NUSD Special Education Teacher Evaluation Form

Name: ID#:
School: School Year:
Subject(s)/Grade:
Evaluator: Title:
The Novato Unified School District Special Education Teacher Evaluation is based, in part, on a formal discussion of performances
and conferences conducted on the following dates:

Observation Dates Pre-Observation Post Observation Special Education Teacher’s Evaluator’s Signature
Date Date Signature

Formal Evaluation Date:

Summary Evaluation Conference date:

Novato Unified School District (NUSD) is an innovative and effective educational system that provides diverse academic experiences
to meet individual student needs, and challenges students to realize their educational potential. In order to reach its vision for
“Achievement for All,” NUSD must have effective teachers in every classroom, effective support personnel, and effective site
administrators in every school. In January of 2011, the NUSD Certificated Evaluation Committee, made up of teacher leaders, site
administrators and district staff, was formed to redesign the District’s evaluation system to advance effective school leadership and
teaching while maximizing student learning. NUSD also hired Pivot Learning Partners to facilitate the process and provide expertise,
guidance, consultation and research and writing services to the Committee. After a comprehensive external scan of the research and
literature on effective evaluation systems and an internal assessment of NUSD’s current system, the Committee developed
frameworks which define NUSD’s effective teaching and leadership, rubrics aligned to those frameworks, and evaluation forms used
to appraise teaching and leadership in the district. A year later that work was expanded to include Speech-Language Pathologists.

The descriptions are scaled across the following categories:

Distinguished: Special Education Teacher consistently met and significantly exceeded performance standards. To be considered a
distinguished, the school leader must meet all of the descriptions under the proficient category and those in the distinguished
category.

Proficient: Special Education Teacher consistently met performance standards.

Developing: While the Special Education Teacher did not meet all of the performance standards and/or inconsistently met those
standards, he/she demonstrated adequate growth toward meeting those standards during the period of performance.

Ineffective: Special Education Teacher did not meet performance standards and did not demonstrate growth towards meeting those
standards.

Not observed: Evaluator did not observe this performance standard during the course of the observation.
Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
1
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
By defining the standards from which NUSD’s Speech Language Pathologist will be evaluated, NUSD’s Framework for Effective
Speech-Language Pathologists and Learning (see page 12 for more details) is the foundation of NUSD’s pilot evaluation system for
teachers. The Committee identified five overarching performance standards for effective teaching:. Using the overall performance
standards for teaching ((1) plan; (2) teach-environment; (3) teach-instruction; (4) learn; and (5) increase effectiveness) the
Committee developed a corresponding rubric that provides detailed descriptions of each of the six standards (see page 13 for a copy
of the rubric). The written material in this document was informed by the following researchers, organizations, and school districts:
District of Columbia Public Schools, Charlotte Danielson (Framework for Teaching, Montgomery County (MD), Los Angeles Unified
School District, the CA Commission on Teacher Credentialing, the California Department of Education (CA Standards for the Teaching
Profession and CA Professional Standards for Educational Leaders), WestEd (Descriptions of Practice of the CPSELs), Denver Public
Schools, Cincinnati Public Schools, Vanderbilt Assessment of Leadership in Education, New Leaders for New Schools (Principal
Leadership Actions Rubric), and the North Carolina State Board of Education (Rubric for Evaluating North Carolina School
Executives).

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
2
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
PLAN

Practices
PLAN #1: Plans actions that demonstrate knowledge of assessments, meetings, and compliance of ☐ ☐ ☐ ☐ ☐
Special Education content, procedures, and laws.
PLAN #2: Uses and interprets a variety of assessments to evaluate and plan for the communication ☐ ☐ ☐ ☐ ☐
needs of students that are based on IDEA guidelines.
PLAN #3: Plans and develops lessons that are based on the student IEPs for the educational benefit ☐ ☐ ☐ ☐ ☐
of each student.
PLAN #4: Utilizes appropriate assessments and reports for each student and develops and ☐ ☐ ☐ ☐ ☐
sequences appropriate long and short term instructional plans to meet the learning needs of all
students.
Overall Rating: ☐ ☐ ☐ ☐ ☐

Comments: (input additional comments on page 10)

Recommended actions for continuous improvement: (Input additional recommended actions on page 11)

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
3
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
ENVIRONMENT

Practices
ENVIRONMENT #1: Creates a safe, organized and rigorous learning environment that promotes ☐ ☐ ☐ ☐ ☐
respect, productive teacher and student interactions, and a culture for learning. (2.1, 2.2, 2.3)
ENVIRONMENT #2: Maintains high learning expectations and appropriate levels of support for all ☐ ☐ ☐ ☐ ☐
students.
ENVIRONMENT #3: Develops and implements an effective behavior management plan that ☐ ☐ ☐ ☐ ☐
includes standards for behavior and appropriate interventions when standards are not met. (2.5)
Overall Rating: ☐ ☐ ☐ ☐ ☐

Comments: (input additional comments on page 10)

Recommended actions for continuous improvement: (Input additional recommended actions on page 11)

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
4
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
INSTRUCTION

Practices
INSTRUCTION #1: Implements well-organized, goal-driven speech therapy sessions. ☐ ☐ ☐ ☐ ☐
INSTRUCTION #2: Maximizes instructional time, while appropriately pacing instruction. (1.6, 2.7) ☐ ☐ ☐ ☐ ☐
INSTRUCTION #3: Demonstrates knowledge communication disorders and educational impact of ☐ ☐ ☐ ☐ ☐
those disorders.
INSTRUCTION #4: Presents speech and language findings to parents, staff, and others in a culturally ☐ ☐ ☐ ☐ ☐
aware and sensitive manner.
INSTRUCTION #5: Engages and motivates all students in rigorous work by addressing individual ☐ ☐ ☐ ☐ ☐
differences utilizing a variety of instructional strategies and resources.
INSTRUCTION #6: Engages and motivates all students in rigorous work by addressing individual ☐ ☐ ☐ ☐ ☐
differences utilizing a variety of instructional strategies and resources. (3.2, 4.5)

INSTRUCTION #7: Checks for individual understanding through assessments and other means, and ☐ ☐ ☐ ☐ ☐
differentiates and modifies instruction accordingly, providing intervention as needed. (1.1, 1.6, 3.2,
5.2, 5.4)

INSTRUCTION #8: Models personal and professional ethics, integrity, social justice and fairness. ☐ ☐ ☐ ☐ ☐
(6.7)

Overall Rating: ☐ ☐ ☐ ☐ ☐

Comments: (input additional comments on page 10)

Recommended actions for continuous improvement: (Input additional recommended actions on page 11)

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
5
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
LEARN

Practices
LEARN #1: Students and subgroups demonstrate progress toward goals based on multiple ☐ ☐ ☐ ☐ ☐
measures. The evaluation and assessment of certificated employees shall not include the use of
publishers’ norms established by standardized tests. (5.1, 5.3)
LEARN #2: Assesses, analyzes and communicates student learning and progress on achievement ☐ ☐ ☐ ☐ ☐
goals using available technologies. (5.2, 5.3, 5.4, 5.6)
LEARN #3: Recognizes and reinforces student progress and achievement. ☐ ☐ ☐ ☐ ☐
Overall Rating: ☐ ☐ ☐ ☐ ☐

Comments: (input additional comments on page 10)

Recommended actions for continuous improvement: (Input additional recommended actions on page 11)

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
6
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
INCREASE EFFECTIVENESS

Practices
INCREASE EFFECTIVENESS #1: Collaborates with colleagues to analyze, discuss and share strategies ☐ ☐ ☐ ☐ ☐
that will promote student learning based on data collected via classroom observation and
assessments. (6.3)
INCREASE EFFECTIVENESS #2: Establishes personal and professional goals and engages in ☐ ☐ ☐ ☐ ☐
continuous and purposeful professional growth and development. (6.2)
INCREASE EFFECTIVENESS #3: Reflects on and refines teaching practice to support growth in ☐ ☐ ☐ ☐ ☐
student learning. (6.1, 6.6)
INCREASE EFFECTIVENESS #4: Engages parents, other volunteers and paraprofessionals in the ☐ ☐ ☐ ☐ ☐
student learning process. (6.4, 6.5)
Overall Rating: ☐ ☐ ☐ ☐ ☐

Comments: (input additional comments on page 10)

Recommended actions for continuous improvement: (Input additional recommended actions on page 11)

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
7
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
Pilot Special Education Teacher Summary Rating Form

PLAN #1: Plans actions that demonstrate knowledge of assessments, meetings, and compliance of Special Education ☐ ☐ ☐ ☐ ☐
content, procedures, and laws.
PLAN #2: Uses and interprets a variety of assessments to evaluate and plan for the communication needs of students ☐ ☐ ☐ ☐ ☐
that are based on IDEA guidelines.
PLAN #3: Plans and develops lessons that are based on the student IEPs for the educational benefit of each student. ☐ ☐ ☐ ☐ ☐
PLAN #4: Utilizes appropriate assessments and reports for each student and develops and sequences appropriate long ☐ ☐ ☐ ☐ ☐
and short term instructional plans to meet the learning needs of all students.
Overall Rating for this Special Education Teacher on Planning ☐ ☐ ☐ ☐ ☐
ENVIRONMENT #1: Creates a safe, organized and rigorous learning environment that promotes respect, productive ☐ ☐ ☐ ☐ ☐
teacher and student interactions, and a culture for learning. (2.1, 2.2, 2.3)
ENVIRONMENT #2: Maintains high learning expectations and appropriate levels of support for all students. ☐ ☐ ☐ ☐ ☐
ENVIRONMENT #3: Develops and implements an effective behavior management plan that includes standards for ☐ ☐ ☐ ☐ ☐
behavior and appropriate interventions when standards are not met. (2.5)
Overall Rating for this Special Education Teacher on Environment ☐ ☐ ☐ ☐ ☐
INSTRUCTION #1: Implements well-organized, goal-driven speech therapy sessions. ☐ ☐ ☐ ☐ ☐
INSTRUCTION #2: Maximizes instructional time, while appropriately pacing instruction. (1.6, 2.7) ☐ ☐ ☐ ☐ ☐
INSTRUCTION #3: Demonstrates knowledge communication disorders and educational impact of those disorders. ☐ ☐ ☐ ☐ ☐
INSTRUCTION #4: Presents speech and language findings to parents, staff, and others in a culturally aware and ☐ ☐ ☐ ☐ ☐
sensitive manner.
INSTRUCTION #5: Engages and motivates all students in rigorous work by addressing individual differences utilizing a ☐ ☐ ☐ ☐ ☐
variety of instructional strategies and resources.
INSTRUCTION #6: Engages and motivates all students in rigorous work by addressing individual differences utilizing a ☐ ☐ ☐ ☐ ☐
variety of instructional strategies and resources. (3.2, 4.5)
INSTRUCTION #7: Checks for individual understanding through assessments and other means, and differentiates and ☐ ☐ ☐ ☐ ☐
modifies instruction accordingly, providing intervention as needed. (1.1, 1.6, 3.2, 5.2, 5.4)

INSTRUCTION #8: Models personal and professional ethics, integrity, social justice and fairness. (6.7) ☐ ☐ ☐ ☐ ☐
Overall Rating for this Special Education Teacher on Instruction ☐ ☐ ☐ ☐ ☐
LEARN #1: Students and subgroups demonstrate progress toward goals based on multiple measures. The evaluation ☐ ☐ ☐ ☐ ☐
and assessment of certificated employees shall not include the use of publishers’ norms established by standardized
tests. (5.1, 5.3)
LEARN #2: Assesses, analyzes and communicates student learning and progress on achievement goals using available ☐ ☐ ☐ ☐ ☐
technologies. (5.2, 5.3, 5.4, 5.6)
LEARN #3: Recognizes and reinforces student progress and achievement. ☐ ☐ ☐ ☐ ☐
Overall Rating for this Special Education Teacher on Learning: ☐ ☐ ☐ ☐ ☐
INCREASE EFFECTIVENESS #1: Collaborates with colleagues to analyze, discuss and share strategies that will promote ☐ ☐ ☐ ☐ ☐
student learning based on data collected via classroom observation. and assessments. (6.3)

INCREASE EFFECTIVENESS #2: Establishes personal and professional goals and engages in continuous and purposeful ☐ ☐ ☐ ☐ ☐
professional growth and development. (6.2).
INCREASE EFFECTIVENESS #3: Reflects on and refines teaching practice to support growth in student learning. (6.1, ☐ ☐ ☐ ☐ ☐
6.6)
INCREASE EFFECTIVENESS #4: Engages parents, other volunteers and paraprofessionals in the student learning ☐ ☐ ☐ ☐ ☐
process. (6.4, 6.5)
Overall Rating for this Special Education Teacher on Increasing Effectiveness: ☐ ☐ ☐ ☐ ☐

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
8
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Pilot Summary Special Education Teacher Evaluation Form
Name: ID#:
School: School Year:
Evaluator: Title:

TARGETED AREA FOR GROWTH AND CONTINUOUS IMPROVEMENT

The evaluator’s recommendation should be incorporated into the Special Education Teacher’s goal-setting process for
continued improvement the following school year. Evaluation form continues on next page.
1.

2.

3.

4.

5.

Comments:

Special Education Teacher’s Signature: Date:

Evaluator Signature: Date:
Supervisor of Evaluator Signature: Date:
Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
9
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Additional Comments
Please note in your comments the evaluations upon which you are commenting:
Plan #1, 2, 3, 4
Environment #1, 2, 3
Instruction #1, 2, 3, 4, 5, 6, 7, 8
Learn #1, 2, 3
Increase Effectiveness #1, 2, 3, 4

Comments:

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
10
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Additional Recommended Actions for Continuous Improvement
Please note in your recommendations the evaluations upon which you are recommending:
Plan #1, 2, 3, 4
Environment #1, 2, 3
Instruction #1, 2, 3, 4, 5, 6, 7, 8
Learn #1, 2, 3
Increase Effectiveness #1, 2, 3, 4

Recommended Actions for Continuous Improvement:

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
11
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Pilot Framework for Special Education Teachers

PLAN
#1: Plans actions that demonstrate knowledge of assessments, meetings, and compliance of Special Education content, procedures, and laws.
#2: Uses and interprets a variety of assessments to evaluate and plan for the communication needs of students that are based on IDEA
guidelines.
#3: Plans and develops lessons that are based on the student IEPs for the educational benefit of each student.
#4: Utilizes appropriate assessments and reports for each student and develops and sequences appropriate long and short term instructional
plans to meet the learning needs of all students.

ENVIRONMENT
#1: Creates a safe, organized and rigorous learning environment that promotes respect, productive teacher and student interactions, and a
culture for learning. (2.1, 2.2, 2.3)
#2: Maintains high learning expectations and appropriate levels of support for all students.
#3: Develops and implements an effective behavior management plan that includes standards for behavior and appropriate interventions when
standards are not met. (2.5)

INSTRUCTION
#1: Implements well-organized, goal-driven speech therapy sessions.
#2: Maximizes instructional time, while appropriately pacing instruction. (1.6, 2.7)
#3: Demonstrates knowledge communication disorders and educational impact of those disorders.
#4: Presents speech and language findings to parents, staff, and others in a culturally aware and sensitive manner.
#5: Engages and motivates all students in rigorous work by addressing individual differences utilizing a variety of instructional strategies and
resources.
#6: Engages and motivates all students in rigorous work by addressing individual differences utilizing a variety of instructional strategies and
resources. (3.2, 4.5)
#7: Checks for individual understanding through assessments and other means, and differentiates and modifies instruction accordingly,
providing intervention as needed. (1.1, 1.6, 3.2, 5.2, 5.4)
#8: Models personal and professional ethics, integrity, social justice and fairness. (6.7)

LEARN
#1: Students and subgroups demonstrate progress toward goals based on multiple measures. The evaluation and assessment of certificated
employees shall not include the use of publishers’ norms established by standardized tests. (5.1, 5.3)
#2: Assesses, analyzes and communicates student learning and progress on achievement goals using available technologies. (5.2, 5.3, 5.4, 5.6)
#3: Recognizes and reinforces student progress and achievement.

INCREASE EFFECTIVENESS
#1: Collaborates with colleagues to analyze, discuss and share strategies that will promote student learning based on data collected via
classroom observation and assessments. (6.3)
#2: Establishes personal and professional goals and engages in continuous and purposeful professional growth and development (6.2).
#3: Reflects on and refines teaching practice to support growth in student learning. (6.1, 6.6)
#4: Engages parents, other volunteers and paraprofessionals in the student learning process. (6.4, 6.5)

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
12
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Pilot Rubric for Special Education Teacher
Note: To be considered Distinguished, a Special Education Teacher must meet all of the
descriptions under the Proficient category and those in the Distinguished category.

Distinguished Proficient Developing Ineffective

PLAN #1: Plans daily counseling/dean actions, which demonstrate knowledge of content and pedagogy (3.1, 3.3, 3.4).
 Uses extensive knowledge of  Uses knowledge of subject  Has knowledge of subject  Has only limited knowledge of
subject matter concepts, current matter and understands and matter. subject matter and does not
issues, academic language and explains the relationships of  Examines subject matter and elaborate on subject matter.
research to make relevant concepts, academic content academic language models to  Does not make connections
connections to standards during standards and academic identify connection between between academic standards
instruction, and provides language in ways that ensure academic content and and instructions.
opportunities to extend learning clear connection and relevance standards and instruction.
beyond the standards. to students.

PLAN #2: Plans activities that incorporate a variety of explicit strategies to address the needs of student subgroups. (1.4, 3.5, 3.6, 4.4).

• Identifies and incorporates • Identifies and incorporates • Identifies a variety of • Teacher does not
multiple strategies to fully multiple strategies to instructional strategies incorporate a variety of
engage students and to differentiate daily lessons and is attempting to instructional strategies to
differentiate daily lessons according to the needs of incorporate them into address the needs of
according to the learning subgroups. daily lessons. student subgroups.
needs of subgroups. Fully
engages all students.

PLAN #3: Plans and develops guidance activities based on district procedures and protocols, student graduation requirements, parent/student/faculty meetings, and other aspects of
the job (3.5, 4.4).
• Allocates an instructionally • Regularly identifies the content • Sometimes plans and develops Does not plan and develop lessons
appropriate amount of time for each and language standards that her/his lessons and assessments that are and assessments that are based on
standard in a unit. students will master each unit. based on district-adopted district-adopted
Regularly uses district adopted curriculum/approved course curriculum/approved course
curriculum/approved course outlines and California content and outlines and California content and
outlines and California content and language standards. language standards.
language standards in well-designed
lessons.
Regularly uses content and language
standards in creating well-designed
assessments.
Distinguished Proficient Developing Ineffective

PLAN #4: Develops and sequences a p p r o p r i a t e long- and short-term plans to meet the learning needs of all students
(1.4, 3.5, 3.6, 4.1, 4.3, 4.4)
• Utilizes extensive knowledge of • Utilizes knowledge of the • Inconsistently uses • Rarely or never uses
the curriculum, content curriculum, content knowledge of the knowledge of the
standards, and assessed learning standards, and assessed curriculum, content curriculum, content
needs to design cohesive and learning needs to design standards, and assessed standards, and assessed
comprehensive long- and short- long- and short-term plans learning needs to design learning needs to design
term plans that ensure high that ensure student long- and short-term plans long- and short-term plans
levels of learning. learning. that ensure student that ensure student
learning. learning.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
13
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Distinguished Proficient Developing Ineffective

TEACH-ENVIRONMENT #1: Creates a safe, organized a n d rigorous ed uc ational e n v i r o n m e n t t h a t promotes r e s p e c t , productive Special Education
Teacher/dean and student interactions, and a culture for learning (2.1, 2.2, 2.3).
 Students demonstrate  Employs classroom  Attempts to provide  A lack of classroom
knowledge of the routines routines and procedures classroom routines and routines and procedures
and procedures and that engage students in a procedures that engages prevents students from
monitor themselves when positive and respectful students in positive and engaging
norms are not being interaction ensuring a respectful interaction.  in positive and respectful
followed. climate of universal  Minimal opportunities interaction, and creates an
 Students take learning achievement. available for students to environment that is
risks.  Creates an organized and take academic risks. unsafe.
rigorous environment  No opportunity for
where students have academic risk taking.
opportunities to take risks
in their learning.

TEACH-ENVIRONMENT #2: Maintains high learning expectations and appropriate levels of support for all students.
 Provides a variety of  Holds high expectations for  Attempts to hold high  Rarely or never attempts to
differentiated supports and all students while expectations for students address achievement
challengestopromote addressing achievement while striving to address patterns found in student
higher level thinking and patterns from student work achievement patterns found work samples.
learning. samples. in student work samples.  Rarely or never provides
 Provides differentiated  Provides some differentiated supports.
supports and challenges to differentiation to support
promote higher level comprehensive student
thinkingandlearning. learning.

TEACH-ENVIRONMENT #3: Counsels students o n d e v e l o p i n g and maintaining appropriate behavior both academically and socially, based on
expected behavior standards and appropriate interventions when those standards are not met (2.5).

 Students demonstrate  Employs effective behavior  Attempts to implement  Does not employ or
awareness of the management systems. behavior management implement effective
management systems, and  Designs and consistently systems. behavior management
frequently monitor implements behavioral  Inconsistently uses behavior systems or interventions.
themselves when norms are interventions. interventions.
not being followed.

Distinguished Proficient Developing Ineffective

TEACH-ENVIRONMENT #4: Develops and implements effective counseling office procedures (2.6).
 Develops and implements  Effectively organizes  Organizes classroom  Lacks organization of
an effective plan for classroom environment environment with some classroom environment and
managing classroom with consistent structured structured instructional structured instructional
procedures that are instructional practices. practices. practices.
responsive to the individual  Instructional practice  Instructional practices  Instructional practices
needs of all students and ensures appropriate time on demonstrate time on task demonstrate minimal time
ensure student engagement task and engagement. and student engagement on task and student
and time on task. some of the time. engagement.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
14
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Distinguished Proficient Developing Ineffective

TEACH-INSTRUCTION #1: Implements well-organized, objective-driven, goal oriented student, parent and/or faculty meetings (1.3).
 Each part of the lesson  The lesson is organized.  The lesson is somewhat  The lesson is generally
significantly moves students  The lesson objective is organized. disorganized:
towards mastery of the specific,measurableand  The lesson objective may be  Different parts of the lesson
objective aligned to standards. missing one component. have no connection to each
 Students can authentically  The lesson objective conveys  The lesson’s objective is not other.
explain what and why they to the student what they clearly stated.  Students are confused about
are learning a particular are learning and what they what to do.
objective and how it fits into will be able to do by the end  Most parts of the lesson are
the broader unit and course of the lesson. not aligned to the objective.
goals.  Most parts of the lesson do
not significantly move
students
 towards mastery of the
objective.
 The lesson objective is
missing more than one
component and its
importance is not clearly
conveyed to the students.

TEACH-INSTRUCTION #2: Demonstrates knowledge of policies, procedures, promotion/graduation requirements and counseling expectations (3.1).

 Students know their  Routines and procedures run  Routines and procedures run  There are no evident
responsibilities and do not smoothly with some smoothly with some routines and procedures, so
have to ask questions about prompting from the prompting from the that the teacher directs
what to do. teacher; students generally teacher; students generally every activity; students are
 Transitions are orderly, know their responsibilities. know their responsibilities. unclear about what they
efficient and systematic.  Transitions are orderly and  Transitions are orderly and should be doing and ask
 Thelessonprogressesat an consistent. consistent. questions constantly or do
appropriate pace such that  Students are rarely idle  Students are rarely idle not follow teacher
students are never while waiting for the while waiting for the directions.
disengaged, and teachers teacher. teacher.  Transitions are disorderly
have prepared follow-up  Thelesson progresses atan  Thelesson progresses atan and inefficient.
work for students who appropriate pace such that appropriate pace such that  Students may be idle for
finish early. students are almost never students are almost never significant periods of time
 Students share responsibility disengaged or left with disengaged or left with while waiting for teachers.
for the operations and nothing to do. nothing to do.  Thelessonprogressesat an
routines in theclassroom. inappropriate pace and
students are frequently
disengaged or left with
nothing to do.
 Inappropriate or off-task
student behavior constantly
interrupts or delays the
lesson.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
15
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Distinguished Proficient Developing Ineffective

TEACH-INSTRUCTION #3: Explains information clearly and connects it to meaningful, real-life contexts that align to student’s prior knowledge, culture and
heritage, life experiences and interests (1.1, 1.2, 1.3, 3.1, 4.1)
 Demonstrates extensive  Demonstrates solid  Demonstrates basic  Demonstrates little
knowledge of subject knowledge of subject knowledge of subject knowledge of subject
matter. matter and makes matter and makes some matter and makes few or no
 Seamlessly incorporates connections to academic connections to academic connections to academic
academic standards and standards and curriculum standards and curriculum standards and curriculum
curriculum frameworks and frameworks during frameworks during frameworks during
capitalizes on content instruction. instruction. instruction.
expertise to heighten
student interest in the
subject matter.

TEACH-INSTRUCTION #4: U se s a n d p r o m o te s ef f e cti ve li ste n i n g a n d co m m u n i ca ti o n sk il l s.

 Effectively explains content  Effectively explains content  Explains content clearly  Rarely explains content
clearly all of the time. clearly most of the time. some of the time. clearly.
 Actively and systematically  Connects content to  Attempts to connect  Rarely connects content to
connects content to meaningful, real-life content to meaningful, real- meaningful, real-life
meaningful, real- life contexts that align to life contexts that align to contexts that align to
contexts that align to student’s prior knowledge, student’s prior knowledge, student’s prior knowledge,
student’s prior knowledge, culture and heritage, life culture and heritage, life culture and heritage, life
culture and heritage, life experiencesandinterests. experiencesandinterests. experiencesandinterests.
experiencesand interests.

TEACH-INSTRUCTION #5: Engages and motivates all students by addressing individual differences utilizing a variety of strategies and resources. (3.2, 4.5).

 Facilitates systematic  Frequently promotes critical  Sometimes promotes critical  Rarely promotes critical
opportunitiesforstudents thinking among students thinking among students thinking among students.
to apply critical thinking by through effective through questioning and  Rarely engages students’
designing structured questioning and problem problem solving. higher level understanding
inquiriesintocomplex solving that leads to a higher  Questioning, problem- through questioning and
problems. level understanding of solving and reflection may problem solving.
 Students pose and answer a content. not be effective in  Students rarely reflect on
wide range of complex  Students frequently reflect developing higher level their own learning.
questions and problems. on their own learning understanding.
through various means –  Students sometimes reflect
formal reflection forms, on their own learning.
partnerdiscussions,etc.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
16
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Distinguished Proficient Developing Ineffective

TEACH-INSTRUCTION #6: Checks for understanding when meeting with students, staff, and/or parents. (1.1, 1.6, 3.2, 5.2, 5.4)
 Anticipates and plans for a  Lesson is accessible and  Lesson is accessible and  Implements lessons and
wide range of adaptations challenging to all students. challenging to most uses materials solely from
to lessons based on in-depth  There is evidence that the students. curriculum provided.
analysis of individual teacher knows each student’s  While students have some  Instruction is almost
student needs. level and the lesson meets all opportunities to practice, entirely teacher-directed,
 Engages with students to student needs. apply and demonstrate and students have few
identify types of adjustment  Appropriately balances learning, there is more opportunities to practice,
in instruction that best meet teacher-directed instruction teacher-directed apply and demonstrate
their learning needs. and rigorous student- instruction than what they are learning.
 Refines the flexible use of an centered work, such that appropriate.  Inconsistent or infrequent
extensive repertoire of students have significant  Makes some adjustments use of instructional
strategies, resources, and opportunities to and adaptations to strategies, resources, and
technologies to engage and meaningfully practice, apply differentiate instructional technologies as provided by
challenge all students. and demonstrate learning. plans. the school and/or district.
 Students use a wide range of  Makes ongoing adjustments  Multiple instructional
strategies, resources,and to instructional plans and techniques are utilized to
technologies that advance uses a variety of materials as engage and motivate
learning. the instructional need arises students.
to support student  Explores additional
learning. instructional strategies,
 Creates, adapts and resources and technologies
integrates a variety of in single lessons or sequence
strategies, resources, and of lessons.
technologies into
instructionto engage and
challenge students.

TEACH-INSTRUCTION #7: Models personal a n d professional e t h i c s , i n t e g r i t y , s o c i a l justice a n d fairness ( 6.7).

 Consistently and accurately  Consistently and accurately  Sometimes checks for  Rarely or never checks for
checks for understanding of checks for understanding of understanding of content. understanding of content.
content, using a variety of content through  If the check reveals the need  Checks for understanding
methods, including assessmentsandother to make an adjustment to but may not accurately
formative and summative means. the lesson plan, an attempt assess student
assessments.  Makes appropriate is made to make the understanding.
 Uses data systematically to adjustments to instruction appropriate adjustment,  If a check reveals a need for
refine planning, based on information but may not be effective. adjustment, no attempt is
differentiate instruction, gained from regular checks made to make the
and make ongoing for understanding and appropriate adjustment.
adjustments to match the observations of student
evolving learning needs of engagement.
individuals and groups.  Plans differentiated
instruction targeted to
meet individual and group
learning needs.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
17
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Distinguished Proficient Developing Ineffective

TEACH-INSTRUCTION #8: Models personal and professional ethics, integrity, social justice and fairness (6.7).
 Contributes to building  Maintains standard of  Is aware of their  Isunawareand/ordoesnot
professional community personal integrity and responsibilities pertaining adhere to district policy
and holds peers accountable commitment to student to personal and professional pertainingtopersonal
to norms of respectful learning and the profession ethics, integrity, social  and professional ethics,
treatment and in all circumstances. justice and fairness and is integrity, social justice and
communication.  Contributes to fostering a working toward meeting fairness.
school culture with them.  Rarely demonstrates how to
professional integrity and  Sometimes models how to be respectful and sensitive
ethical conduct. be respectful and sensitive to individual differences.
 Models how to be to individual differences by
respectful and sensitive to illustrating appropriate
individual differences by problem-solving techniques
illustrating appropriate and/or using culturally
problem-solving techniques responsive pedagogy and
and using culturally materials.
responsive pedagogy and
materials

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
18
©2013 Pivot Learning Partners.
All rights reserved. No part of this publication may be reproduced in any form without written permission
 Distinguished Proficient Developing Ineffective

LEARN #1: Students and subgroups demonstrate growth and mastery based on multiple measures. The evaluation and assessment
of certificated employees shall not include the use of publishers’ norms established by standardized tests. (5.1, 5.3).

 All students demonstrate  Almost all students  Majority of students  Few students demonstrate
growth and/or mastery demonstrate growth demonstrate growth growth and/or mastery
based on multiple and/or mastery based on and/or mastery based on based on multiple
measures. multiple measures. multiple measures. measures.
 Provides students with  Routinely uses formative/  Often uses assessments to  Does not or rarely uses data
multiple opportunities summative and formal/ measure student mastery of from assessments to
during the unit to informal assessments to content and is beginning to measure student mastery of
demonstrate mastery. measure student mastery of set student learning goals. content standards and does
 Providesstudents with content standards and set not set student learning
opportunities to student learning goals. goals.
demonstrate growth and
mastery through
alternative and/or creative
means (i.e. performance
standards)

LEARN #2: Students engage in self-assessment, goal setting and progress monitoring (4.2., 5.4, 5.5)
 Students articulate where  Students reflect on  Students sometimes reflect  Students do not reflect on
they have begun, what they academic assessment results on assessment results and assessment results or
have learned, and the steps and performance on performance on performance on
they will need to take to assignments to establish assignments to establish assignments to establish
reach their goals. individual learning goals goals and monitor their goals or monitor their
and monitor progress individual progress. progress.
towards their goals.  Uses data and attempts to  Does not have students set
 Uses a broad range of data to guide students in setting their own goals and/ or
guide students in their own academic does not provide any
developing their own achievementgoals. quantitative feedback upon
academic achievement  Students may consider ways which students can base
goals. to achieve their goals. their goals.
 Students establish concrete  Students do not know how
steps that they will take in they will achieve their goals.
order to achieve their goals.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
19
©2013 Pivot Learning Partners. Al rights reserved.
No Part of this publication may be reproduced in any form without written permission.
 Distinguished Proficient Developing Ineffective

LEARN #3: Assesses, analyzes and communicates s t u d e n t learning and progress on achievement g o a l s using available technologies (5.2, 5.3, 5.4, 5.6).

 Frequently uses technology  Consistently uses technology  Inconsistently uses  Excessively relies on a limited
to design and implement to design and implement technology for record number of materials and
assessments, record and assessments, record and keeping and communicating resources to assess, analyze
analyze results and analyze results and with parents regarding and communicate student
communicate about communicate about student progress. learning.
student learning with student learning with  Inconsistently provides  Provides students with
administration, colleagues, administration, colleagues, students with clear insufficient, unclear or
families and students. families and students. feedback based on formative infrequent feedback
 Facilitatesstudents’  Consistently provides assessments. through assessed work and
leadership in seeking and students with clear and  Provides some opportunities required summative
using ongoing feedback to timely information about for comprehensible and assessments.
accelerate their learning. strengths, needs, and timely two-way  Infrequently notifies
 Engages families in a variety strategies for improving communications with families of student
of ongoing communications academicachievement. families to share student proficiencies, challenges,
about individual student  Communicates regularly assessments, progress, raise andbehavioral issues
progress and ways to with families to share a issues, and/ orconcerns. through school mandated
provide support and range of assessment procedures.
monitor growth. information that is
comprehensible and
responsive to individual
student and family needs.

LEARN #4: Recognizes and reinforces student progress and achievement.

 Students demonstrate  Always recognizes student  Sometimes recognizes  May not recognize student
frequent positive progress and positively student progress and progress and/or not
engagement with their reinforces individual occasionally positively positively reinforce
peers. For example, they achievements. reinforces individual individual achievements.
show interest in other  Meaningfully reinforces achievements.  Rarely reinforces positive
student’s work and constructive behavior and  Sometimes reinforces behavior or improvements.
enthusiasm about their improvements. constructive behavior and Or may do so for only a few
accomplishments. acknowledges students.
improvements.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
20
©2013 Pivot Learning Partners. Al rights reserved.
No Part of this publication may be reproduced in any form without written permission.
 Distinguished Proficient Developing Ineffective

INCREASE EFFECTIVENESS #1: Collaborates with colleagues to analyze, discuss and share strategies that will promote student learning based on data collected about
student progress toward promotion/graduation. (6.3).

• Facilitates collaboration with • Through formal and informal • Sometimescollaborates with • Rarely or never collaborates with
colleagues (e.g. initiates and means the teacher consistently colleagues to improve student colleagues to improve student
develops professional collaborates with colleagues to achievement in an effective achievement in effective manner.
learning opportunities with improve student achievement in manner
the broader professional an effective manner. • Collaboration time could be
communityfocusedon • Uses data from multiple used in a more effective manner.
student achievement) measures of student • Collaboration rarely includes
• Works to ensure the broadest achievement and teacher analysis of data.
positive impact possible on practice to identify and address
instructional practices and underlying causes for
student achievement at school achievement patterns and
and district levels and for the trends.
profession.
• Fosters colleague’s ability to
identify and address underlying
causes for achievement
patterns and trends.

INCREASE EFFECTIVENESS #2: Establishes personal and professional goals and engages in continuous and purposeful professional growth and development (6.2).

• Establishes and modifies a broad • Establishes and modifies • Establishesgoalsthat take • Establishes limited or no goals
range of professional goals to professional goals that are into account self- and/or does so only through
improve instructional practice based on self-assessment and assessment of teaching required processes and local
and impact student learning feedback from a variety of practice. protocols.
within and beyond the sources in order to improve • Expands knowledge and skills • Does not actively participate in
classroom. professional practice. individually and with required professional
• Engages in and contributes to • Engages in ongoing inquiry into colleagues through available development.
professional development teacher practice for professional professional development
targeted on student development.
achievement. • Pursues a variety of
• Contributes to professional opportunities to learn
organizations/committees and professionally
participates in professional
growth and development
opportunities to extend own
teaching practice.

Distinguished Proficient Developing Ineffective

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
21
©2013 Pivot Learning Partners. Al rights reserved.
No Part of this publication may be reproduced in any form without written permission.
INCREASE EFFECTIVENESS #3: Reflects on and refines practice to support growth in student learning (6.1, 6.6).

• Maintains ongoing • Consistently and effectively • Sometimes reflects • Rarely reflects on teaching
reflective practice and reflects individually and with individually and with practice.
action research in colleaguesto refine teaching colleagues to refine teaching • Rarely adjusts teaching
supporting student learning and practiceto positively impact the practiceto positively impact practice in support of
raising the level of academic full range of learners. the full range of learners. student learning.
achievement. • Seeks, develops and refines new
• Engages in and fosters and creative methods to ensure
reflection among colleagues individual student learning.
for school- wide impact on
student achievement.

INCREASE EFFECTIVENESS #4: Engages parents, other volunteers and classified staff in the student learning process (6.4, 6.5).

 Provides a wide range of  Provides opportunities and  Inconsistently provides  Rarely or ineffectively
opportunities for parents, support for families to opportunities and support engages parents, volunteers
volunteers and/ or actively participate in the for families to participate in and/or paraprofessionals in
paraprofessionals to student learning process. the student learning the student learning
contributeto theclassroom  Effectively utilizes parents, process. process.
and school community. volunteers and/or  Utilizes volunteers, parents/
 Supports a school/district paraprofessionals in the paraprofessionals in the
environment in which student learning process. student learning process.
families take leadership to
improve student learning.

Novato Unified School District Certificated Employee Evaluation Forms for Special Education Teachers
22
©2013 Pivot Learning Partners. Al rights reserved.
No Part of this publication may be reproduced in any form without written permission.