New Ulm Area Catholic Schools Teacher Annual Performance Rubric

Teacher: Grade/Course: Date:

Supervisor: Shelly Bauer
Unsatisfactory: Evidence exists that performance is consistently below standards. Assistance and significant improvement are required.

Development Needed: Limited evidence of satisfactory performance exists. Development is needed in some performance areas. Improvement is
expected.

Proficient: Evidence of strong performance at a rigorous level exists. The teacher integrates knowledge, is collaborative, and consistently meets
performance standards.

Exemplary: Evidence of exceptional performance exists. The teacher exceeds performance standards and shows leadership, initiative, and the ability
to model and mentor colleagues.
Community of Faith: The teacher understands and supports the mission of the Catholic Church and school. The teacher reflects in his/her
personal and professional life a commitment to Gospel values and Christian tradition. The teacher willingly accepts and supports the ongoing
building and living of a Faith Community, not simply as a concept to be taught, but as a reality to be lived in worship, service, and interpersonal
relationships. The teacher accepts the responsibility for providing an atmosphere for fostering the development of a faith commitment by the
students.
Part 1 Unsatisfactory Development Needed Proficient Exemplary
1-1 There is a general lack of The Catholic faith is A formal Catholic There is evidence of and
Supports and support for the formal implemented on a sporadic education program is support for the Catholic faith
Implements the religious mission of the basis with some support for supported on a daily basis program and mission of the
Mission/Philosophy of school. The Catholic faith the formal religious through organized lesson school present in the
Catholic Education is not implemented on a mission. planning and/or classroom. Catholic values and
and the School daily basis. implementation of Catholic the mission are taught and
values and the mission lived throughout the
throughout the curriculum. curriculum.
1-2 There is little time or effort Planning of faith-sharing The teacher consistently The teacher includes students
Gives Evidence of put into planning for faith- activities for students is plans a variety of faith- in the planning of prayer
Lived Gospel Values sharing activities for inconsistent and occurs sharing activities for services, liturgies, and faith
students (eg. Prayer only occasionally. The students to participate in. enrichment activities. Catholic
services, liturgy planning, teacher displays little Religious attitudes and attitudes and values, service,
classroom faith activities). interest in addressing the values, service projects, justice and respect for life is
Little or no effort is put topics of religious attitude, justice issues, and respect applied to the daily lives of the
forth to include religious values, service, justice, and for life are topics that are students through open
attitudes and values into all respect for life. Students often discussed and discussions and projects.
curriculum areas. Service, display little enthusiasm for students show genuine Students show an enthusiasm
justice, and respect for life participating in faith- interest in participating in and respect for the Catholic
 are seldom addressed in the building activities. activities that build an faith and traditions.
classroom. awareness of these topics.
1-3 There is little or no interest Participation in community There is generally a There is always a willingness
Participates in in participating in building activities is willingness to participate in to plan, encourage, and
Building a Faith community building sporadic with interest being community building participate in community
Community activities and it is often shown in some of the activities. New members building activities. New
seen as an inconvenience. activities but not all. New are accepted and welcomed. members are welcomed and
Acceptance of new members are generally A spirit of cooperation is assistance is offered where
members to the faith accepted although little present. needed.
community is not evident. effort is put forth to
welcome them.
1-4 Does not attend Mass. Attends Mass occasionally. Attends Mass weekly. Attends Mass and Holy Days
Mass Attendance of Obligation.
Curriculum, Planning, and Assessment: The teacher promotes the learning and growth of all students by providing high quality and clear
instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this
data to improve instruction, proving students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
Part 2 Unsatisfactory Development Needed Proficient Exemplary
A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs
effective and rigorous instruction consisting of well-structured lessons with measurable outcomes.
2-A-1 Demonstrates limited Demonstrates factual Demonstrates sound Demonstrates expertise in
Subject Matter knowledge of the subject knowledge of subject knowledge and subject matter and the
Knowledge matter and/or its pedagogy; matter and the pedagogy it understanding of the subject pedagogy it requires by
relies heavily on textbooks requires by sometimes matter and the pedagogy it engaging all students in
or resources for engaging students in requires by consistently learning experiences that
development of the factual learning experiences around engaging students in enable them to synthesize
content. Rarely engages complex knowledge and learning experiences that complex knowledge and skills
students in learning skills in the subject. enable them to acquire in the subject. Is able to model
experiences focused on complex knowledge and this element.
complex knowledge or skills in the subject.
skills in the subject.
2-A-2 There is no evidence of Daily, weekly and/or unit Daily, weekly and/or unit Daily, weekly and unit
Plans Units and planning daily, weekly planning are inconsistent. planning are consistent and planning is consistent,
Lessons Effectively and/or unit instruction. build on students prior thorough and builds on
knowledge and experience. students prior knowledge and
experience.
2-A-3 Teachers knowledge of Teachers knowledge of Teachers knowledge of Teachers extensive and
Applies Content content is limited, which is content and how students content and how students current knowledge of content
Knowledge and an demonstrated by content learn the content is learn the content is accurate and how students learn that
Understanding of How errors. generally accurate, but and current, allowing content is evident, allowing
Students Learn limits teachers ability to teacher to anticipate the teacher to anticipate
anticipate common student common student common student
misconceptions. misconceptions. misconceptions. Teacher
plans ways for students to
assume responsibility for their
own learning. Continuously
applies and disseminates
current research and best
practice.
2-A-4 There is no evidence that The objectives and lesson The objectives and lesson The objectives and lesson
Uses Student Data for the lesson design or design somewhat reflect an design reflect an analysis of design are reflective of an
Planning objective have been analysis of classroom/ classroom/grade-level extensive analysis of
developed by previous grade-level student student data/work. classroom, grade, and
student data/work. data/work. individual student data/work.
Provides leadership to others
in analyzing student data to
plan instruction.
2-A-5 Develops lessons with Develops lessons with only Develops well-structured Develops well-structured and
Well-structured inappropriate student some elements of lessons with challenging, highly engaging lessons with
Lessons engagement strategies, appropriate student measurable objectives and challenging, measurable
pacing, sequence, engagement strategies, appropriate student objectives and appropriate
activities, materials, pacing, sequence, activities, engagement strategies, student engagement strategies,
resources, and/or grouping materials, resources, and pacing, sequence, activities, pacing, sequence, activities,
for the intended outcome grouping. materials, resources, materials, resources,
or for the students in the technologies, and grouping. technologies, and grouping to
class. attend to every students
needs. Is able to model this
element.
B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to
develop differentiated and enhanced learning experiences and improve future instruction.
2-B-1 Administers only the May administer some Designs and administers a Uses and integrated,
Variety of Assessment assessments required by informal assessments to variety of informal and comprehensive system of
Methods the school and/or measures measure student learning formal methods and informal and formal
only point-in-time student but rarely measures student assessments, including assessments, including
achievement. progress toward achieving common interim common interim assessments,
grade level curriculum assessments, to measure to measure student learning,
 goals. each students learning, growth, and progress toward
growth, and progress toward achieving curriculum goals. Is
achieving curriculum goals. able to model this element.
2-B-2 Makes few adjustments to May organize and analyze Organizes and analyzes Organizes and analyzes results
Adjustment to Practice practice based on formal some assessment results but results from a variety of from a comprehensive system
and informal assessments. only occasionally adjusts assessments to determine of assessments to determine
practice or modifies future progress toward intended progress toward intended
instruction based on outcomes and uses these outcomes and frequently uses
findings. finds to adjust practice and these findings to adjust
identify and /or implement practice and identify and/or
appropriate differentiated implement appropriate
interventions and differentiated interventions
enhancements for students. and enhancements for
individuals and groups of
students and appropriate
modifications of lessons and
units. Is able to model this
element.
C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.
2-C-1 Does not draw conclusions Draws conclusions from a Individually and with Individually and with
Analysis and from student data beyond limited analysis of student colleagues, draws colleagues, draws appropriate,
Conclusions completing minimal data to inform student appropriate conclusions actionable conclusions from a
requirements such as grading and promotion from a thorough analysis of thorough analysis of a wide
grading for report cards. decisions. a wide range of assessment range of assessment data that
data to improve student improve short and long-term
learning. instructional decisions. Is able
to model this element.
2-C-2 Rarely shares with Only occasionally shares Regularly shares with Establishes and implements a
Sharing Conclusions colleagues conclusions with colleagues conclusions appropriate colleagues (e.g. schedule and plan for
with Colleagues about students progress about student progress General education, special regularly sharing with all
and/or rarely seeks and/or only occasionally education, Title I) appropriate colleagues
feedback. seeks feedback from them conclusions about student conclusions and insights about
about practices that will progress and seeks feedback student progress. Seeks and
support improved student from them about applies feedback from them
learning. instructional or assessment about practices that will
practices that will support support improved students
improved student learning. learning. Is able to model this
element.
2-C-3 Provides little or no Provides some feedback Based on assessment results, Establishes early, constructive
Sharing Conclusions feedback on student about performance beyond provides descriptive feedback loops with students
with Students performance except grades but rarely shares feedback and engages families that create a dialogue
through grades or report of strategies for students to students and families in about performance, progress,
task completion, or improve their performance constructive conversation and improvement. Is able to
provides inappropriate toward objectives. that focuses on how students model this element.
feedback that does not can improve their
support students to performance.
improve their performance.
Teaching All Students: The teacher promotes the learning and growth of all students through instructional practices that establish high
expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
Part 3 Unsatisfactory Development Needed Proficient Exemplary
A. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students;
and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
3-A-1 Establishes no or low May states high Consistently defines high Consistently defines high
Quality and Effort of expectations around quality expectations for quality and expectations for the quality expectations for quality work
Work of work and effort and/or effort, but provides few of student work and the and effort and effectively
offers few supports for rubrics, limited guided perseverance and effort support students to set high
students to produce quality practice, and/or few other required to produce it; often expectations for each other to
work or effort. supports to help students provides rubrics and guided persevere and produce high
know what is expected of practices. quality work. Is able to model
them; may establish this element.
inappropriately low
expectations for quality and
effort.
3-A-2 Uses instructional practices Uses instructional practices Uses appropriate practices, Uses a varied repertoire of
Student Engagement that leave most students that motivate and engage including tiered instruction practices to create structured
uninvolved and/or passive some students but leave and scaffold, to opportunities for each student
participants. others uninvolved and/or accommodate differences in to meet curriculum goals and
passive participants. learning styles, needs, behavior expectations. Is able
interests, and levels of to model.
readiness, including those
students with disabilities.
3-A-3 Uses limited and/or May use some appropriate Uses appropriate practices, Uses a varied repertoire of
Meeting Diverse Needs inappropriate practices to practices to accommodate including tiered instruction practices to create structured
accommodate differences. differences, but fails to and scaffolds, to opportunities for each student
address and adequate range accommodate differences in to meet and exceed curriculum
of differences. learning styles, needs, goals and behavioral
 interests, and levels of expectations. Is able to model
readiness, including those this element.
students with disabilities.
3-A-4 No attempt to create Limited connections area Connections with other Connections with other
Creates connections to other made to other content content/areas disciplines are content areas/disciplines are
Interdisciplinary and content areas or areas/disciplines. evident, including evident, including integration
Extended Learning disciplines. integration of technology, of technology, reading,
Experiences reading, writing, and/or writing, and/or math across
math across the curriculum. the curriculum. Opportunities
to extend learning that connect
to other content
areas/disciplines and
community life is provided.
Provides leadership and
collaboration for
interdisciplinary instruction.
3-A-5 Teacher does not Teacher sometimes Teacher regularly Teacher regularly emphasizes
Uses Content emphasize important emphasizes important emphasizes important important concepts and skills
Knowledge to Promote concepts and sills concepts and skills concepts and skills appropriate to the content
Learning appropriate to the content appropriate to the content appropriate to the content area, make connections to
area. Teachers use of area. Teacher uses content areas and makes connections other content areas and creates
content knowledge knowledge that is accurate; to other content areas. opportunities for
contains content errors however, the use of Teacher makes content interdisciplinary learning.
showing a lack of content culturally and contextually knowledge culturally and Teachers accurate use of
knowledge, which impedes relevant content contextually relevant to content knowledge that is
learning. Explanation of explanations are increase student culturally and contextually
content is not culturally limited/inconsistent. understanding and relevant contributes to student
relevant. Teacher provides Teacher provides some engagement. Teacher use and acquisition of content
limited opportunity for opportunities for student to provides multiple and vocabulary while
students to apply content- apply content-specific opportunities for student to enriching the lesson. Students
specific vocabulary. vocabulary. apply content-specific have internalized the content-
vocabulary. specific language and
demonstrates its appropriate
use it in classroom
interactions and activities.
Model for colleagues.
3-A-6 Teacher does not utilize Teacher makes use of Teacher makes use of Teacher makes use of a variety
Uses Available available resources. There relevant resources within relevant resources within the of relevant resources within
Resources and is little or no use of
Technology available technology
and/or other resources
beyond the core resources
that may be appropriate to
the lesson.
3-A-7 Learning activities and/or
Designs Culturally instructional strategies
Relevant Instructional demonstrate a
Strategies misunderstanding/misappli
cation of students skills,
interests, cultural
backgrounds, language
proficiency and/or
exceptionalities.
3-A-8 No evidence of
Plans for differentiation of learning
Differentiation experiences, content,
assessments or product
based on student data or
otherwise documented
student data.
3-A-9 Teacher uses classroom-
Uses questioning and questioning techniques that
Discussion Techniques result in student recitation
with low cognitive
challenge.
the school, diocese, and
greater community. Teacher
uses technology to present
information to student, but
does not use technology to
promote deeper learning
and student engagement.
Resources beyond core
resources are minimally
accessed.
Learning activities and
instructional strategies are
informed by some of the
following: knowledge of
students skills, interests,
cultural backgrounds,
language proficiency and/or
exceptionalities.
Limited evidence of
differentiation of learning
experiences, content,
assessments or product
based on student data or
otherwise documented
student needs.
Teacher utilizes a mixture
of cognitively challenging
questions irrespective of
current and desired level of
understanding. Teacher
facilitated discussions elicit
school, diocese, and greater
community. Use of
technology and other
resources promotes
increased cognitive
engagement and deeper
conceptual understanding.
Learning activities and
instructional strategies are
informed by knowledge of
students skills, interests,
cultural backgrounds and
exceptionalities.
Planning of differentiation is
based on student data and/or
otherwise documented
student needs and takes into
consideration the learning
experiences, content,
assessments or product.
Teacher poses a range of
cognitively challenging
questions, based on current
and desired level of
understanding. Teacher
facilitated discussions elicit
the school, diocese, and
greater community showing
extensive knowledge of
resources for learning. Use of
technology and other
resources promotes increased
cognitive engagement and
deeper conceptual
understanding with both
teacher-led and student-led
activities. Model teachers in
the use of available resources
and technology.
Learning activities and
instructional strategies are
informed by knowledge of
students skills, interests,
cultural backgrounds and
exceptionalities. Provides
leadership and collaboration
with colleagues in developing
culturally relevant instruction.
Planning of differentiation is
based on student data and
takes into consideration the
learning experience, content,
assessments and product.
Provides leadership for
differentiation of instruction
for groups of students, grade
level, department, program,
and/or school in planning.
Teacher poses a range of
cognitively challenging
questions, based on current
and desired level of
understanding. Teacher
facilitated discussions elicit
 limited evidence of evidence of cognitive substantial evidence of
cognitive engagement. engagement. Teacher cognitive engagement.
Teacher addresses student addresses student mistakes Teacher addresses student
mistakes and and misconceptions. Teacher mistakes and misconceptions.
misconceptions. Teacher holds all students Teacher holds all students
attempts to engage all accountable to answer accountable to answer
students. questions. Teacher fosters questions. Teacher fosters
discussions that engage discussions that engage
students in initiating, students in initiating,
participating, and leading participating, and leading
academic discourse. academic discourse. Model for
colleagues and facilitate
discussions.
B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks,
challenge themselves, and claim ownership of their learning.
3-B-1 Maintains a physical May create and maintain a Uses rituals, routines, and Uses rituals, routines, and
Safe Learning environment that is unsafe safe physical environment appropriate responses that proactive responses that create
Environment or does not support student but inconsistently maintains create and maintain a safe and maintain a safe physical
learning. Uses rituals, routines, and physical and intellectual and intellectual environment
inappropriate or ineffective responses needed to prevent environment where students where students take academic
rituals, routines, and/or and/or stop behaviors that take academic risks and risks and play and active role
responses to reinforce interfere with all students most behaviors that interfere individually and collectively
positive behavior or learning. with learning are prevented. in preventing behaviors that
respond to behaviors that interfere with learning. Is able
interfere with students to model this element.
learning.
3-B-2 Makes little effort to teach Teaches some interpersonal, Develops students Teaches and reinforces
Collaborative Learning interpersonal, group, and group, and communication interpersonal, group, and interpersonal, group, and
Environment communication skills or skills and provides some communication skills and communication skills so that
facilitate student work in opportunities for students to provides opportunities for students seek out their peers as
groups, or such attempts work in groups. students to learn in groups resources. Is able to model
are ineffective. with diverse peers. these skills for colleagues.
3-B-3 Directs all learning Creates some learning Consistently creates learning Consistently supports students
Student Motivation experiences, providing few, experiences that guide experiences that guide to identify strengths, interests,
if any, opportunities for students to identify needs, students to identify their and needs; ask for support;
students to take academic ask for support, and strengths, interests, and take risks; challenge
risks or challenge challenge themselves to needs; ask for support when themselves; set own learning
themselves to learn. take academic risks. appropriate; take academic goals; and monitor their own
 risks; and challenge progress. Models these skills
themselves to learn. for colleagues.
C. Cultural Proficiency: Actively creates and maintains and environment in which students diverse backgrounds, identities, strengths, and
challenges are respected.
3-C-1 Establishes an environment Establishes and Consistently uses strategies Establishes an environment in
Respects Differences in which students environment in which and practices that are likely which students respect and
demonstrate limited respect students generally to enable students to affirm their own and others
for individual differences. demonstrate respect for demonstrate respect for an differences, are supported to
individual differences. affirm their own and others share, and explore differences
differences related to and similarities related to
background, language, background, language,
strengths, and challenges. strengths, and challenges. Is
able to model this practice.
3-C-2 Minimizes or ignores Anticipates and responds Anticipates and responds Anticipates and responds
Maintains Respectful conflicts and/or responds in appropriately to some appropriately to conflicts or appropriately to conflicts or
Environment inappropriate ways. conflicts or misunderstandings arising misunderstandings arising
misunderstandings but from differences in from differences in
ignores and/or minimizes backgrounds and language. backgrounds, languages, and
others. in ways that lead students to
be able to do the same
independently. Is able to
model this practice.
D. Expectations: Plans and implements lessons that set clear and high expectations and make knowledge accessible for all students.
3-D-1 Does not make specific May announce and post Clearly communicates and Clearly communicates and
Clear Expectations academic and behavior classroom academic and consistently enforces consistently enforces specific
expectations clear to behavior rules, but specific standards for standards for student work,
students. inconsistently or student work, effort, and effort, and behavior so that
ineffectively enforces them. behavior. most students are able to
describe them and take
ownership of meeting them, is
able to model this element.
3-D-2 Gives up on some students May tell students that the Effectively models and Effectively models and
High Expectations or communicates that some subject or assignment is reinforces ways that students reinforces ways that students
cannot master challenging challenging and that they can master challenging can consistently master
material. need to work hard but does material through effective challenging material through
little to counteract student effort, rather than having to effective effort. Successfully
misconceptions about depend on innate ability. challenges students
innate ability. misconceptions about innate
 ability. Is able to model this
element.
3-D-3 Rarely adapts instruction, Occasionally adapts Consistently adapts Individually and with
Access to Knowledge materials, and assessments instruction, materials, and instruction, materials, and colleagues, consistently adapts
to make challenging assessments to make assessments to make instruction, materials, and
material accessible to all challenging material challenging material assessments to make
students. accessible to all students. accessible to all students, challenging material
including students with accessible to all students,
disabilities. including students with
disabilities. Is able to model
this element
Family and Community Engagement: The teacher promotes the learning and growth of all students through effective partnerships with families,
the parish community members, and organizations
Part 4 Unsatisfactory Development Needed Proficient Exemplary
A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.
4-A-1 Does not welcome families Makes limited attempts to Uses a variety of strategies Successfully engages most
Parent/Family to become participants in involve families in school to support every family to families and sustains their
Engagement the classroom and school and/or classroom activities, participate actively and active and appropriate
community or actively meetings, and planning. appropriately in the participation in the classroom
discourages their classroom and school and school community. Is
participation. community. able to model this element.
B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home
and at school.
4-B-1 Does not inform parents Sends home only a list of Consistently provides Successfully conveys to most
Learning Expectations about learning or behavior classroom rules and the parents with clear, user- parents student learning and
expectations. learning outline or syllabus friendly expectations for behavior expectations. Is able
for the year. student learning and to model this element.
behavior.
4-B-2 Rarely, if ever, Sends home occasional Regularly updates parents Successfully prompts most
Curriculum Support communicates with parents suggestions on how parents on curriculum throughout families to use one or more of
on ways to support can support children at the year and suggests the strategies suggested for
children at home or at home or at school. strategies for supporting supporting learning at school
school. learning at school and home, and home and seeks out
including appropriate evidence of their impact. Is
adaptations for students with able to model this element.
disabilities.
C. Communication: Engages in regular, two-way communication with families about student learning and performance.
4-C-1 Rarely communicates with Relies primarily on Regularly uses two-way Regularly uses a two-way
Two-Way families except through newsletters and other one- communication with system that supports frequent,
Communication report cards; rarely solicits way media and usually families about student proactive, and personalized
or responds promptly and responds promptly to performance and learning communication with families
carefully to communications from and responds promptly and about student performance and
communications from families. carefully to communications learning. Is able to model this
families. from families. element.
4-C-2 Makes few attempts to May communicate Always communicates Always communicates
Culturally Proficient respond to different family respectfully and make respectfully with families respectfully with families and
Communication cultural norms and/or efforts to take into account and demonstrates demonstrates understanding
responds inappropriately or different families culture understanding of and and appreciation of different
in a disrespectful manner. and values, but does so sensitivity to different families culture and values. Is
inconsistently or does not families culture and values. able to model this element.
demonstrate understanding
and sensitivity to the
differences.
4-C-3 Teacher is non-compliant Teacher complies with Teacher complies with Teacher models school and
Adheres to Standards with school and/or school and diocesan school and district policies diocesan policies and
of Ethical Conduct diocesan policies and policies and procedures and and procedures and models procedures and advocates for
procedures. acts in a professional and high standards of high standards of professional
ethical manner. professional and ethical and ethical conduct in the
conduct. school and community.
Models for colleagues.
4-C-4 Teachers records and Teachers records and Teachers records and Teachers records and reports
Maintains Accurate reports are inaccurate reports are basic and only reports are timely, complete are timely, complete and
Records and/or consistently late. partially effective. and accurate. Teachers accurate. Teachers record
Teachers record keeping Teachers record keeping record system is complete system is complete and
system demonstrates errors system in incomplete and and consistent. Teachers consistent. Teachers record
or lack of professional inconsistent. Teachers record keeping system keeping system tracks
attention, or does not record keeping system tracks progress of all progress of all students. The
adequately track student tracks progress of some students. teacher involves students in
progress. students. the participation and
interpretation of progress in
knowledge and skill
development.
Professional Culture: The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative
practice.
Part 5 Unsatisfactory Development Needed Proficient Exemplary
A. Reflection: Demonstrates the capacity to reflect on and improve the educators own practice, using informal means as well as meetings with
 teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to
improve teaching and learning.
5-A-1 Demonstrates limited May reflect on the Regularly reflects on the Regularly reflects on the
Reflective Practice reflection on practice effectiveness of lessons/units effectiveness of lessons, effectiveness of lessons,
and/or use of insights and interactions with students units, and interactions with units, and interactions with
gained to improve practice. but not with colleagues and/or students, both individually students, both individually
rarely uses insights to improve and with colleagues, and and with colleagues, and
practice. uses insights gained to uses insights gained to
improve practice and improve practice and
student learning. student learning. Is able to
5-A-2 Generally, participates Proposes goals that are Proposes challenging, Individually and with
Goal Setting passively in the goal- sometimes vague or easy to measureable professional colleagues builds capacity
setting process and/or achieve and/or bases goals on a practice, team, and student to propose and monitor
proposes goals that are limited self-assessment and learning goals that are challenging, measureable
vague or easy to reach. analysis of student learning. based on thorough self- goals based on thorough
assessment and analysis of self-assessment and
student learning data. analysis of student learning
data. Is able to model.
B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the
expertise and experience to assume different instructional and leadership roles.
5-B-1 Participates in few, if any, Participates only in required Consistently seeks out and Consistently seeks out
Professional Learning professional development professional development applies, when appropriate, professional development
and Growth and learning opportunities activates and/or inconsistently ideas for improving and learning opportunities
to improve practice and/or or inappropriately applies new practice from supervisors, that improve practice and
applies little new learning learning to improve practices. colleagues, professional build expertise of self and
to practice. development activities, and other educators in
other resources to gain instruction and leadership.
expertise and/or assume Is able to model this
different instruction and element.
leadership responsibilities.
C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.
5-C-1 Rarely and/or ineffectively Does not consistently Consistently and effectively Supports colleagues to
Professional collaborates with collaborate with colleagues in collaborates with collaborate in areas such as
Collaboration colleagues; conversations ways that support productive colleagues in such work as developing standards-based
often lack focus on team effort. developing standards-based units, examining student
improving student learning. units, examining student work, analyzing student
work, analyzing student performance, and planning
performance, and planning appropriate intervention. Is
 appropriate intervention. able to model this element.
D. Decision-Making: Becomes involved in school-wide decision-making, and takes an active role in school management.
5-D-1 Participates in planning May participate in planning Consistently contributes In planning and decision-
Decision-Making and decision making at the and decision making at the relevant ideas and expertise making at the school,
school, department, and/or school, department, and/or to planning and decision department, and/or grade
grade level only when grade level but rarely making at the school, level, consistently
asked and rarely contributes relevant ideas or department, and/or grade contributes ideas and
contributes relevant ideas expertise. level. expertise that are critical to
or expertise. school improvement efforts.
Is able to model.
E. Shared Responsibility: Shares responsibility for the performance of all students within the school.
5-E-1 Rarely reinforces school- Within and beyond the Within and beyond the Individually and with
Shared Responsibility wide behavior and learning classroom, inconsistently classroom, consistently colleagues develops
expectations for all reinforces school-wide reinforces school-wide strategies and actions that
students and/or makes a behavior and learning behavior and learning contribute to the learning
limited contribution to their expectations for all students, expectations for all and productive behavior of
learning by rarely sharing and/or makes a limited students, and contributes to all students at the school. Is
responsibility for meeting contribution to their learning their learning by sharing able to model this element.
their needs. by inconsistently sharing responsibly for meeting
responsibility for meeting their their needs.
needs.
F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.
5-F-1 Demonstrates poor Sometimes demonstrates Demonstrates sound Demonstrates sound
Judgment judgment and/or discloses questionable judgment and/or judgment reflecting judgment and acts
confidential student inadvertently shares integrity, honesty, fairness, appropriately to protect
information confidential information. and trustworthiness and student confidentiality,
inappropriately. protects student rights and safety. Is able to
confidentiality model this element.
appropriately.
5-F-2 Frequently misses or is late Occasionally misses or is late Consistently fulfills Consistently fulfills all
Completes Tasks in an to assignments, makes to assignments, completes professional professional responsibilities
Organized and errors in records, and/or work late, and/or makes errors responsibilities; is to high standards. Is able to
Efficient Manner misses paperwork in records. consistently punctual and model.
deadlines; frequently late reliable with paperwork,
or absent. duties, and assignments;
and is rarely late or absent
from school.
The 2009 Minnesota Legislature enacted the language in Minnesota Statutes, section 122A.18, subdivision 4, regarding license renewal for
Minnesota teachers. Beginning July 1, 2012:

Relicensure applicants who have been employed as a teacher during the renewal period of their expiring license, as a condition of relicensure,
must present to their committee evidence of work that demonstrates professional reflection and growth in best teaching practices. The applicant
must include a reflective statement of professional accomplishment and the applicants own assessment of professional growth showing evidence
of:
1. support for student learning;
2. use of best practices techniques and their applications to student learning;
3. collaborative work with colleagues that includes examples of collegiality (i.e., attested-to committee work, collaborative staff
development programs, professional learning community work);
4. continual professional development (i.e., job-embedded or other ongoing formal professional learning, including coursework)

Please complete reflection statement below.

Employee Signature _________________________________________________________________

Supervisor Signature ________________________________________________________________

Check one below:

_____ Completed by Employee

_____ Completed by Supervisor

Evaluation based on recommendations by the Minnesota and Maryland Departments of Education Teacaher Competencies, teacher evaluations
from the Diocese of Memphis, and the New Ulm Area Catholic Schools, Inc. teacher job description. Created October 2015.