VISUALS FROM CONCEPTUALISATION WORKSHOP: 22nd AND 23rd fEBRUARY, tHIRUVANANTHAPURAM

Visuals from Conceptualisation Workshop Held at Thiruvananthapuram on 22nd and 23rd February 2013

Teacher Performance Indicators-A Sample from www resources retrieved through Google; Why We can't design one?

A SAMPLE DOCUMENT FOR REFERENCE ON TEACHER PERFORMANCE INDICATORS WITH DESCRIPTORS DESIGNED ON A RUBRIC FORMAT 

	Exceeds Performance Expectations	Demonstrates Satisfactory Performance	Demonstrates Unsatisfactory Performance
	Exemplary actions, demonstrates high performance in position requirements.	Meets expectations for position requirements.	Performs below the acceptable level.
I.  INSTRUCTION
A.       DEMONSTRATES KNOWLEDGE OF THE SUBJECT AREA	Displays extensive content knowledge with evidence of continuing pursuit of such knowledge;  understands the importance of connecting prerequisite knowledge for student learning of the content.  Teacher displays continuing search for best instructional practices and anticipates student misconceptions.	Displays solid content knowledge and makes connections between content and concepts; plans and reflects an understanding among topics and concepts.   Pedagogical practices reflect current research on best instructional practices.	Makes content errors or does not correct content errors students make.   Displays little understanding of the importance of prerequisite knowledge for student learning.  Displays little understanding of pedagogical issues involved in student learning of the content.
B.  DEVELOPS INSTRUCTION       IN ACCORDANCE WITH       STATE AND LOCAL       STANDARDS AND       INDIVIDUAL EDUCATION       PLAN WHERE        APPROPRIATE.	Instructional planning is comprehen- sive in reflecting the objectives of the IPS Curriculum Framework in all subject areas, the Indiana Dept. of Education and IEP’s where appropriate; instructional goals are clear, written in the form of student learning, take into account varying learning needs of students and guides students to be self-learners.	Instructional planning reflects the objectives of the IPS Curriculum Framework in the core subjects, the Indiana Dept. of Education and IEP’s where appropriate; instructional goals are clear, suitable for most students and reflect different types of learning and opportunities for integration.	Instructional planning does not consistently reflect the objectives of the IPS Curriculum Framework in the core subjects, the Indiana Dept. of Education and IEP’s where appropriate; instructional goals are not clear, not suitable for most students and only reflect one type of learning and one discipline or strand.
C.  DEVELOPS LESSON PLANS        WHICH CONTAIN THE      NECESSARY      COMPONENTS TO      SUPPORT PROPER      INSTRUCTION.	Lesson plans are exceptional in demonstrating components of a well-prepared lesson geared towards student success as determined by the suggested standardized “Instructional Plan” and “Class Profile” forms1	Lesson plans’ components include the essential skills, engagement activities and varied assessments as determined by the suggested  standardized “Instructional Plan” and “Class Profile” forms1	Lesson plans do not contain the components of essential skills, engagement activities or varied assessments as determined by the suggested standardized “Instruction Plan” and “Class Profile” forms1
D.  DEMONSTRATES       EFFECTIVE TEACHING       USING A VARIETY OF       STRATEGIES.	Teacher appropriately uses knowledge of students’ varied approaches to learning such as learning styles, modalities and different “intelligences”  in instructional planning.	Teacher displays general understanding of the different approaches to learning such as learning styles, modalities and different “intelligences” in instructional planning.	Teacher is unfamiliar with the different approaches to learning such as learning styles, modalities and different “intelligences” and does not use them when doing instructional planning.
E.  *ASSESSES STUDENT      PERFORMANCE      ACCORDING TO THE      STANDARDS AS      DEVELOPED IN THE      SCHOOL ACADEMIC      ACHIEVEMENT PLAN.	Uses a wide variety of assessments to identify students’ academic needs including those assessments as listed in the school’s AAP.  Also sends home additional assessments to parents throughout the school year.	Assesses each student according to the expectations as listed in the school’ AAP.	Fails to consistently provide the assessments for students as listed in the school’s AAP.
F.  *ACHIEVES ACADEMIC      PERFORMANCE RESULTS      ACCORDING TO THE      REQUIREMENTS AS SET      FORTH IN THE DISTRICT/     SCHOOL ACADEMIC     ACHIEVEMENT PLAN.	Exceeds the school’s satisfactory standards for academic performance as established in the school’s AAP.	Achieves at the school’s satisfactory standards for academic performance as established in the school’s AAP.	Achieves below the school’s satisfactory standards for academic performance.
II. COMMUNICATION                   SKILLS
A.  *PROVIDES APPROPRITE       FEEDBACK ON STUDENT       PERFORMANCE TO       STUDENTS, PARENTS, OR      GUARDIANS ACCORDING      TO THE SCHOOL      ACADEMIC ACHIEVE-      MENT PLAN.	Exceeds the required number of parent contacts per grading period and the number of written progress reports sent home as established by the school’s AAP and as required by Public Law 340.	Makes the required number of parent contacts as established in the school’s AAP Plan and sends home the required written progress reports as established by the school’s AAP and as required by Public Law 340.	Fails to make the required number of parent contacts as established by the school’s AAP.   Does not send home the required written progress reports as established by the school’s AAP and as required by Public Law 340.
B.  DEMONSTRATES PROPER       VERBAL AND WRITTEN       SKILLS.	Spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson and written correspondence.	Spoken and written language is clear and correct.  Vocabulary is appropriate to students’ age and interest and used correctly in spoken language.	Spoken or written language is sometimes inappropriate or written language is illegible.  Spoken and written language may contain grammar and syntax errors.  Vocabulary may be inappropriate, vague or used incorrectly.
C.  INFORMS AND RESPONDS      TO PARENTS IN A TIMELY       MANNER IN ORDER TO       IMPROVE STUDENT       PERFORMANCE.	Communicates information to parents frequently on both positive and negative aspects of students’ progress and, as appropriate, the instructional program.  Is available to respond to parents’ concerns, which are handled with great sensitivity.	Communicates with parents about students’ progress and the instructional program on a regular basis and is available as needed to respond to parent concerns.	Provides little information to the parents about the students’ progress.  Responses to parent concerns are minimal.  Rarely available to respond to parents’ concerns. Shows little sensitivity to parent concerns.
III.   CLASSROOM                MANAGEMENT
A.  ASSUMES RESPONSI-       BILITY FOR DEVELOPING       AND IMPLEMENTING A       POSITIVE, SAFE CLASS-       ROOM DISCIPLINE PLAN       THAT IS FAIR, EQUITABLE       AND CONSISTENT.	Consistently develops and implements a classroom discipline plan which is fair, equitable, consistent and highly effective resulting in a classroom that is a safe and positive environment.	Develops and implements a classroom discipline plan.  Treats students in a fair, equitable and consistent manner.	Exhibits minimal evidence of a fair, equitable and consistent discipline plan, therefore resulting in a negative learning environment.
B.  ENCOURAGES STUDENT      SELF-DISCIPLINE.	Consistently encourages self-discipline of all students by involving them in establishing standards of behavior.  Students’ behaviors are consistently appropriate to the learning environment.	Sets, communicates frequently, and enforces appropriate standards of behaviors.   Students’ behaviors are generally appropriate to the learning environment.	Seldom or inconsistently sets appropriate standards, resulting in frequent student misbehaviors.  Students’ behaviors are not appropriate to the learning environment.
C.  DEMONSTRATES KNOW-       LEDGE OF THE       RELATIONSHIP AMONG       INSTRUCTIONAL  PLAN-       NING, COMMUNICATIONS       AND CLASSROOM       MANAGEMENT.	Consistently develops and utilizes instructional strategies, communication and interpersonal skills which bring about positive student behaviors.  Monitoring by the teacher is subtle and preventive.  Students monitor their own and their peers’ behaviors, correcting one another respectfully.	Develops and utilizes instructional strategies, communication and interpersonal skills which bring about positive student behaviors.  Teacher is alert to student misbehaviors at all times and adjusts instructional strategies when student discipline problems cannot be resolved.	Shows little or no understanding of the relationship between teachers’ instructional strategies, communication and interpersonal skills and students’ behaviors, therefore, resulting in a disproportionate number of student discipline problems.  Student behaviors are not monitored, and the teacher is unaware of what students are doing.
D.  ADHERES TO THE       OVERALL SCHOOL/       DISTRICT DISCIPLINE       PLAN AND PROCEDURES.	Consistently creates and maintains continuity with the classroom discipline plan and procedures and the school/district discipline plan and procedures.	Satisfactorily demonstrates and maintains continuity with the classroom discipline plan and procedures and the school/district discipline plan and procedures.	Rarely relates the classroom discipline plan and the school/district discipline plan.   Fails to meet the minimum requirements of the school and/or district discipline plan.
E.  INTERVENES      APPROPRIATELY TO      PREVENT STUDENT      DISRUPTION OF THE      EDUCATIONAL PROCESS.	Consistently demonstrates proactive teacher behaviors to prevent student misbehaviors. Teacher’s responses to misbehaviors are highly effective and sensitive to students’ individual needs.	Acts immediately to prevent or curb discipline problems.  Teacher’s responses to misbehaviors are appropriate and respect the students’ dignity.	Seldom uses preventive measures effectively in working with student discipline situations.   Teacher’s responses to misbehaviors are inconsistent, verbally and/or physically aggressive, provoke negative student’s responses from students and/ or do not respect the students’ dignity.
IV.  INTERPERSONAL                 RELATIONSHIPS
A.  DEMONSTRATES       THROUGH MUTUAL       TRUST AND RESPECT  A       POSITIVE, CARING       ATTITUDE TOWARDS       ALL.	Teacher-student interactions consistently demonstrate a genuine caring and respect for individual students; is always fair and consistent with students.  Participates in most school activities that help promote positive feelings in students.	Teacher-student interactions are friendly and demonstrate general warmth for individual students appropriate to the developmental and cultural norms; Is fair and consistent with students.  Participates in many school activities that help promote positive feelings in students.	Teacher-student interactions with at least some of the students are negative, demeaning, sarcastic or inappropriate to the age or culture of the students; Is not fair and consistent in dealing with students.  Does not participate in any school activities that promote positive feelings in students.
B.       WORKS COLLABORA- TIVELY WITH OTHERS FOR THE GOOD OF THE SCHOOL AND THE EDUCATION OF THE STUDENTS.	Consistently supports and shows cooperation with peers by actively assisting other educators, maintaining an open-mind and participating in building decisions.  Takes initiative in assuming leadership in some aspects of school life.  Volunteers to participates on committees that set and develop policies and procedures for the school.  Volunteers for the “extras”.	Supports and shows cooperation with peers by assisting other educators and participating in most building decisions.  When asked, participates on committees that set and develop policies and procedures for the school.	Does not support and/or show cooperation with peers by assisting other educators and does not participate in building decisions.  Will not serve on school committees.
C.       DEMONSTRATES SELF- CONTROL.	Consistently maintains a controlled manner even in the most difficult and/or stressful situations.	Maintains a controlled manner.	Frequently loses self-control.
D.       MAINTAINS AN ENVIRONMENT THAT VALUES AND RESPECTS DIVERSITY.	Consistently displays and uses knowledge of skills, interests and cultural heritage of each student, including those with special needs.  Recognizes the value of this knowledge to the different approaches to learning in instructional planning	Displays and uses knowledge of skills, interests and cultural heritage of each student, including those with special needs, in instructional planning and student activities.	Fails to use knowledge of skills, interest and cultural heritage of each student, including students with special needs, in developing instructional planning and student activities.
E.       DEMONSTRATES CONFLICT MANAGE-                    MENT SKILLS IN THE RESOLUTION OF DIFFERENCES.	Consistently uses and teaches students to use conflict management skills rather than confrontational approaches in resolving difficulties.	Use and teaches students to use conflict management skills rather than confrontational approaches in resolving difficulties.	Seldom uses and/or teaches students to use conflict management skills resulting in confrontational situations when difficulties arise.
V.    STAFF AND          PROFESSIONAL              OBLIGATIONS
A.  *ADHERES TO THE STAFF       ATTENDANCE       STANDARDS AS       ESTABLISHED IN THE       SCHOOL ACADEMIC       ACHIEVEMENT PLAN.	Exceeds the staff attendance rate as established in the school’s academic achievement plan.  2	Meets the staff attendance rate as established in the school’s academic achievement plan. 2	Fails to meet the staff attendance rate as established in the school’s academic achievement plan.
B.  IS PUNCTUAL	Always arrives at work on time or sometimes earlier.  Always calls in if going to be absent or late. 2	Usually arrives at work on time.  Usually calls in if going to be absent or late. 2	Often late for work.  Fails to call when going to be absent or late.
C.  *DEVELOPS AND       IMPLEMENTS A 1-YEAR       PROFESSIONAL       DEVELOPMENT PLAN.	Submits a Professional Development Plan for one year. Maintains Professional Development Plan documentation.  Attends Professional Development activities before and after school hours.  Attends all required meetings.	Submits a Professional Development Plan for one year.  Maintains Professional Development Plan documentation. Attends Professional Developmental activities during school hours.  Attends required meetings.	Does not submit a Professional Development Plan for one year.  Does not maintain Professional Development documentation.  Does not attend Professional Development activities during regular school hours.  Does not attend many of the required meetings.
D.  *DEVELOPS AND       MAINTAINS       APPROPRIATE PARENTAL       INVOLVEMENT IN THE       CLASSROOM AND EXTRA-       CURRICULAR ACTIVITIES       WHERE APPROPRIATE.	Efforts exceed the school’s AAP requirements to engage families in the instructional program.  Involvement of families is frequent and successful.	Efforts meet the requirements to engage families in the instructional program.  Involvement of families is positive.	Makes little attempt to engage families in the instructional program or such attempts are inappropriate.
E.  SUBMITS ACCURATE      REPORTS IN A TIMELY      MANNER.	Consistently submits accurate records and reports with all appropriate information in a timely manner.	Regularly submits accurate records and reports	Submits inaccurate records and reports in an untimely manner.
F.  MAINTAINS      CONFIDENTIALITY      REGARDING STUDENT      AND FAMILY      INFORMATION.	Consistently handles all confidential information according to appropriate district/school guidelines preserving confidentiality as appropriate.	Handles confidential information according to district/school policies and procedures.	Misuses and does not handle district/ school confidential information so that other are harmed.
G.  ADHERES TO SCHOOL       AND DISTRICT RULES       AND PROCEDURES IN       PERFORMING ASSIGNED       DUTIES.	Follows all district/school policies and procedures.  Arrives for all meetings and duties on time.  Volunteers to participate on committees that set and develop policies and procedures for the school.	Follows school/district policies and procedures.  Usually arrives for meetings and duties on time.   When asked, participates on committees that set and develop policies and procedures for the school.	Does not consistently follow and/or support school-wide policies and procedures.  Consistently late for meetings and duties.  Will not serve on committees.
H.  *ACHIEVES STUDENT      ATTENDANCE RESULTS      AS ESTABLISHED BY THE      SCHOOL ACADEMIC     ACHIEVEMENT PLAN.	Exceeds the school’s student attendance rate as established in the school’s academic achievement plan. Exemplary efforts are made to increase student attendance.3	Meets the school’s student attendance rate as established in the school’s academic achievement plan. Makes an effort to increase student attendance.3	Fails to meet the school’s student attendance rate as established in the school’s academic achievement plan.  Makes little effort to increase student achievement.