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TEACHER IMPACT EVALUATION

Phsical Education Scoring Rubric

(1 point)
(2 points)
(4 points)
(6 points)
  • Learning Goals do not align with course, or no goals provided.
  • Student selection sample not provided.
  • Standards/learning goals provided, but no explanation given as to why they were selected, or
  • Learning goals are not appropriately aligned with course standards.
  • Selection sample is not representative of students assigned to this teacher.
  • Standards/learning goals provided and explanation given as to why they were selected.
  • Learning goals selected mostly demonstrate appropriate consideration of student outcomes for courses selected.
  • Selected students represent most groups/classes taught.
  • Thoughtful selection of standards/learning goals and exemplary explanation given as to why they were selected.
  • Learning Goals demonstrate appropriate consideration of course objectives and student outcomes.
  • Selection of students represents all groups/classes taught.
(1 point)
(2 points)
(4 points)
(6 points)
Evidence does not demonstrate teacher understanding of accessing and assessing valid pre- and post-test data or the purpose and impact of instruction.
Evidence demonstrates teacher understanding of accessing and assessing valid pre- and post-test data, but the purpose and impact of instruction is unclear.
  • Evidence demonstrates teacher’s understanding of valid pre- and post-test data and his/her impact on student growth.
  • Explanation of purpose and teacher impact is aligned with intended course outcomes.
  • Exemplary evidence demonstrates teacher’s understanding of valid pre- and post-test data and his/her impact on student growth.
  • Exemplary explanation of strategies used to engage students towards lifetime application of fitness goals.
(1 point)
(2 points)
(4 points)
(6 points)
Evidence does not demonstrate teacher understanding of the connection between performance goals or personal goals, and the purpose and impact of instruction.
Evidence demonstrates teacher’s understanding of performance goals and outcomes for growth, but is lacking evidence of an impact of his/her instruction on student performance related to teacher’s course-related and personal goals.
  • Appropriate evidence of pre-evaluation of student performance goals and teacher’s impact on student outcomes at the end of the year.
  • Appropriate evidence of teacher’s instructional impact on student growth/ performance related to teacher’s personal goals.
  • Exemplary evidence and explanation of pre-evaluation of student performance goals and the strategies used to impact student outcomes.
  • Exemplary evidence of instructional impact and strategies used to impact student growth/ achievement related to teacher’s personal goals.
(1 point)
(2 points)
(4 points)
(6 points)
Value-added lacks evidence of planning, teaching, or reflecting on lessons in units. `
  • Explanation has general understanding of planning, teaching, and reflecting, and respective impacts on student growth, but lacks examples of the value of instruction.
  • Explanation lacks demonstration of effective use of baseline to endpoint course formative assessments and respective impacts on student outcomes.
  • Explanation adequately details planning, teaching, and reflecting, and respective impacts on student growth outcomes.
  • Explanation adequately demonstrates teacher’s use of formative and summative assessment to impact student growth and/or achievement throughout the course.
  • Exemplary explanation of planning, teaching, and reflecting, and respective impacts on student growth outcomes, and includes modification and differentiation used to accommodate all students.
  • Exemplary explanation of the direct impact of teacher’s instructional strategies on student growth and/or achievement throughout the course.