The Focal Point Teacher Evaluation Model is research-based and is aligned to the InTASC Standards. The Focal Point Model is rigorous, systemic, aligns with district processes that impact the ability of principals and evaluators to improve instruction and raise student achievement. It builds the capacity of teachers as instructional leaders to meet higher expectations and also builds the capacity of building administrators to access teacher effectiveness. The performance rubrics are divided into 7 domains teacher effectiveness.
Each domain is comprised of several Domain Components which define a specific aspect of the domain. The Domain Component is further broken down into Indicators of Effectiveness which are rubric driven levels of teacher performance.
The Focal Point Teacher Evaluation Model is based on four (4) levels of performance ratings:
Domain 1: Preparation for Instruction |
Component 1a
Establish a culture of high expectations for learning and achievement |
Indicators of Effectiveness
- Expectations & Inclusion
- Culture of Excellence
- Communicating Expectations
|
Component 1b
Use district adopted curriculum maps and content knowledge to design coherent lessons |
Indicators of Effectiveness
- Curriculum and Assessment Alignment
- Content Knowledge
- Lesson and/or Unit Design
|
Component 1c
Post aligned lesson objectives and plan for demonstrations of learning |
Indicators of Effectiveness
- Posts Lesson Objectives
- Student Understanding of Lesson Objectives
- Plans for DOL”s
|
Domain 2: Use of Data to Inform Instruction |
Component 2a
Focus on improving instruction using data |
Indicators of Effectiveness
- Use of Electronic Data Management Tools
- Uses Data to Inform Instruction
- Uses Disaggregated Data to Refine Instruction
|
Component 2b
Use a variety of assessment methods when designing classroom assessments |
Indicators of Effectiveness
- Assessment Methods
- Classroom Assessments
- Common Assessments
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Component 2c
Involve students in assessing their own learning |
Indicators of Effectiveness
- Scoring Criteria
- Student Self-Monitoring
- Student Goal Setting
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Domain 3: Delivers Quality Instruction |
Component 3a
Instruct bell to bell |
Indicators of Effectiveness
- Engages Within 1 Minute
- Transitions
- Purposeful Closure
|
Component 3b
Use a variety of instructional strategies to focus instruction |
Indicators of Effectiveness
- Selection of Instructional Strategies
- Instructional Delivery
- Directions and Expectations
|
Component 3c
Engages students in learning |
Indicators of Effectiveness
- Active Engagement
- Multiple Response Techniques
- Class Discussions
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Component 3d
Continually checks for understanding |
Indicators of Effectiveness
- Lesson Sequence and Pacing
- Questioning Strategies
- Implementation of DOL’s
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Component 3e
Deliver rigorous and relevant content |
Indicators of Effectiveness
- Rigorous and Relevant Curriculum
- Prior Knowledge and Making Connections
- Relevance for Students
|
Component 3f
Integrate 21st Century Skills in instruction |
Indicators of Effectiveness
- Skills of a 21st Century Learner
- Materials and Resources
- Technology Integration
|
Component 3g
Provides feedback about student proficiency |
Indicators of Effectiveness
- Timely Feedback
- Homework
- Grading and Reporting Student Learning
|
Domain 4: Interventions to Meet Diverse Needs |
Component 4a
Differentiate instruction based on student needs and background |
Indicators of Effectiveness
- Differentiation Techniques
- Differentiates for Learning Styles and Abilities
- Student Backgrounds and Interests
|
Component 4b
Implements interventions with fidelity and adjusts interventions based on results |
Indicators of Effectiveness
- Response to Intervention
- Intervention Implementation
- Progress Monitoring
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Component 4c
Adapt and modify instruction for the unique needs of learners |
Indicators of Effectiveness
- Plan for Special Learning Needs
- Individual Student Plans
- Interdependence
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Domain 5: Classroom Environment |
Component 5a
Contribute to a safe and orderly learning environment |
Indicators of Effectiveness
- Rules and Regulations
- Safe & Organized Environment
- Physical Resources
|
Component 5b
Use effective classroom management procedures |
Indicators of Effectiveness
- Routines and Procedures
- Learning Experiences and Activities
- Independent and Cooperative Work
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Component 5c
Effectively manage student behavior |
Indicators of Effectiveness
- Discipline Plan
- Re-direction Techniques
- Circulation During Instruction
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Component 5d
Foster collaboration and self-regulation in students |
Indicators of Effectiveness
- Fosters Self-regulation in Students
- Collaborative Decision Making
- Student Leadership
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Component 5e
Promote positive and respectful rapport |
Indicators of Effectiveness
- Student-to-Student Interactions
- Teacher-to-Student Interactions
- Tolerance and Respect for Diversity
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Domain 6: Leadership |
Component 6a
Understand their role and responsibility in implementing the District and/or Building Action Plan |
Indicators of Effectiveness
- Leadership Skills
- Collegial Partnerships
- Focuses on Quality Instruction
|
Component 6b
Promote the concept of Professional Learning Communities through collaboration and purposeful involvement |
Indicators of Effectiveness
- PLC Participation
- Professional Inquiry
- Professional Learning
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Component 6c
Continues professional growth |
Indicators of Effectiveness
- Life-Long Learner
- Mentorship and Peer Feedback
- Performance Goal Setting
|
Domain 7: Professional Responsibilities |
Component 7a
Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies and school rules |
Indicators of Effectiveness
- Legal and Professional Responsibilities
- Compliance
- Confidentiality
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Component 7b
Demonstrate professionalism |
Indicators of Effectiveness
- Respectful Workplace
- Honesty and Integrity
- Other Duties as Assigned
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Component 7c
Effectively communicates and solves problems |
Indicators of Effectiveness
- Communication
- Conflict Resolution and Decision Making
- Professional Composure
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