frequently volunteers for extra activities.

Shares responsibility for grade-level and schoolwide activities and takes part in extra activities.

When asked, will serve on a committee and attend an extra activity.

Declines invitations to serve on committees and attend extra activities.

Leadership Frequently contributes valuable ideas and expertise and instills in others a desire to improve student results.

Is a positive team player and contributes ideas, expertise, and time to the overall mission of the school.

Occasionally suggests an idea aimed at improving the school.

Rarely if ever contributes ideas that might help improve the school.

3 Effective

Improvement NecessaryHighly Effective


h. Openness

Actively seeks out feedback and suggestions from students, parents, and colleagues and uses them to improve performance.

Listens thoughtfully to other viewpoints and responds constructively to suggestions and criticism.

Is somewhat defensive but does listen to feedback and suggestions.

Is very defensive about criticism and resistant to changing classroom practice.

i. Collaboration

Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments.

Collaborates with colleagues to plan units, share teaching ideas, and look at student work.

Meets occasionally with colleagues to share ideas about teaching and students.

Meets infrequently with colleagues, and conversations lack educational substance.

J-Growth

Actively reaches out for new ideas and engages in action research with colleagues to figure out what works best.

Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.

Can occasionally be persuaded to try out new classroom practices.

Is not open to ideas for improving teaching and learning.

Evaluation Summary Page

Teacher's name:

School:

_____________

Subject area: School year:

Evaluator: Position:

RATINGS ON INDIVIDUAL RUBRICS:

A. Planning and Preparation for Learning:

Highly Effective Effective Improvement Necessary

B. Classroom Management:


C. Delivery of Instruction:


D. Monitoring, Assessment, and Follow-Up:


E. Family and Community Outreach:


F. Professional Responsibilities:








OVERALL RATING: Highly Effective Effective Improvement Necessary Does Not Meet Standards

OVERALL COMMENTS BY EVALUATOR:

OVERALL COMMENTS BY TEACHER:

Evaluator's signature:

Teacher's signature: _

Date:

Date:

(The teacher's signature indicates that he or she has seen and discussed the evaluation; it does not necessarily denote agreement with the report.)

8

Knowledge:

Standards :

Curricular Units :

Assessments :

Anticipation :

Lessons :

Whittier Christian High's End of Year Review

Planning and Preparation for Learning

Highly Effective Effective Improvement Necessary Does Not Meet Standards No choice selected






TeachBoost Report

Materials :

Differentiation :

Environment :

Expectations :

Relationships :

Respect:

Social-emotional :

No choice selected




Classroom Management




Highly Effective Effective

Routines:

Responsibility:

Repertoire :

Efficiency :

Prevention:

Incentives :

Expectations :

Improvement Necessary Does Not Meet Standards No choice selected







Delivery of Instruction

Mindset :

Goals :

Connections :

Repertoire:

Engagement :

Differentiation :

Nimbleness :








Closure :

Criteria:

Diagnosis :

On-the-Spot :

Self-Assessment :

Recognition :



Monitoring, Assessment, and Follow-Up






Interims :

Tenacity :

Support :

Analysis :

Reflection :

Respect :

Belief :

No choice selected






Family and Community Outreach



Expectations :

Communication :

Involving :

Homework :

Responsiveness :

Outreach :

Resources :

Improvement Necessary Does Not Meet Standards No choice selected








Attendance :

Language :

Reliability :

Professionalism :

Judgement :

Above-and-beyond :

Leadership :

Effective Improvement Necessary Does Not Meet Standards No choice selected

Professional Responsibilities







Openness :

Collaboration:

Growth :





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Standard 4 Final Evidence

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