Q-Comp App Teacher Eval

School Improvement Division
1500 Highway 36 West

Roseville, MN 55113-4266
Q Comp
Application
ED # 02382-01
General Information: The Quality Compensation (Q Comp) Aid application is authorized under First Special Session
Laws 2005, Chapter 5, Article 2, Sections 39-46; Minn. Stat. 122A.413, 414, and 415. Submit the completed
application (per instructions in the Guidelines available on the MDE Website) to the above address, attention: Kristie
Anderson.
DISTRICT IDENTIFICATION INFORMATION
District Name and Number: Bloomington Public Schools
Superintendent: Les Fujitake
Phone: 952-681-6402
E-mail: lfujitak@bloomington.k12.mn.us
Fax: 952-681-6406
CHARTER SCHOOL IDENTIFICATION INFORMATION

Charter School Name and Number:
School Board Chair:
Phone:
E-mail:
Fax:
Authorizing Organization:
Authorizer Liaison:
Phone:
E-mail:
Fax:
SCHOOL IDENTIFICATION INFORMATION
School Name and Number:

Principal:
Phone:
E-mail:
Fax:
ADDITIONAL CONTACT INFORMATION

Contact Persons Name: Dr. Nancy Allen-Mastro, Assistant
Phone: 952-681-6476
Superintendent
E-mail: nallen@bloomington.k12.mn.us
Fax: 952-681-6497
Street Address: 1350 W 106th Street

City: Bloomington
State: MN
Zip Code: 55431
ASSURANCE OF AUTHENTIC WORK

This Q Comp application is authentic and is written by the applying entity. Sources are sited appropriately on any
material that is paraphrased or copied. Language taken from a template should be customized sufficiently to meet the
needs of the entity that is applying. It is to be understood that failure to comply may result in denial of the application.
Approved by MDE on 3/14/12

Q Comp
Application
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EDUCATIONAL IMPROVEMENT PLAN (EIP) AND Q COMP ASSURANCES
1. The district and each of its sites have developed an aligned Educational Improvement Plan (EIP) based on student
achievement needs.
2. The districts EIP has been approved by the School Board.
3. Teachers were involved in the process for developing the EIP.
4. The EIP includes measurable goals and objectives for improving school district performance, school site performance,
teacher performance and individual student performance.
5. The EIP program includes measures of student, family and community involvement and satisfaction.
6. The EIP includes measures of student attendance and completion rates.
7. The Q Comp program includes an objective and comprehensive teacher evaluation system, based on the educational
improvement plan and multiple evaluations of a teachers instructional performance that include classroom
observations by a locally selected evaluation team during the school year.
8. The Q Comp program includes career advancement options for teachers who will be responsible for implementing
professional development activities.
9. The EIP and the Q Comp program clearly identify the assessment that will be used to measure schoolwide
achievement gains (Minnesota Comprehensive Assessments, Series II or locally selected standardized assessments or
both) and student achievement gains, where applicable, that will be used to measure student performance and
progress.
10. The EIP and Q Comp program include an integrated, ongoing, site-based professional development plan with
activities held during the individual employment contract day that are aligned with the goals and objectives.
11. The EIP and Q Comp program include a data system with information about students and their academic progress.
12. The EIP and Q Comp program include a teacher induction and mentoring program for probationary teachers that
provides for continuous learning and sustained teacher support.
The undersigned hereby certifies on behalf of the school, intermediate site, district or charter school that all of the
above statements of assurances and the requirements of Minn. Stat. 122A.413, Subd. 3 are true.
The undersigned further certifies the educational improvement plan (EIP) documents required to meet the
standards of Minn. Stat. 122A.413 Subd. 2 are on file in the district for review at request.
________________________________________________________________________________________________
Signature
District Superintendent or Charter Board Chair
Date
________________________________________________________________________________________________
Signature
District Exclusive Representative of the Teachers
Date
Charter Authorizer/ Liaison for Charter Schools

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DISTRICT SUBMISSION FOR PRE-APPROVAL OR APPROVAL STATUS

Check the appropriate box below: (Double-click on the shaded check box field to select the Checked option.)
All teachers in the district
All teachers at the following school site(s):
__________________________________________________________________________________________________
(identify each site)
If a district authorizes individual sites to implement a plan, a Memorandum of Agreement (MOA) must be submitted with
the application explaining how the salary schedule is amended for the site(s).
Check the appropriate box below regarding the districts master agreement status:
1.
2.
Current ratified master agreement or ratified MOA includes the Q Comp application.
Ratification of the master agreement or MOA is pending during the Q Comp application process.
If a district has a ratified master agreement without a professional pay system (notwithstanding Minn. Stat. 179A.20 or
other law to the contrary), a school board and the exclusive teacher bargaining unit may enter into a supplemental
agreement solely for the purpose of complying with the alternative teacher pay provisions.
If checking box 1 above, please include the following information with this application:
1. A copy of the formally adopted collective bargaining agreement, MOA or other binding agreement that authorizes the
implementation of the Q Comp program consistent with Minn. Stat. 122A.414,
2. A copy of the official school board resolution, and
3. A copy of the vote certification or licensed staff vote for individual sites applying for Q Comp signed by the
superintendent or building principal and the president of the teachers union indicating the percent of teachers/licensed
staff voting to implement Q Comp, the total number of teachers in the district/site and the number of students in the
district/site.
If checking box 2 above, please send the above information once the master agreement has been ratified to MDE
The undersigned hereby certifies the information is accurate and complete. All documentation is attached, the Q Comp a
binding contract between the district or site and the Minnesota Department of Education (MDE). All changes to the
approved plan must be reported and approved by MDE.
________________________________________________________________________________________________
Signature
District Superintendent
Date
________________________________________________________________________________________________
Signature
District Exclusive Representative of the Teachers
Date

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CHARTER SCHOOL SUBMISSION FOR PRE-APPROVAL OR APPROVAL STATUS

Teacher* Vote Certification:
All teachers at __________________________________________________________ (charter school) were informed
that the school intends to apply for Q Comp, given a chance to review and provide input on the plan, and voted on
whether or not they wanted the plan implemented at the school.
Please indicate the results of the vote:
Total number of teachers at the school: __________
Total number of teachers voting to implement Q Comp: __________
Percent of licensed teachers voting for Q Comp implementation: __________
Date the vote was conducted: __________
Give a reason for any discrepancy between the total number of teachers at the school and the total number of teachers
voting to implement Q Comp:
________________________________________________________________________________________________
School Board Approval Certification:
Attach a copy of the board minutes showing that the school board approved the submission and implementation of the Q
Comp application _______________________________ (charter school). The minutes should show that the school board
was informed on the content of the plan, given a chance to review and provide input on the plan, and intends to support
the school in implementing the plan as outlined in the application.
The undersigned hereby certify all of the following: (Double-click on the shaded check box field to select the Checked
option.)
The application is the authentic work of the charter school.
The teacher vote information is true and accurate.
The attached board minutes are true and accurate.
The school is in full compliance with all applicable Minnesota Statutes and reporting requirements.
________________________________________________________________________________________________
Signature
Charter School Board Chair
Date
________________________________________________________________________________________________
Signature
Charter School Authorizer Liaison
Date
*Teacher includes all licensed staff at the school such as classroom teachers, school nurses, school psychologists and
school counselors.

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ED # 02382-01
Q COMP PROGRAM
To qualify for Q Comp Aid under Minn. Stat. 122A.413, district, school site, charter school or intermediate district
(entity) must have an alternative teacher professional pay system as described in Minn. Stat. 122A.414. All components
of the Q Comp Program must meet the state requirements. To apply, complete the following sections (1-6) describing the
applicants design of a Q Comp Program. Each entity may reference specific sections of the master agreement, if
appropriate, and may attach additional pages as supplements if needed. Incomplete applications or applications stating
see attached will not be accepted.
Open the Q Comp Guidelines located on the MDE Website, which explains each component and provides examples of
how to design and implement plans
(http://education.state.mn.us/MDE/Teacher_Support/QComp/QComp_Application_Process/index.html ).

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Q Comp Application Components 1-5

Component 1
Career Ladder/Advancement Options
Teachers holding career ladder positions are referred to as teacher leaders in this application. (Teacher leaders
are expected to retain primary roles in student instruction and facilitate site-focused professional development that
helps other teachers improve their skills.)
1.1 Provide a comprehensive overview of the district that describes the demographics and other vital information.
Bloomington is Minnesotas fifth-largest city, and is home to numerous corporate office parks and business
headquarters, the Mall of America, and a sizable hospitality industry. A first-ring suburb of Minneapolis, the city has
many white-collar workers from middle and upper-middle class backgrounds; it also attracts many low-wage workers
from diverse racial, ethnic and language groups. As a result, Bloomington has experienced a major demographic shift
over the past 20 years, with the arrival of many immigrant and refugee families.
That shift is reflected in changing school enrollment figures in the district. Figure 1 shows the change in student
enrollment between the 2007-08 school year to the end of the 2010-11 school year. As the chart illustrates, overall
student enrollment declined slightly for a few years but has recently trended upward. Fall 2011s enrollment figures
show enrollment increasing by182 students. The number and percentage of low-income students and English
Language Learners have increased significantly. Enrollment in the District is projected to grow over the next decade,
and these demographic trends are expected to continue.
Figure 1.
Year
2007-08
2008-09
2009-10
2010-11
2011-12
Tot Enr
10,251
10,182
10,062
10,144
10,386
District-Wide Demographics (% of Enrollment)

Am Ind
Asian
Hispanic
Black
White
1
10
10
15
64
1
10
11
16
62
1
10
11
17
60
1
10
12
18
59
1
10
13
19
58
SpEd
12
14
13
11
13
LEP
11
10
11
12
12
F/R
31
34
37
39
39
The range of demographics by school is widespread in Bloomington. Schools on the east side of the district have
higher concentrations of poverty and racial isolation. Two schools have been identified as racially isolated per the
definition in State Rule.
Bloomington Public Schools has implemented several key strategies and initiatives designed to address the changing
needs of students and to ensure continuous school improvement. These include having a clear and compelling district
strategic plan, implementing standards-based instruction and developing and administering district-wide common
formative and summative achievement measures. In addition, a heavy focus has been placed on developing and
refining a ready response system to meet the needs of students who are not meeting standards as well as challenge all
students to achieve at high levels. Job-embedded staff development focused on student learning, developing
intercultural competency, and integrating innovative technology in the classroom has been a priority. In place for the
past 10 years is a Continuous Improvement Planning (CIP) process that integrates these areas of focus and drives
school improvement at the site, team, and classroom level. The District CIP plan can be found in the appendices on

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page 170. Professional Learning Communities (PLCs) provide the framework for fostering meaningful teacher
collaboration and a focus on results.
For a number of years, Bloomington Public Schools (BPS) has had in place many of the elements the state requires
the district to implement in order to be eligible for Alternative Compensation (Q Comp) funding:
Career Ladder/Career Advancement Opportunities: BPS offers a range of Career Ladder positions that provide a
way for interested teachers to facilitate site-focused professional development that helps other teachers improve their
skills. Career Ladder opportunities currently include the following positions. Teachers in these positions provide
leadership and facilitate job-embedded professional development.
o Curriculum Coordinators, who help teachers identify and implement curriculum and assessments that meet
district, state and national standards;
o Literacy Coordinators, who help teachers implement best practices in literacy instruction;
o District Instructional Mentors, who provide induction, mentoring, training, and support services to to new
teachers;
Job Embedded Professional Development: BPS ensures job-embedded professional development by using both a
traditional professional development workshop/coaching combination and a Professional Learning Community (PLC)
model designed to help teachers take shared responsibility for improving student learning. PLCs have been operating
in all Bloomington Public Schools for over seven years, and all District teachers participate as members of a PLC. At
the elementary level, teams are interdisciplinary, grade-level teams; at the middle and high school level, the teams are
discipline-specific. Currently, all teams are comprised of classroom teachers and professional staff (social workers,
psychologists, etc.) who work in the same building. All professional development activities are overseen by the
Districts Academic Services Department.
Teacher Evaluation: BPS engages in regular evaluation of both probationary and tenured teachers, and has in place
specific evaluation protocols and rubrics to assess teacher proficiency and growth. These protocols and rubrics are
based on Charlotte Danielsons nationally acclaimed teacher evaluation model.
Student achievement is generally strong in Bloomington. However, the demographic shift to more students of color
and more students in poverty attending Bloomington schools has coincided with somewhat of a downward trend in
district MCA-II and III scores. That said, when compared to neighboring districts, Black and Hispanic students and
students who participate in the free and reduced lunch program in Bloomington elementary schools perform at higher
levels. At the middle and high school level, the same groups generally perform better than their counterparts in other
districts as well. However, math achievement at the districtwide and secondary levels in Bloomington is an area of
concern.
MCA-II and MCA-III math scores in 2011 show an overall drop in districtwide scores from 2006 when 65.9 percent
passed to 52.19 percent passing in 2011. Subgroups of students not making AYP in math in 2011 included Hispanic,
Black, Limited English Proficient, Special Education, and Free/Reduced Lunch students.
In reading, MCA-II scores have remained fairly constant since 2006 when 76.7 percent passed compared to 76.8
percent in reading in 2011. Still, several subgroups did not make AYP in 2011 in reading, including the All subgroup
and the Black, Special Education, and Free/Reduced Lunch groups.
Although the overall effectiveness of the district's efforts to create an optimal environment for teaching and learning
has been evidenced on many levels, there is a commitment to improving results for all students, irrespective of their
ethnicity or economic background. As more historically disadvantaged students move into the district and may lack

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academic preparation to meet standards, more needs to be done to meet the unique needs of students to ensure their
academic success. This must include increasing support for the professional development of teachers. Proposed in
this application are changes to the current system to enhance their professional development by strengthening the PLC
model in the district and by implementing peer evaluation.
1.2 Describe how teacher leaders will support individual teacher growth in instructional practices and promote student
achievement gains districtwide.
Teacher leaders will support individual teacher growth and student achievement by serving as peer evaluators.
Through peer evaluation, teachers focus on best practices as well as engage in cognitive coaching. Through this
model, instruction will improve. When instruction improves, students thrive. This, combined with Bloomingtons
long standing focus on student data, will create an optimal environment for professional dialogue and collaboration.
1.3 In the table below, please identify the position title, qualifications, responsibilities and teacher ratios for each teacher
leader position. (Insert additional rows as needed in order to identify teacher leaders who will support the Q Comp
program. This table will expand as needed.)

Q Comp
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ED # 02382-01
Elementary and Secondary Curriculum Coordinators

(Existing position; not funded through Q-Comp.)
Qualifications:
Responsibilities:
A tenured
Bloomington Public
Schools teacher with a
minimum of five
years experience
teaching in the
Bloomington School
District.
Work with all teachers on standards, assessments, and curriculum.

Research best practices and introduce new instructional strategies to teachers to increase
student achievement.
Arrange and monitor field testing of new instructional strategies.
Plan, organize, and facilitate job-embedded professional development to implement new
and refine existing instructional strategies and student achievement data to improve
instructional quality and increase student achievement.
Collaborate with Research and Assessment personnel regarding student achievement
data.
Collaborate with Technology personnel regarding instructional use of technology.
Collaborate with the ESL Coordinator regarding best practices in ESL instruction.
Collaborate with Special Education Coordinators regarding best practices in Special
Education instruction.
Collaborate with the Office of Educational Equity (OEE) regarding curriculum and
materials.
Serve as a resource for Professional Learning Communities and assist in locating other
professional resources.
Offer and support other instructional improvement activities as needed or requested at
individual sites.
Ratio:
One to 100 (varies
between ECFE/ABE,
Elementary, Middle,
and High School
levels)

Assignment:
Full-time Teacher on
Special Assignment
(TOSA)

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Elementary and Secondary Literacy Coaches

Qualifications:

Tenured Bloomington Public
Schools teacher with a minimum of
five years experience teaching in
the Bloomington School District
and extensive knowledge of
effective reading and literacy
practices. Reading License or
equivalent is preferred.
Ratio:
Approximately 1:350

Assignment:
Responsibilities:
Meet regularly with literacy teachers (classroom, special education, etc.) to
help them become knowledgeable about resources and strategies relating to
literacy development.
Develop and refine teachers skills necessary ensure effective, researchbased instructional practices, the district standard curriculum, and Minnesota
Academic Standards are implemented in literacy instruction.
Help teachers develop their ability to reflect on their own teaching.
Model effective instructional practices in literacy.
Facilitate and lead job-embedded professional development that is focused
on literacy to improve instructional quality and increase student
achievement.
Support District Instructional Mentors in planning and implementing New
Teacher training, including leading New Teacher seminars on literacy.
Elementary: Full-time Teacher on

Special Assignment (TOSA)
Secondary: Part-time Teacher on
Special Assignment (one period per
day per building)

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District Instructional Mentors

Qualifications:

Responsibilities:

Schools teacher with a minimum of
five years experience teaching in
the Bloomington School District.
Ratio:
Elementary, 1:35; Secondary, one to
40; K-12, 1:35 (second-year
teachers); and Special Education, 1:
25.
Assignment:
Full-time Teacher on Special
Assignment (TOSA)
Plan and implement New Teacher week activities, including leading New
Teacher seminars and meet regularly with new teachers to help them
become knowledgeable about resources and procedures; develop and refine
the skills related to classroom management, school/home communication,
student diversity, effective, research-based instructional practices, the
district standard curriculum, and Minnesota Academic Standards.
Train new teachers in the Danielson Framework and oversee their training
and orientation in the teacher evaluation and observation process.
Oversee the work of Grade-Level/Content Mentors, and collaborate with
them to help each new teacher identify a personal professional development
plan and develop or refine new teachers ability to reflect on their own
teaching.
Collaborate with Grade-Level/Content Mentors to observe teachers in the
classroom, and provide ongoing feedback and coaching on best instructional
practices.
Model effective instructional practices.
Plan, organize, and facilitate job-embedded professional development for
new teachers that is focused on instructional strategies and student
achievement data designed to improve instructional quality and increase
student achievement.
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Q-Comp Coordinator
(New position created to implement the Q-Comp plan; funded with Q-Comp funding.)
Qualifications:
A valid Minnesota teachers license.
At least eight years of experience working
as a teacher.
Experience in a leadership role, experience
in Bloomington Public Schools preferred.
Experience working with district
administration and union leadership
preferred.
Demonstrated experience in developing
programs as well as orchestrating the
necessary services and resources for staff.
Ratio:
1:744
Assignment:
Full-time Teacher on Special Assignment
(TOSA)

Responsibilities:
Lead the team of peer observers to support the development and
implementation of Q-Comp.
Conduct peer observations of districtwide Teachers on Special
Assignment and assist Peer Coaches with observations as needed.
Work with others to develop assessment tools to measure impact
of Q-Comp on teacher practice and student achievement.
Organize and facilitate teacher training for all teachers that
supports the Q-Comp plan while supporting ongoing district staff
development agenda.
Provide leadership in developing job embedded teacher
professional development as outlined in the Q-Comp plan.
Work closely with the Q-Comp team, union leadership, Teaching
and Learning staff, and PLC site leaders.
Keep all teachers and administrators regularly informed of QComp progress and changes.
Organize and keep record of completed observations, timelines,
and other pertinent information necessary for the organization
and documentation of the Q-Comp program.
Prepare District and State reports.
Serve as liaison between the District and the MDE.
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Peer Coaches

Qualifications:
Responsibilities:

Schools teacher with a
minimum of five years
experience teaching in the
Bloomington School District.
Displays a knowledge of
effective, evidence-based
teaching practices and employs
those practices in his or her role
(teacher, counselor,
psychologist, etc.).
Demonstrated ability to use
data for instructional planning.
Effective participant in a
Professional Learning
Community.
Conduct peer observations for tenured teachers and provide feedback to

tenured teachers on the Q-Comp system.
Train tenured staff in the evaluation/ observation process as outlined in the
Q-Comp plan.
Act as resource for professional development opportunities for all staff that
would improve the observation and evaluation process.
Maintain ongoing contact with Q-Comp Coordinator.
Participate in local, state and national training as needed.
Maintain records of observations and other information necessary for the
successful implementation of the Q-Comp program.
Ratio
1:70; 7 FTE
Assignment:
Teacher on Special Assignment
(TOSA)
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PLC Facilitator
Qualifications:
Responsibilities:
Tenured teacher (finished with the

probationary period) with an
interest in staff development and
leadership.
Ratio:
Minimum one to four (team sizes
vary from 3 to approximately 12,
depending on site, grade level, and
discipline).

Assignment:
Extra co-curricular assignment for
classroom teachers.
Works with tenured and probationary teachers.

Facilitates PLC meetings.
Schedules all PLC meetings during the year.
Creates PLC agendas.
Assigns a note-taker.
Takes attendance at PLC meetings.
Distributes meeting notes and other communication between PLC members.
Helps PLCs access district support and staff resources to aid in goal setting
and in identifying evidence-based strategies.
Enters the PLC SMART goal and evaluation results into the District
electronic CIP site.
Reports to building administration regarding the teams SMART Goals and
PLC Action Plan implementation.
Participates in building level meetings for PLC facilitators.
Attends districtwide PLC facilitator meetings and training.
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1.4 In the table below, please identify the student and teacher/licensed staff count as of October 1, 2009.
Total Student Count October 1, 2011
10,386
Teachers/Licensed Staff Count October 1, 2011

799 teachers (includes full and part-time)
1.5 Describe the hiring process for each teacher leader position in the following areas:
a.
Describe how teachers will be made aware the teacher leader positions are available.
Each of the teacher leader positions will be hired in the same fashion. The teachers are made aware of the
opportunity through job postings and information from the union and administration. The teachers are hired
according to the Districts standard EOE-compliant application process for all professional positions, with
support from Bloomingtons Human Resources Department.
b.
Describe how teachers express interest in the various teacher leader positions.
The teachers will use the Districts standard EOE-compliant application process for all professional positions,
with support from Bloomingtons Human Resources Department.
c.
Describe how the candidates will be selected to fill each teacher leader position.
The hiring process for all Career Ladder positions follows the standard application process for the District. Jobs
are posted on the District website, with a full description of the position responsibilities, required qualifications
(education, experience, and licensure), the physical demands of the position (if any), the general work
environment for the position, and the application deadline. All applications received by the posted deadline are
reviewed to determine whether minimum qualifications have been met, and all qualified applicants are given
further consideration. This practice mirrors the Districts standard EOE-compliant application process for all
professional positions. Applicants needing accommodations to complete the employment process have the option
of calling the District, rather than using the website. TDD is also available.
Those most highly qualified are interviewed; the final selection is based on a determination of the best fit for the
position. Standard practice in the district includes the formation of a selection committee that includes
administrative and teacher representatives to interview candidates. The selection committee makes a
recommendation to the hiring administrator, who makes the final decision. The hiring administrator supervises
and evaluates the position.
The Directors of Elementary and Secondary Education are the supervisors and therefore the hiring administrators
for curriculum coordinators, literacy coordinators, and instructional mentors. The Q-Comp coordinator will be
supervised by the Assistant Superintendent, who will also serve as the hiring administrator. Peer coaches will be
supervised by the Directors of Elementary and Secondary Teaching and Learning, who will serve as the hiring
administrators. PLC Facilitators will be selected by the PLC, evaluated with input from the PLC, and supervised
by building principals.
1.6 Specify the amount of release time and/or salary augmentation each identified teacher leader will earn as
compensation for completing the extra duties of the position.
Bloomingtons Career Ladder opportunities include both release-time salaried positions, also known as Teachers
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on Special Assignment (TOSAs), that offer teachers a limited time away from teaching duties (between three and
five years), with the understanding that the teachers will return to the classroom at the end of their term and extraassignment positions (with a commitment of three to five years) that provide teachers the opportunity for
additional challenge while they retain full teaching responsibilities during the academic year.
The release-time salaried Career Ladder positions operate on a district-wide basis. It is expected that teachers who
take these Career Ladder positions will be TOSAs who are released from their regular classrooms/program
assignments for between three and five years, and then return full-time to their classrooms or program
assignments when their terms are finished.
Teachers who take on extra assignment Career Ladder positions are compensated for the extra time they spend
in addition to classroom or program activities through a combination of stipends and/or release time. In the
coming year, the Q-Comp Governing Board will help schools establish a cycle that enables overlapping of terms,
rather than having all TOSAs start and end their terms at the same time.
The PLC Facilitator positions are extra assignment positions. PLC Facilitators are eligible for a salary
augmentation of $500. TOSAs are paid according to the district teacher salary schedule.
1.7 Describe the evaluation process for each teacher leader position in the following areas:
a.
Describe how the evaluation is based on the fulfillment of the positions responsibilities.
Each of the teacher career ladder positions will be evaluated on the same frequency level as the classroom
teacher (three times annually). District administrators and the Q-Comp Coordinator will be responsible for
evaluating the performance of the teacher leaders. Standards of Effective Practice and a corresponding rubric
specific to the leadership position will be used.
Curriculum coordinators, Literacy Coaches, and Instructional Mentors will be evaluated by the Directors of
Elementary and Secondary Teaching and Learning using the Teaching and Learning Lead rubric and forms
found in the appendices.
PLC Facilitators will be evaluated by their PLC members and the building principal. A checklist will be
filled out by PLC members that provides feedback on the facilitator. The checklist can be found in the
appendices on 199.
Peer Coaches will be evaluated by the Directors of Elementary and Secondary Teaching and Learning with
input from the Q-Comp Coordinator using the Peer Coach/Q-Comp Coordinator forms found in the
appendices. The Q-Comp Coordinator will be evaluated by the Assistant Superintendent with input from the
BFT President using the Peer Coach/Q-Comp Coordinator forms found in the appendices.
Teachers in career ladder positions are teachers who must have demonstrated effectiveness as a classroom
teacher in order to be selected for a career ladder position. However, a teacher leadership position requires
skills different sometimes than that of a classroom teacher. Supervisors will monitor the effectiveness of
career teachers through the ongoing observation process during the course of the year. If a career teacher is
found to be ineffective in their role during the year, they will be provided with support and coaching. If by
the end of the year he/she is determined to have been ineffective in the summary evaluation, the teacher will
be reassigned to the classroom the following year.
b.
Describe how the results of the evaluation will be used to determine salary augmentation.
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Results of the evaluations for the career teachers will be conducted in the same manner as for classroom
teachers. Three evaluations will be conducted per year. Rubrics specific to teacher leaders will be used in the
evaluation process.
Career Teachers may request to earn performance pay for a site achievement goal. If they wish to earn pay
for achieving a building goal, they will use the site goal from the site where they most recently taught in the
district. If they wish to earn performance pay for an individual achievement goal, it will be written as a
growth goal for an audience that is a target of their specific professional service. They will be observed three
times per year and will earn performance pay for observations if they are Proficient or Distinguished. Career
teachers are expected to participate in a PLC and may earn performance pay completing the PLC expectations
that all PLCs are subject to achieving.
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Component 2
Job-Embedded Professional Development
Each district or Charter school is required to select one district student achievement goal from their educational
improvement plan (EIP) as the achievement focus for this Q Comp application. Additional goals may be selected
with the understanding that each goal must link student achievement to teacher instruction, professional
development and teacher evaluation.
Once the district student achievement goal is determined, each site (organizational unit) within the district is
required to develop a schoolwide SMART goal based on the district goal. Once a schoolwide SMART goal is
identified, each implementing site (organizational unit) within the district must complete sections 2.32.6 and
identify the job-embedded professional development activities to be implemented to meet the schoolwide SMART
goal.
Schoolwide goals must be updated annually, no later than October 1, based on new student achievement data. Site and
district goals must align with each other.
Bloomington has identified a districtwide math goal. The rationale for a single district math goal was based on the
districts trend in math in recent years and a desire to focus heavily on math improvement, which has not gotten as
much attention as reading. Math passing rates on the MCAs fall well below District pass rates in reading. In addition,
the data prior to 2011 showed passing rates in math on the MCAIIs were declining as students moved through the
system, particularly in the middle school, and then again in high school. In analyzing the data, the decline begins as
early as fourth grade. Creating further concern were the results of the new MCA III math tests in 2011. Our data
showed a significant drop at the district level of 15 percentage points and declines in all buildings. While scores
dropped statewide, the District scored lower than it typically has in the past when comparing its scores to statewide
scores. We would like to see a quick recovery in the math scores, as well as the improvement we were seeking prior
to the implementation of the MCA IIIs. By focusing on math, the recovery will occur more rapidly. Bloomington
school site plans are presented for each school in the District on the following pages.
2.1 Identify the district student achievement goal for Q Comp focus:
By Spring, 2012, 62.0% of the students in grades 3-8 and 11 will earn achievement levels of "Meets the Standards"
or "Exceeds the Standards" as measured by the MCA (all accountability tests). This is an improvement of 5.9% over
the proficiency rate of 56.1% in 2011.
2.2 School organizational units in Bloomington:
Southwood School (Early Childhood Special Education Center)

POND Center (pre-K early learning)
Hillcrest Elementary
Indian Mounds Elementary
Normandale Hills Elementary
Oak Grove Elementary
Olson Elementary
Poplar Bridge Elementary
Ridgeview Elementary
Valley View Elementary
Washburn Elementary
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Westwood Elementary
Oak Grove Middle School
Olson Middle School
Valley View Middle School
Jefferson High School
Kennedy High School and Beacon Alternative School
Bloomington Transition Center (Special Education, housed at Olson Middle School)
Pond Early Learning Center
SHAPE (Alternative learning site)
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SOUTHWOOD SCHOOL
2.3 Identify the student achievement schoolwide SMART goal as the focus of job-embedded professional development
for (organizational unit) ________________________________. (Examples of SMART goals can be found in the
Q Comp Guidelines. Note that the starting value should match with the trend data of the current year found in 2.4c.)
100% of Early Childhood Special Education (ECSE) will average a 14% increase in the individual results on the
Minnesota ECSE Child Outcome Summary by the spring of 2012.
2.4 Provide the rationale and supporting data used to determine the student achievement schoolwide SMART goal as the
focus of job-embedded professional development by completing the following:
a) Rationale for this goal: (Explain the reasoning behind choosing the content area and how the amount of increase
is strategic and fits into a larger context.) Southwood staff want to demonstrate individual student growth toward
meeting individual IEP goals. Most students meet their goals, but the results are inconsistent from student to
student. Staff would like to see all students meets their goals.
b) Outcome Statement: (Complete this statement based on the best forecast of students tested.)
The 14% percent increase represents about (a calculated number) 200 students based on a predicted enrollment of
200 ECSE students total students being tested at the site.
c) Aligned Supporting Data: (The chart must include the trend data for the same assessment, grade levels and valid
measure as identified in the schoolwide SMART goal.)
MCA-II data must include MTELL and MTAS results.
Identify standardized assessment in the SMART goal: Chart not applicable; students at the site do not take any
MCAs.
Reading
Mathematics
Other
(academic content)
Identify assessed grades in the SMART goal:

School trend data*
07-08
08-09
09-10
District trend data

07-08
08-09
09-10
District trend data for all

grades
07-08
08-09
09-10
Valid measure of
achievement (e.g., percent
proficient, index rate):
Number of students
actually tested
Number of students
eligible for testing
*All percentages should be calculated to at least one decimal place.
d) Add any additional supporting data needed to explain your rationale (as needed): The ECSE Child Outcome
Summary is completed when a student enters ECSE, again when they turn 3, and for a final time when they leave
early childhood programming. It measure three broad areas: communication, ability to meet ones own
individual needs, and using appropriate behavior.
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Overall description of the sites job-embedded professional development plan:

2.5 Describe the sites job-embedded professional development plan to meet the schoolwide goal, including how the plan
will be implemented under the leadership of the teacher leader positions to improve classroom instruction and
increase student achievement.
The site plan focuses on disability areas for instructional development and across the entire site for areas that are not
disability, such as goal writing, cultural awareness, due process, etc. The staff utilize district resources to support
their learning needs, such as the Office of Educational Equity, the Student Services department, Gifted and Talented,
and Academic Services. The professional development plan is articulated in the Student Services Continuous
Improvement Plan (CIP), which is developed collaboratively by teachers and supervisors.
Career teachers will provide support to individual teachers and PLCs to improve instructional practices that will help
students meet the building SMART goal, PLC goals, and individual teacher goals. In particular, they will ensure
teachers have access to data to inform instruction and know how to effectively utilize data. Specific strategies
include, but are not limited to, providing inservices at the site and on districtwide staff development days to small
groups, grade levels, or departments. They will ensure communication is effective and timely when new information
needs to be distributed. They will also serve as a resource when specific assistance is requested. Career teachers will
work with both tenured and probationary teachers. Instructional mentors will provide more intensive training and
support to probationary teachers in regularly schedule new teacher training seminars.
Specific description of the sites job-embedded professional development plan:
2.6 Describe the following elements in the job-embedded professional development action plan to reach the schoolwide
SMART goal.
a) Provide a list of specific instructional strategies that will be implemented to meet the schoolwide SMART goal.
ECSE teachers use a variety of strategies and generally all relate to a students individual needs. That said,
cognitive instruction, communication skill building, social interaction skill building, motor skill building, and
adaptive behavior instruction are the primary areas of learning for students. Direct instruction, small group
instruction, and strategies that are best practice in specific disability areas are used.
b) Describe the teacher learning team or Professional Learning Community (PLC) composition (e.g., grade level
teams, department teams) and identify the average number of teachers on each team.
Three PLCS (birth to 3; ages 3-5; and autisim teachers) meet regularly. The average is number on each team is
five teachers.
c) Identify WHO is responsible for WHAT activities, including time frames, to assist in reaching the stated
schoolwide SMART goal.
Each team has a PLC leader from the team. They team works collaboratively to develop their meeting calendar,
PLC goals, and student achievement goals. The team leader monitors team meetings, reports periodically to the
ESCE team on the progress of the PLC toward meeting its goal, and submits PLC minutes to the whole team and
the site supervisor. In addition, the leaders ensures student achievement data is accessible to the PLC. The site
supervisor provides time for meeting, resources, and acts as team member when called upon for expertise or
problem solving.
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d) Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during either
the student-contact or teacher-contract day and must occur either weekly (at least 60 minutes) or every other week
(at least 90 minutes).
The PLC team meets weekly for 50 minutes on Friday mornings during the student contact day.
e) Provide a comprehensive schedule, including dates, for all job-embedded professional development plan
activities. Please include the following:
i.
Teacher team meetings/PLC meetings. Weekly, Friday morning.
ii.
Introduction of specific instructional strategies. As needed; per disability/cluster areas.
iii.
Coaching cycles.
Tenured teachers will be observed three times per year by peer coaches. Every third year, the principal
will conduct at least one observation. The principal will conduct three observations per year for non
tenured teachers. A schedule is below:
iv.
Teacher evaluation timeline.
Peer Observation Cycle

Event
Time
Fall Planning Conference (may occur with first pre-conference)
September October 30
Observation #1 (with pre- and post- conference)
Spring Summative
v.
October - November
December February
February April
March - June
Occurrence of any other professional development activities.
Topics of study this year focus on goal setting, Intercultural Development Inventory (IDI-cultural awareness),
specific disability instruction/training, planned development, and due process.
Opening Workshop week:
Early childhood mental health
Kindergarten transition
October 19th:
IDI
Goal and objective writing
January 20th
Present levels of IEP performance review
May18th
IDI cultural awareness
Kindergarten transition
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HILLCREST COMMUNITY SCHOOL

for Hillcrest Community School.
By Spring, 2012, 85.0% of the students at Hillcrest Community School in grades 3-5 will earn achievement levels of
"Meets the Standards" or "Exceeds the Standards" as measured by the MCA (all accountability tests). This is an
improvement of 5.0% over the proficiency rate of 80.0% in 2011.
e) Rationale for this goal: In 2011, eighty percent of the students at Hillcrest scored at the meets standards or
higher level in math. This was a decline from the 2010 performance level (MCA-II) of eighty-six percent. The
drop in achievement was evident due to different cut scores and different standards tested. While reading
achievement is equally important, pass rates run higher in reading. In addition, reading scores are trending
upwards, while math scores are trending downward.
f) Outcome Statement: The 5 percent increase represents about 11 students based on a predicted enrollment
of 215 total students being tested at the site.
g) Aligned Supporting Data:
Identify standardized assessment in the SMART goal: MCA (All accountability tests)
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
85.7
85.9
80.0
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
196
220
205
2229
2311
2269
5430
5349
5304
Number of students
197
220
205
5447
5403
5354

h) Add any additional supporting data needed to explain your rationale (as needed):
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During PLC meetings, as well as staff meetings, Hillcrest Community School will develop school wide work on
differentiation, common assessments, and intervention strategies. As Hillcrest Community School continues to
implement Leonard Bernsteins Artful Learning model, much of the time will be devoted for teachers to work on
developing their Units of Study on district staff development days. Time will also be devoted to implementing our
RTI model which is in its first year of implementation. SMART goals will be written for each of these initiatives.
Teacher leaders will monitor pacing of the curriculum and support efforts in progress monitoring at their grade level.
Formative and common assessment data will be used to meet criteria of SMART goals. PLCs will meet a minimum
of one hour per week.
support to probationary teachers in regularly scheduled new teacher training seminars.
SMART goal.
Based on the results of formative and common assessments and progress monitoring, the following instructional
strategies will be implemented to meet the schoolwide SMART goal
f) Provide a list of specific instructional strategies that will be implemented to meet the schoolwide SMART goal.
Differentiation
Spiraling of curriculum or topics
Students involvement in the assessment process (assessment for learning)
Remediation and Acceleration
Effective Feedback Strategies (providing effective feedback)
Setting Objectives
Cues and Questions
Advance Organizers
Vocabulary
Homework and Practice
Scaffolding
Comparing
Classifying
Summarizing
Note Taking
Reinforcing Effort
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Providing Recognition
Cooperative Learning
g) Describe the teacher learning team or Professional Learning Community (PLC) composition (e.g., grade level
PLCs are comprised of teachers at a grade level for classroom teachers and consist of generally three teachers.
Districtwide PLCs for specialists (media, music, social workers, etc.) have approximately 10 people.
h) Identify WHO is responsible for WHAT activities, including time frames, to assist in reaching the stated
In August a building data team meets to set the building goals. PLC goals are set in the following months and are
identified in the building Continuous Improvement Plan (CIP), that is submitted to the district. A defined strategy
and an action plan for each PLC must be included in the CIP. Goals must be written in measurable terms and
include baseline data. The PLC facilitator along with support from the building principal ensures the PLC goals
are aligned to the building goal.
i)
Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during either
Elementary PLC meetings will be held each Wednesday morning. On Wednesday, the teacher duty day will
begin 5 minutes earlier and end 5 minutes earlier. PLC time will be from 8:10-9:00 a.m. On weeks when there is
a districtwide staff development day or when release time for PLC work has been provided through sub coverage
at the site, the PLC meeting time will replace the Wednesday meeting.
j)
Provide a comprehensive schedule, including dates, for all job-embedded professional development plan
PLCs will be held each Wednesday throughout the school year with the exception of the districtwide staff
development day in October, January, and May, when the PLC meeting will be held during the staff development
day for that week.
Introduction of specific instructional strategies will be done on the district staff development days in October,
January, and May and include the following topics:
Differentiation/scaffolding
Remediation and acceleration
vi.
Coaching cycles.
Teacher leaders with input from Principal and ADSIS teacher will develop coaching cycles for teacher leaders to
provide effective feedback for their colleagues in their PLCs.
vii.
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Tenured teachers will be evaluated three times per year by peer coaches. Every third year, the principal will
conduct at least one evaluation. The principal will conduct three observations per year for non tenured teachers.
A schedule is below:
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Event
Time
Spring Summative
viii.
October - November
December February
February April
March - June

Hillcrest is becoming an arts-focused school. Artful Learning training will include the following through the use
of sub time:
November - day curriculum writing time for all teachers

December - day curriculum writing time for all teachers
January 17-18 - Artful Learning trainers come back to work with Hillcrest teachers
February -1/2 day curriculum writing time for all teachers
MARCH - MAY, 2012 - LEVEL 1 ARTFUL LEARNING UNITS ARE IMPLEMENTED
June 11-15 - Level 2 Unit of Study training conducted by the Leonard Bernstein Foundation.
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INDIAN MOUNDS ELEMENTARY SCHOOL

2.3 Identify the district student achievement goal for Q Comp focus:
By Spring, 2012, 59.0% of the students at Indian Mounds in grades 3-5 will earn achievement levels of "Meets
the Standards" or "Exceeds the Standards" as measured by the MCA (all accountability tests). This is an
for Indian Mounds.
Fifty-nine percent of the students in grades 3-5 will score at or above the Meets Standards level in Math on the
MCA-III (including the alternative assessments MCA-Modified or MTAS). Although reading scores dropped
from 2010 to 2011 as well, reading pass rates (67.2 in 2010 to 64.9% in 2011) are above the math pass rates. In
addition, more interventions have already been aimed at reading and continue to be underway. It is necessary to
give added attention to improving math scores.
Provide the rationale and supporting data used to determine the student achievement schoolwide SMART goal as the
a) Rationale for this goal: In 2011, fifty-four percent of the students at Indian Mounds scored at the Meets
Standards or higher level in Math. This was a decline from the 2010 performance level (MCA-II) of seventy-two
percent.
b) Outcome Statement: The 5 percent increase represents about 10 students based on a predicted enrollment of 204
total students being tested at the site.
Identify standardized assessment in the SMART goal: MCA -II
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
60.8
71.6
53.7
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
194
204
203
2229
2311
2269
5430
5349
5304
Number of students
194
205
203
5447
5403
5354
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ED # 02382-01
Job embedded professional development will be strategic and super-focused. The teachers at Indian Mounds will
meet weekly in Professional Learning Communities to analyze student work. They will meet both horizontally and
vertically (by grade level and interact with teachers from other grade levels). During their meeting time, a PLC lead
will direct the discussion around analysis of student work and formative data. Based on the discussion, a diagnostic
approach is used to determine the best instructional strategies and tactics to improve student performance.
SMART goal.
Provide a list of specific instructional strategies that will be implemented to meet the schoolwide SMART goal.
Connecting the objectives to how the students will be assessed.

Spiraling the math curriculum
Providing effective feedback including the use of higher order thinking skills
Setting and stating objectives
Using graphic organizers
Checking for understanding
Strategically using homework for reinforcement of material already taught
Using cooperative learning groups
Differentiating instruction
Provide families with resources for specific skill development
Use techniques that help students encounter the correct answer.
Use wait time to allow struggling students more time to think of answers
Use peer to peer support.
Utilize exit tickets as a brief check for understanding of that days lesson.
Develop homework center targeting specific skills identified by interim assessments
Describe the teacher learning team or Professional Learning Community (PLC) composition (e.g., grade level teams,
department teams) and identify the average number of teachers on each team.
The PLC teams have 3-4 members. Included in the teams are grade level teachers and department level teachers.
ESL teachers will join a grade level determined by the grade level of students served. Each PLC has a lead who
is responsible for generating a discussion around group norms and documenting the discussion around the
essential questions, What do we want students to know and do? How do we know if students learned the
material? What do we do if they dont learn it and what do we do if they did?
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Identify WHO is responsible for WHAT activities, including time frames, to assist in reaching the stated schoolwide
SMART goal.
The school principal along with teacher leaders and the staff development team are responsible for determining
the activities that will assist in reaching the stated schoolwide SMART goal.
Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during either the
student-contact or teacher-contract day and must occur either weekly (at least 60 minutes) or every other week (at
least 90 minutes).
Elementary PLCs will be held each Wednesday morning. On Wednesday, the teacher duty day will begin 30
minutes earlier and end 30 minutes earlier. PLC time will be from 7:30-8:20 a.m. On weeks when there is a
districtwide staff development day or when release time for PLC work has been provided through sub coverage at
the site, this meeting will replace the Wednesday meeting.
Provide a comprehensive schedule, including dates, for all job-embedded professional development plan activities.
Please include the following:
i.
PLC meetings
ii.
Introduction of specific instructional strategies.
iii.
Coaching cycles.
iv.
v.
In addition to weekly PLC meetings of no less than 50 minutes, the following activities are planned.
Indian Mound Staff Development Schedule

Week of
Activity
Focus
Aug. 19, 2012
New Teacher Orientation Week
Core Curriculum, Technology Integration,

Differentiation, Classroom Management
Strategies
Aug. 26, 2012
District Workshop week
District strategic direction

Site data study
PLC creation
Aug. 26, 2012
Districtwide grade level inservice
Standards / Curriculum Alignment
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Beginning
Sept. 3, 2012
Peer Coaching
District peer coaching in specific

instructional strategies occurs at least
Oct. 17, 2012
Specific instructional strategies focused on

differentiation intervention and
enrichment
Jan. 21, 2013
Building based professional

development
Specific instructional strategies to meet

needs determined by PLCs
May 17, 2013
Specific instructional strategies focused on

differentiation intervention and
enrichment
Ongoing
Probationary Teacher evaluation
Probationary Teacher evaluation 3x year,

once each trimester
Ongoing
Tenured Teacher evaluations
Tenured teachers one evaluation, one

collegial conversation each school year.

Week of
Activity
Focus
Aug. 5, 2012
Tech Week Inservices
Technology Integration
Everyday Math Inservice
Core Curriculum / Differentiation

Instructional Strategies
Balanced Literacy Inservice

Aug. 12, 2012
District Data Study
District and Site specific data

disaggregation study
Summer 2013
Collaborative Writing time
PLC determined professional development

/ collaboration / and writing time
June 18, 2013
South of the River Learning

Academy
Academy of professional development

options in all areas of curriculum and
licensure
Aug. 4, 2013
Tech week inservices
Technology integration
Aug. 11, 2013
Everyday Math inservice

Aug. 18, 2013
District Data day
District and Site specific data

disaggregation study
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Event
Time

Spring Summative
October - November
December February
February April
March - June
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ED # 02382-01
NORMANDALE HILLS ELEMENTARY SCHOOL

for Normandale Hills Elementary.
By Spring, 2012, 81.0% of the students at Normandale Hills in grades 3-5 will earn achievement levels of "Meets the
Standards" or "Exceeds the Standards" as measured by the MCA (all accountability tests). This is an improvement of
5.3% over the proficiency rate of 75.8% in 2011.
a) Rationale for this goal: In 2011, seventy-six percent of the students at Normandale Hills scored at the meets
standards or higher level in math. This was a decline from the 2010 performance level (MCA-II) of eighty-eight
percent. The level of proficiency in math has traditionally been less than the rate of student proficiency in reading.
Although reading scores dropped from 2010 to 2011 as well, reading pass rates (85.8% in 2010 to
84.3% in 2011) are well above the math pass rates. In addition, more interventions have already been
aimed at reading and continue to be underway. It is necessary to give added attention to improving math
scores.
c) Aligned Supporting Data:
Identify standardized assessment in the SMART goal: MCA Data
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
84.4
87.8
75.8
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
262
254
256
2229
2311
2269
5430
5349
5304
Number of students
262
254
256
5447
5403
5354
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ED # 02382-01

Normandale Hills teachers will participate in four days of professional development during the academic year
(August, October, January and May). In addition, job-embedded staff development opportunities will be provided
during bi-monthly staff meetings. Finally, teacher daily preparation periods will be extended one time per month
for fifty-five minutes for additional job-embedded professional development.
Career teachers will provide support to individual teachers and PLCs to improve instructional practices that will
help students meet the building SMART goal, PLC goals, and individual teacher goals. In particular, they will
ensure teachers have access to data to inform instruction and know how to effectively utilize data. Specific
strategies include, but are not limited to, providing inservices at the site and on districtwide staff development
days to small groups, grade levels, or departments. They will ensure communication is effective and timely when
new information needs to be distributed. They will also serve as a resource when specific assistance is requested.
Career teachers will work with both tenured and probationary teachers. Instructional mentors will provide more
intensive training and support to probationary teachers in regularly scheduled new teacher training seminars.
SMART goal. Provide a list of specific instructional strategies that will be implemented to meet the schoolwide
SMART goal.
Staff will continue the second year of a two-year Sheltered Instructional Observation Protocol (SIOP) focus.
Additional instructional strategies that will be utilized include, but are not limited to the following: differentiation
of instruction, flexible groupings, and vocabulary development.
The Normandale Hills Professional Learning Communities will be organized by grade level teams. On average,
PLC teams will consist of three to five members. Specialists (non-classroom teachers) participate in districtwide teams of approximately 10 teachers.
SMART goal.
The principal will meet with grade level teams on a monthly basis to review results of formative assessments and
strategize a plan to meet the academic and behavioral needs of all students.
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least 90 minutes).
i.
Teacher team meetings/PLC meetings Weekly for no less that 50 minutes.
ii.

On-going professional development will be embedded into staff meetings held twice per month.
Additional instructional strategies development will take place during regularly scheduled staff
development sessions per the school district calendar.
iii.
iv.
v.
Coaching cycles.
Tenured teachers will be evaluated three times per year by peer coaches. Every third year, the principal
will conduct at least one evaluation. The principal will conduct three observations per year for non
tenured teachers. A schedule is below:

Event
Time
Spring Summative
October - November
December February
February April
March - June
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ED # 02382-01
OAK GROVE ELEMENTARY SCHOOL

for Oak Grove Elementary.
By Spring, 2012, 63.0% of the students at Oak Grove Elementary in grades 3-5 will earn achievement levels of
i)
Rationale for this goal: In 2011, fifty-eight percent of the students at Oak Grove scored at the meets standards or
higher level in math. This was a decline from the 2010 performance level (MCA-II) of seventy percent. Oak
Grove Elementary has forty-one percent of the students qualifying for free and reduced lunch and twenty percent
of students identified as English as Second Language Learners. While reading achievement is equally important,
pass rates run higher in reading. In addition, reading scores are trending upwards, while math scores are trending
downward.
a) Outcome Statement: The 5 percent increase represents about 10 students based on a predicted enrollment of
202 total students being tested at the site.
Identify standardized assessment in the SMART goal: MCA-II
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
71.2
70.1
58.0
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
208
244
250
2229
2311
2269
5430
5349
5304
Number of students
210
244
251
5447
5403
5354
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ED # 02382-01

Professional Development Days (fall, winter, spring): School wide work on differentiation, common assessments
and the seven components of effective teams.
PLCs: One hour per week focused on higher order thinking skills, results of formative and common assessment
and data.
Leaders: Professional learning community leads monitor and support results of formative and common
assessment data/progress monitoring and review of student work.
SMART goal.
Differentiation
Spiraling
Asking Higher Ordering Thinking Skill (HOTS) questions
Utilize content and language objectives
Oak Grove Elementarys licensed staff are part of grade level PLCs, special education PLCs meet by
certification/job title area: Speech pathologists, social workers, Occupational Therapists, Emotional Behavior
Disorder (EBD). English as a Second Language (ESL) staff align with grade level PLCS and Specialist (art,
music, physical education) PLCs meet together for their team time. The PLC teams have 3-4 members. Each PLC
has a lead who is responsible for facilitating meetings, record keeping (action minutes), group norms and
documenting the discussion around the essential questions, What do we want students to know and do? How
do we know if students learned the material? What do we do if they dont learn it and what do we do if they
did?
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ED # 02382-01
SMART goal.
include baseline data. The PLC facilitator along with support from the building principal ensure the PLC goals
The school principal, teacher leaders, and the staff development committee share responsibility for determining
professional development. A specific math committee will also assist in reaching the stated schoolwide SMART
goal. The math committee will initially meet bi-monthly and transition to monthly meetings. The staff
development committee will meet quarterly and coordinate additional meetings via e-mail and/or Google Docs.
least 90 minutes).
i.
Teacher team meetings/PLC meetings.
ii.
iii.
Coaching cycles.
iv.
v.
This year, grade level teams and the principal meet quarterly to discuss student progress (data and progress
monitoring) along with instructional interventions to support all learners. This year we have also scheduled nine
professional development sessions, devoted to literacy instruction. These dates include: 9-27-11, 10-19-11, 1108-11, 12-06-11, 01-17-12, 02-07-12, 03-13-12, 04-17-12, and 05-18-12. We have partnered with the University
of Minnesotas Center for Effective Reading Research to provide hands on, relevant, instructional practices and
ideas for strengthening our literacy work. We are confident the practices will extend to our math instruction and
provide a framework for us to use with our math professional development next year.
38

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ED # 02382-01

Event
Time

Spring Summative
October - November
December February
February April
March - June
39

Q Comp
Application
ED # 02382-01
OLSON ELEMENTARY SCHOOL

for Olson Elementary.
By Spring, 2012, 73.0% of the students at Olson Elementary in grades 3-5 will earn achievement levels of "Meets the
j) Rationale for this goal: In 2011, sixty-eight percent of the students at Olson Elementary scored at the meets
standards or higher level in math. This was a decline from the 2010 performance level (MCA-II) of
eighty-two percent. While reading achievement is equally important, pass rates run higher in reading. In
addition, reading scores are trending upwards, while math scores are trending downward.
a. Outcome Statement: The 5 percent increase represents about 12.45 students based on a predicted enrollment of
b. Aligned Supporting Data:
Identify standardized assessment in the SMART goal: MCA-II
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
84.0
81.7
67.8
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
268
268
264
2229
2311
2269
5430
5349
5304
Number of students
268
268
267
5447
5403
5354

40

Q Comp
Application
ED # 02382-01
Olson Elementary teachers will meet four days this year for professional development days (Aug., Oct., Jan., and
May) and they will focus on the Core math instruction and reading standards. The other months, teachers will be
provided half day subs to continue to work on standards and Core math instruction.
SMART goal.
Olson teachers will meet with Ridgeview teachers on the four professional development days to hone Core math
instruction. Grade levels will also use half days the other months to hone the Core math instruction.
a.
Based on the results of formative and common assessments/progress monitoring to inform use of the following,
from Marzano and Hattie:
Differentiation
Spiraling
Reciprocal teaching
Setting Objectives
Cues and Questions
Advance Organizers
Vocabulary
Non-linguistic representations
Comparing
Classifying
Summarizing
Note Taking
Reinforcing Effort
Skills and Processes
41

b.
Q Comp
Application
ED # 02382-01
Describe the teacher learning team or Professional Learning Community (PLC) composition (e.g., grade level
Grade level teams of 3-5 teachers.
c.
Identify WHO is responsible for WHAT activities, including time frames, to assist in reaching the stated
The teachers will meet with the principal on a quarterly basis (Nov. 1, Jan 30, March 26, and June 4) to review the
results of the formative assessments. The principal will document the debriefings using a standard form for future
reference. Also, every six weeks, each grade level, the ADSIS teacher, and principal will meet and discuss
progress monitoring results of each child.
d.
Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during
either the student-contact or teacher-contract day and must occur either weekly (at least 60 minutes) or every
other week (at least 90 minutes).
Teacher team meetings/PLC meetings
Teachers will utilize graphic organizers, sharing rubrics, provide immediate feedback, summarizing, note
taking, visual aids, and setting objectives.
iii. Coaching cycles.
iv. Teacher evaluation timeline.
v. Occurrence of any other professional development activities.
i.
ii.
In addition, teachers will be given an hour every six weeks to meet with the Olson Elementary intervention
specialist to plan and train staff in interventions.
Event
Time

October - November
December February
42

Spring Summative
Q Comp
Application
ED # 02382-01
February April
March - June
43

Q Comp
Application
ED # 02382-01
POPLAR BRIDGE ELEMENTARY SCHOOL

for Poplar Bridge Elementary.
By Spring, 2012, 75.0% of the students at Poplar Bridge in grades 3-5 will earn achievement levels of "Meets the
Standards" or "Exceeds the Standards" as measured by the MCA (all accountability tests). This is an improvement
of 5.0% over the proficiency rate of 70.0% in 2011.
a) Rationale for this goal: In 2011, seventy percent of the students at Poplar Bridge scored at the meets
standards or higher level in math. This was a decline from the 2010 performance level (MCA-II) of eightythree percent. While reading achievement is equally important, pass rates run higher in reading. In addition,
reading scores are trending upwards, while math scores are trending downward.
b) Outcome Statement: The 5 percent increase represents about 10 students based on a predicted enrollment of

Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
82.9
82.8
70.0
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
217
186
190
2229
2311
2269
5430
5349
5304
Number of students
217
187
190
5447
5403
5354

44

Q Comp
Application
ED # 02382-01
Grade level teams meet monthly with the ADSIS teacher and principal to review progress monitoring of fact fluency
and achievement on formative and common assessments in math.
SMART goal.
The following instructional strategies as supported by Marzano and Hattie will be used to reach the SMART goal:
Differentiation
Spiraling
Setting Objectives
Cues and Questions
Comparing
Classifying
Summarizing
Reinforcing Effort
PLCs are made of grade level teams consisting of three to four teachers each.
SMART goal.
45

Q Comp
Application
ED # 02382-01
include baseline data. The PLC facilitator along
The building Staff Development Committee determines the monthly topics for building staff development along
with information obtained at the District Staff Development meetings. The staff development is directly correlated
to the building SMART GOAL.
least 90 minutes).
i.

Each grade level team meets a minimum of one time weekly for planning purposes. PLC meetings are
held every Wednesday.
ii.

Teachers have all been trained in the use of graphic organizers, common assessments, journals,
differentiation, cooperative learning, acceleration, remediation, and scaffolding.
iii.
iv.
Coaching cycles.
Event
Time
Spring Summative
v.
October - November
December February
February April
March - June

The fourth Tuesday of every month is designated for building staff development in STEM instruction as well as
Diversity training.
46

Q Comp
Application
ED # 02382-01
RIDGEVIEW ELEMENTARY SCHOOL

for Ridgeview Elementary.
By Spring, 2012, 83.4% of the students at Ridgeview in grades 3-5 will earn achievement levels of "Meets the
a) Rationale for this goal: Even though a large percent of students are proficient, data for 2007 Mathematics
MCA-II showed that seventy-three percent of students in grades three, four and five met proficiency. Over
the next two years (2008 - 2010), Ridgeview students grew consistently just over three percent each year. In
2010, eighty-three percent of the students scored at the meets standards or higher level in math. This is
exciting and consistent growth! However, in 2011, seventy-eight percent of the students at Ridgeview scored
at the meets standards or higher level in math. This was a decline from the 2010 performance level (MCA-II)
of eighty-three percent. Ridgeview wants to continue the positive growth displayed over several years. This
would be reflected in our goal of eighty-four percent of the students scoring at the meets standards or higher
level. While reading achievement is equally important, pass rates run higher in reading. In addition, reading
scores are trending upwards, while math scores are trending downward.
b) Outcome Statement: The 5 percent increase represents about 12 students based on a predicted
enrollment of 225 total students being tested at the site.
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
82.9
82.8
78.4
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
197
214
227
2229
2311
2269
5430
5349
5304
Number of students
198
214
228
5447
5403
5354

47

Q Comp
Application
ED # 02382-01

During PLC meetings, as well as staff meetings, Ridgeview will develop school wide work on differentiation,
common assessments, and intervention strategies. We have an overall building staff development goal of PBIS.
Through our staff development time we have developed building wide common expectations and a common
language (terms) for instruction.
SMART goal.
Differentiation
Spiraling of curriculum or topics
Setting Objectives
Cues and Questions
Advance Organizers
Vocabulary
Comparing
Classifying
Summarizing
Note Taking
Reinforcing Effort
48

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Application
ED # 02382-01
Ridgeview PLCs meet weekly. Each PLC has an average of three teachers per team. We do have one PLC that
has six (6) members.
SMART goal.
least 90 minutes).
districtwide staff development day or when release time for PLC work has been provided through sub coverage
at the site, this meeting will replace the Wednesday meeting.
i.
ii.
iii.
Coaching cycles.
iv.
v.
Olson teachers will meet with Ridgeview teachers on the four professional development days to hone Core math
instruction. Grade levels will also use half days the other months to hone the Core math instruction.
Event
Time
Spring Summative
October - November
December February
February April
March - June
49

Q Comp
Application
ED # 02382-01
VALLEY VIEW ELEMENTARY SCHOOL

2.3 Identify the student achievement school-wide SMART goal as the focus of job-embedded professional development
for Valley View Elementary.
By Spring, 2012, 46.0% of the students at Valley View Elementary in grades 3-5 will earn achievement levels of
a) Rationale for this goal: In 2011, forty-one percent of the students at Valley View scored at the meets
standards or higher level in math. This was a decline from the 2010 performance level (MCA-II) of fifty one
percent. While reading achievement is equally important, pass rates run higher in reading. In addition,
b) Outcome Statement: The 5 percent increase represents about 15 students based on a predicted enrollment
of 292 total students being tested at the site

Identify standardized assessment in the SMART goal: MCA II
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
55.6
51.2
41.4
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
279
295
297
2229
2311
2269
5430
5349
5304
Number of students
282
295
299
5447
5403
5354

d) Add any additional supporting data needed to explain your rationale (as needed):
50

Q Comp
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ED # 02382-01

Valley View Elementary teachers will participate in four days of professional development during the academic year
(August, October, January and May). In addition, job-embedded staff development opportunities will be provided
during bi-monthly staff meetings. Finally, teacher daily preparation periods will be extended one time per month for
fifty-five minutes for additional job-embedded professional development.
SMART goal.
Valley View Elementary staff will work on the alignment of essential, enhancing, and important standards.
Additionally, we will be studying various curriculums to see if they are good matches for the Valley View
Elementary learning community. Finally, we will be studying the RTI tier one offerings to make sure we are
offering curriculum and resources with fidelity.
Valley View Elementary Professional Learning Communities will be organized by grade level teams.
PLCs will consist of 4 or 5 team members.
SMART goal.
The Valley View Elementary principal will meet with grade level teams on a monthly basis to review
results of formative assessments and strategize a plan to meet the academic and behavioral needs of all
51

Q Comp
Application
ED # 02382-01
students.
least 90 minutes).
i.
ii.
iii.
iv.
v.

Coaching cycles.

August 2011, 2.5 days dedicated to professional development (PD)
th
October 19 , 2011: 7 hours PD
th
January 17 , 2012: 7 hours PD
th
May 18 , 2012: 7 hours PD
On-going professional development will be embedded into staff meetings held twice per month. Additional
instructional strategies development will take place during regularly scheduled staff development sessions per the
school district calendar.
Event
Time
Spring Summative
October - November
December February
February April
March - June
52

Q Comp
Application
ED # 02382-01
WASHBURN ELEMENTARY SCHOOL

2.3
Identify the student achievement schoolwide SMART goal as the focus of job-embedded professional
development for Washburn Elementary.
By Spring, 2012, 62.0% of the students at Washburn Elementary in grades 3-5 will earn achievement levels of
2.4
Provide the rationale and supporting data used to determine the student achievement schoolwide SMART goal as
the focus of job-embedded professional development by completing the following:
a) Rationale for this goal: In 2011, 57.6 percent of the students at Washburn scored at the Meets Standards or
higher level in Math. This was a decline from the 2010 performance level (MCA-II) of five percent.
Although reading scores dropped from 2010 to 2011 as well, reading pass rates (74.9% in 2010 to
71.4% in 2011) are well above the math pass rates. In addition, more interventions have already
been aimed at reading and continue to be underway. It is necessary to give added attention to
improving math scores.
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
69.4
63.6
57.1
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
248
269
247
2229
2311
2269
5430
5349
5304
Number of students
248
269
249
5447
5403
5354

2.5
Describe the sites job-embedded professional development plan to meet the schoolwide goal, including how the
plan will be implemented under the leadership of the teacher leader positions to improve classroom instruction
and increase student achievement.
53

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Application
ED # 02382-01
Job embedded professional development will be intense this year. We are using Title I set aside Staff
development to address our math needs. The teachers at Washburn will meet in Professional Learning
Communities to analyze student work. They will meet both horizontally and vertically. During their meeting
time, a PLC lead will direct the discussion around analysis of student work and formative data.
2.6
Describe the following elements in the job-embedded professional development action plan to reach the
Connecting the objectives to how the students will be assessed.
Spiraling the math curriculum
Providing effective feedback including the use of higher order thinking skills
Setting and stating objectives
Using graphic organizers
Checking for understanding
Strategically using homework for reinforcement of material already taught
Using cooperative learning groups
Differentiating instruction
Provide families with resources for specific skill development through Washburn Family Academy
Teachers will engage in specific SIOP training
Use wait time to allow struggling students more time to think of answers
Utilize exit tickets as a brief check for understanding of that days lesson.
Develop Homework Connection targeting specific skills
Washburn PLC teams have 3-4 members. The teams consist of Grade levels, Media, Music, ADSIS, Art, P.E.,
EL and Special Ed. Specialist teams. Each PLC has a Facilitator who is responsible for generating a discussion
around group norms and following the guidelines presented in the district PLC manual.
SMART goal.
54

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ED # 02382-01
The school principal along with ADSIS Intervention Leaders and the Curriculum and Instruction Committee are
responsible for determining the activities that will assist in reaching the stated schoolwide SMART goal. They
will meet after school monthly for PLCs and weekly for grade level meetings.
least 90 minutes).
Teacher team meetings/Provide a comprehensive schedule, including dates, for all job-embedded professional
development plan activities. Please include the following:
i.

The staff is participating in SIOP Training on their own. We have 70% of the teachers trained in the first
levels of this strategy.
ii.
Coaching cycles.
iii.
Tenured teachers are formally evaluated every year using the district teacher evaluation model.
Probationary teachers are formally evaluated three times a year using the district eval. model.
iv.
Week of
Activity
Purpose
Aug. 19, 2012
New Teacher Orientation Week
Core Curriculum, Technology Integration,

Differentiation, Classroom Management
Strategies
Aug. 26, 2012
District Workshop week
Site data study

PLC creation
Aug. 26, 2012
Standards / Curriculum Alignment
Everyday Math Workshop
Expert coaching in specific instructional

strategies for EM - Barb ??? ( name)
Oct. 17, 2012
Development of PLC Smart Goals for

Teachers
Nov. 22,23,24
Building based professional

development
Vertical and horizontal articulation of grade

level curriculum
Sept. 3, 2012
55

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ED # 02382-01
August 7,8,
Building staff development
SIOP Training for Classroom teachers
Two days
Building Staff development
Writing Lesson Plans for Synergy Program
Ongoing
IDI Staff Engagement
Increase Cultural Proficiency
Event
Time

Spring Summative
October - November
December February
February April
March - June
56

Q Comp
Application
ED # 02382-01
WESTWOOD ELEMENTARY SCHOOL

for Westwood Elementary.
By Spring, 2012, 69.0% of the students at Westwood Elementary in grades 3-5 will earn achievement levels of
a) Rationale for this goal: In 2011, sixty-four percent of the students at Westwood scored at the meets
standards or higher level in math. This was a decline from the 2010 performance level (MCA-II) of
seventy-nine percent. Although reading scores dropped from 2010 to 2011 as well, reading pass
rates (84.5% in 2010 to 78.7% in 2011) are well above the math pass rates. In addition, more
interventions have already been aimed at reading and continue to be underway. It is necessary to
b) Outcome Statement: The 5 percent increase represents about 8.5 students based on a predicted enrollment of
Identify standardized assessment in the SMART goal: MCA IIs
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
69.4
63.6
63.7
75.4
74.7
63.8
65.8
66.0
50.9
Number of students
actually tested
202
193
179
2229
2311
2269
5430
5349
5304
Number of students
203
194
181
5447
5403
5354

57

Q Comp
Application
ED # 02382-01

Grade level teams meet monthly for DATA DAYS with the principal, ADSIS teacher, and literacy coach if
available, to review the progress monitoring of fact fluency along with reading fluency charts. The DATA DAYS
are as follows: October 25, November 22, January 24, February 28, March 27, April 24 and May 22. Rolling
subs give release time (60 minutes) to teams quarterly.
Staff development also occurs on districtwide staff development days in October, January, and May.
2.6
Describe the following elements in the job-embedded professional development action plan to reach the
a) Provide a list of specific instructional strategies that will be implemented to meet the schoolwide SMART goal.
Westwood is structured around weekly meetings for staff meetings, professional development, and Focus Groups,
(various committee groups such a Wellness). Westwood is also collaboratively working on the application for the
Minnesota School of Excellence recognition this school year. Based on the results of formative and common
assessments/progress monitoring to inform use of the following, from Marzano and Hattie:
Differentiation
Spiraling
Reciprocal teaching
Setting Objectives
Cues and Questions
Advance Organizers
Vocabulary
Comparing
Classifying
Summarizing
Note Taking
Reinforcing Effort
58

Q Comp
Application
ED # 02382-01
Grade Level teams of 3 or 4 teachers.
b) Identify WHO is responsible for WHAT activities, including time frames, to assist in reaching the stated
The Staff Development Committee determines the monthly topics for building staff development. Teacher
leaders, the curriculum leaders in the district present. The meetings are 45 minutes monthly. Topics such as
Formative Assessments, specific ideas for remediation and acceleration for individual students, setting objectives
and mapping for grade level essential standards, building higher level questioning and vocabulary.
c) Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during either
d) Provide a comprehensive schedule, including dates, for all job-embedded professional development plan
i.
ii.
iii.
Coaching cycles.
iv.
v.
59

Q Comp
Application
ED # 02382-01

Event
Time

Spring Summative
October - November
December February
February April
March - June
60

Q Comp
Application
ED # 02382-01
OAK GROVE MIDDLE SCHOOL

for Oak Grove Middle.
By Spring, 2012, 53.0% of the students at Oak Grove Middle School in grades 6-8 will earn achievement levels
of "Meets the Standards" or "Exceeds the Standards" as measured by the MCA (all accountability tests). This is an
a) Rationale for this goal: In 2011, forty-eight percent of the students at Oak Grove Middle scored at the meets
standards or higher level in math. This was a decline from the 2010 performance level (MCA-II) of sixty-six
percent. While reading achievement is equally important, pass rates run higher in reading. In addition,
Identify standardized assessment in the SMART goal:
Reading
X Mathematics
Other
(academic content)
MCA-II

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
66.7
65.9
48.3
62.2
63.6
48.5
65.8
66.0
50.9
Number of students
actually tested
854
804
820
2324
2228
2349
5430
5349
5304
Number of students
854
814
824
5447
5403
5354

61

Q Comp
Application
ED # 02382-01
1. Oak Grove Middle School students are divided into six teams, two per grade level. Our daily schedule is
aligned to allow teachers to support each other during their team, dyad and PLC time. This schedule also
allows teacher leaders to work with their colleagues through the course of the day and support their on-going
professional development.
2. The math department completed year one Region 11 training in 2010-11 school year.
3. The math department has 60 minutes per week to work collaboratively to apply learning from Region 11
training including: unpacking standards into specific learning targets, developing common formative
assessments to assess student progress towards mastery of the learning targets, differentiated instruction.
4. The math department meets at least once per month to discuss data collected and improve connections
between the courses.
5. Math Leaders receive 9 (one day per month) release time to allow them to work with other staff integrating
math into other subjects.
SMART goal.
Differentiation - Oak Grove Middle School staff members participated in 2.5 hours of differentiation training by
Richard Cash on August 30th. Staff members will participate in 1 hour of guided collaborative time to implement
differentiated instructional strategies to guide their teaching. On October 19, staff will work on specific
differentiated instructional strategies within each PLC to align vertically and horizontally with content partners,
and meet with administration to gain guidance and feedback.. On January 17, staff will work with Richard Cash
on specific units of instruction to modify their teaching strategies to meet the needs of all learners. On May 17,
staff will work collaboratively on differentiated instruction and meet with administration to gain guidance and
feedback.
Common Formative & Summative Assessments - Staff will work together with their grade level content PLC
partner to design Tier 2 academic interventions on a monthly basis. Interventions will range from dyad partner to
school wide. Intervention work on common assessments will be monitored through a monthly assessmentreporting document specific to the teachers work on common formative and summative assessment.
62

Q Comp
Application
ED # 02382-01
Our PLC teams are nested within a multi-layered team model. In the core content areas, there are generally six
members on each PLC organized around a subject area (e.g., math) that includes two teachers from each grade
level (grades 6-8). The group meets monthly. As an extension of the this PLC, team members who teach the
same course at the same grade level meet weekly in what we call dyads.
Teachers who teach exploratory classes are also in a PLC. The exploratory PLCs meet as a large group weekly
and in weekly dyads. The dyads are organized around a common course or subject area (e.g., world language).
This allows teachers to focus deeply on needs and interests specific to their course area as well as interact with
peers in other exploratory areas.
Last, traditional cross-disciplinary teams organized around a common group of students at each grade level that
includes math, reading, social studies, science, and physical education teachers meet weekly.
SMART goal.
PLC Leaders are responsible for chairing their PLC, establishing goals and completing minutes. Administrators
are responsible for establishing the times and dates for the meetings and support teachers in their work. PLC
Leaders will meet with administration monthly to coordinate PLC direction and focus throughout the year.
least 90 minutes).
PLCs meet for a minimum of 90 minutes per week during team time in 30 minutes blocks and have the option to
extend that time by individual prep time as needed. PLCs meet as a full group and in pairs to work on their
goals. Each PLC selects the days of the week for their team meetings, which occur throughout the entire year. In
addition, after school time and district staff development days provide additional time.
a) Introduction of specific instructional strategies.
October 19th, 2011: 7 hours PD
January 17th, 2012: 7 hours PD
May 18th, 2012: 7 hours PD
b) Coaching cycles.
The last Thursday of every month the math lead will be provided release time to work with staff on the
building wide math goal.
c) Teacher evaluation timeline.
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ED # 02382-01
All teacher observations will occur between September 2011 May 2012.
conduct at least one evaluation. The principal will conduct three observations per year for non tenured
teachers. A schedule is below:
Event
Time

Spring Summative
October - November
December February
February April
March - June
d) Occurrence of any other professional development activities.

As needed, grade level content PLCs will be provided release time to further develop and understanding
formative and summative assessments, as well as further study differentiation methods in the classroom.
64

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ED # 02382-01
HUBERT OLSON MIDDLE SCHOOL

for Olson Middle School.
By Spring, 2012, 68.4% of the students at Hubert Olson Middle School in grades 6-8 will earn achievement levels
a) Rationale for this goal: The state has made the math standards more rigorous for all students. We need to assist
more students meet this more rigorous standard. Like other schools in the district, our math scores dropped
significantly from 2010, where 76.6% of students met or exceeded standards. While reading achievement is
equally important, pass rates run higher in reading. In addition, reading scores are trending upwards, while math
scores are trending downward.
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
76.1
76.6
63.4
62.2
63.6
48.5
65.8
66.0
50.9
Number of students
actually tested
742
735
818
2324
2228
2349
5430
5349
5304
Number of students
746
736
825
5447
5403
5354

1) The math department completed year one Region 11 training in 2010-11 school year.
65

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ED # 02382-01
2) The math department has 60 minutes per week to work collaboratively to apply learning from Region 11 training
including: unpacking standards into specific learning targets, developing common formative assessments to
assess student progress towards mastery of the learning targets, differentiated instruction.
3) The math department meets at least once per month to discuss data collected and improve connections between
the courses.
4) Math Leaders receive 9 (one day per month) release time to allow them to work with other staff integrating math
into other subjects.
SMART goal.
The PLC is a department of 8 (6 team teachers and 2 intervention teachers) and meet weekly for one hour. The
math department is also divided into dyads (staff who teach the same course on the opposite team). They meet
weekly for one hour.
SMART goal.
Each dyad is responsible to report to administration the work done in the designated time. The work needs to
align with the smart goal. Administration will meet one time per month with each dyad to monitor the work.
Describe the meeting frequency and length for all teacher teams.
66

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ED # 02382-01
a) Teacher team meetings/PLC meetings see above
b) Introduction of specific instructional strategies
c) Coaching cycles - Math leads receive one day of release time per month. At HOMS it will be the last
Thursday of every month.
d) Teacher evaluation timeline - September through June of 2012
conduct at least one evaluation. The principal will conduct three observations per year for non tenured
teachers. A schedule is below:
Event
Time
Spring Summative
October - November
December February
February April
March - June
e) Occurrence of any other professional development activities August 2011, 2.5 days dedicated to professional development (PD)
th
October 19 , 2011: 7 hours PD
th
January 17 , 2012: 7 hours PD
th
May 18 , 2012: 7 hours PD
Cassie Erkins worked with staff to unpack standards into measurable learning targets, develop common formative
assessments to assess student growth toward mastery of learning targets on August 30th. She met with the
Leadership team on September 1, 2012 to identify the professional growth plan for the year. October 19th will be
designated to continue dyad work. Cassie will return January 17, 2012 to continue work with staff. May 18th staff
will continue dyad/plc work.
67

Q Comp
Application
ED # 02382-01
VALLEY VIEW MIDDLE SCHOOL

for Valley Middle School.
By Spring, 2012, 37.0% of the students at Valley View Middle School in grades 6-8 will earn achievement levels of
d) Rationale for this goal: In 2011, thirty-two percent of the students at Valley View Middle scored at
the meets standards or higher level in math. This was a decline from the 2010 performance level
(MCA-II) of forty-seven percent. Although reading scores dropped from 2010 to 2011 as well
(61.2% to 60.9%), reading pass rates are well above the math pass rates. In addition, more
interventions have already been aimed at reading and continue to be underway. It is necessary to
e) Outcome Statement: The 5 percent increase represents about 37 students based on a predicted enrollment of
f) Aligned Supporting Data:
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
42.6
47.0
31.6
62.2
63.6
48.5
65.8
66.0
50.9
Number of students
actually tested
728
689
711
2324
2228
2349
5430
5349
5304
Number of students
736
694
715
5447
5403
5354

68

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Application
ED # 02382-01
Valley View Middle School students are divided into six teams, two per grade level. Our daily schedule is aligned
to allow teachers to support each other during their team, dyad and PLC time. This schedule also allows teacher
leaders to work with their colleagues through the course of the day and support their on-going professional
development.
SMART goal.
Sheltered Instruction Observation Protocol (SIOP) is in the second year of implementation. We will continue to
do professional development on SIOP strategies throughout the years to come. As part of SIOP, the following
strategies are also included:
Academic vocabulary.
Setting content and language objectives
Common Formative Assessments are also part of our professional development focus. One aspect of our work on
assessments includes teacher learning from each other and sharing effective feedback for students and each staff
member.
Our PLC teams include all members from a particular content area. On each team PLC there are six members, two
from each grade level. Within our exploratory PLCs the number of staff on each team range from four to five
teachers with all of them teaching grades six, seven and eight.
SMART goal.
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ED # 02382-01
PLC Leaders are responsible for chairing their PLC, establishing goals and completing minutes. Administrators
are responsible for establishing the times and dates for the meetings and support teachers in their work.
least 90 minutes).
a)
Introduction of specific instructional strategies

October 19th, 2011: 7 hours PD
January 17th, 2012: 7 hours PD
May 18th, 2012: 7 hours PD
b) Coaching cycles - Once per month Literacy and Math leaders have 7 hours to serve as coaches for their
colleagues
c) Teacher evaluation timeline - Teacher evaluations occur September through May.
Event
Time
Spring Summative
October - November
December February
February April
March - June
70

Q Comp
Application
ED # 02382-01
THOMAS JEFFERSON HIGH SCHOOL

for Jefferson High School.
By Spring, 2012, 70.2% of the students at Thomas Jefferson High School in grade 11 will earn achievement levels
a) Rationale for this goal: In 2011, 65% of the students at Jefferson scored at the meets standards or higher
level in math. This was an increase from the 2010 performance level of 58%. However, this remains at a
level below what is acceptable in Bloomington. We need to ensure students have the requisite skills to be
prepared for college level math courses and avoid having to take remedial math when they begin college.
While reading achievement is equally important, pass rates run higher in reading. In addition, reading scores
are trending upwards, while math scores are trending downward.
Identify standardized assessment in the SMART goal: MCA
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
61.8
58.2
65.2
49.6
46.6
50.9
65.8
66.0
50.9
Number of students
actually tested
440
402
399
835
774
790
5430
5349
5304
Number of students
449
405
401
5447
5403
5354

71

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ED # 02382-01
Professional Development Days: school wide work on differentiation, common assessments, DuFour's 4 big
questions, 7 components of effective teams
PLCs/Dyads: 1 hour per week focused on 7 effective elements of teams, Pacing, results of formative and common
assessment data
Leaders: Monitor and Support 7 effective elements of teams, Pacing, results of formative and common assessment
data.
SMART goal.
Based on the results of formative and common assessments to inform use of the following, from Marzano and
Hattie:
Differentiation
Spiraling
Students involvement in the assessment process
Reciprocal teaching
Setting Objectives
Cues and Questions
Advance Organizers
Vocabulary
Comparing
Classifying
Summarizing
Note Taking
72

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ED # 02382-01
Reinforcing Effort
Grade level subject-based teams2 to 5 members per team
SMART goal.
include baseline data. The PLC facilitator and department leads along with support from the building principal
ensure the PLC goals are aligned to the building goal.
Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during
either the student-contact or teacher-contract day and must occur either weekly (at least 60 minutes) or every other
week (at least 90minutes).
For 26 out of the 36 school weeks, a modified block schedule allows for PLCs to meet for 45 minutes. In
addition, PLCs meet for minimally two hours during the opening (before school) workshop week and for two
hours on each districtwide staff development day (October, January, and May), which averages out to 50 minutes
per week for the school year.
Teacher team meetings/PLC meetings (weekly PLC meetings)
Introduction of specific instructional strategies (Workshop days - Aug., Oct., Jan., May)
Workshop days :
Aug. 29-Sept. 2 --Erkens on The Seven Strategies of Assessment for Learning,
Oct. 19--Target Analysis, Reading Strategies, Technology updates,
Nov. 9--Dylan William on Grading, Dec. 1--Seven Strategies...,
Jan. 17--Differentiated Instruction,
Feb. 14--Austin Buffum on Assessments and Response to Interventions,
March 8--Seven Strategies...,
May 18--Erkens/Mattos on Seven Strategies..., Response to Interventions,
June 13-15--Leadership Workshop--linking together the initiatives based on the work of the PLCs as they
learned from Mattos, Erkins, Buffum, and William.
Coaching cycles (weekly, based on PLC schedule)
Teacher evaluation timeline (September - March)
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ED # 02382-01

Event
Time
Spring Summative
October - November
December February
February April
March - June
Occurrence of any other professional development activities: Also includes Summer Institute, targeted
seminars and workshops throughout the year offered by the district office.)
74

Q Comp
Application
ED # 02382-01
JOHN F. KENNEDY HIGH SCHOOL

(Including Beacon Alternative Center)
for Kennedy High School.
By Spring, 2012, 41.3% of the students at John F. Kennedy High School in grade 11 will earn achievement levels of
a) Rationale for this goal: In 2011, thirty-six percent of the students at Kennedy scored at the meets standards or
higher level in math. This was an increase from the 2010 performance level of thirty four percent. However,
this remains well below what is acceptable in Bloomington. Too many students are not prepared for college
level math courses and end up being required to take remedial math courses when they attend a postsecondary institution. While reading achievement is equally important, pass rates run higher in reading. In
addition, reading scores are trending upwards, while math scores are trending downward.
Identify standardized assessment in the SMART goal: MCA
Reading
X Mathematics
Other
(academic content)

School trend data*
District trend data

grades
08-09
09-10
10-11
08-09
09-10
10-11
08-09
09-10
10-11
Valid measure of
Percent Proficient
35.9
34.1
36.3
49.6
46.6
50.9
65.8
66.0
50.9
Number of students
actually tested
395
372
391
835
774
790
5430
5349
5304
Number of students
404
378
400
5447
5403
5354
75

Q Comp
Application
ED # 02382-01

Professional Development Days: school wide work on differentiation, common assessments, DuFour's 4 big
questions, 7 components of effective teams.
PLCs: 1 hour per week focused on 7 effective elements of teams, Pacing, results of formative and common
assessment data.
Leaders: Monitor and Support 7 effective elements of teams, Pacing, results of formative and common
assessment data.
SMART goal.
Based on the results of formative and common assessments to inform use of the following, from Marzano and
Hattie:
Differentiation
Spiraling
Students involvement in the assessment process
Reciprocal teaching
Setting Objectives
Cues and Questions
Advance Organizers
Vocabulary
Comparing
76

Q Comp
Application
ED # 02382-01
Classifying
Summarizing
Cornell Note Taking
Reinforcing Effort
Co-teaching
SIOP
WICR
Grade level subject-based teams - 2 to 5 members per team

SMART goal.
include baseline data. The PLC facilitator and department leads along with support from the building principal
ensure the PLC goals are aligned to the building goal.
least 90 minutes).
For 26 out of the 36 school weeks, a modified block schedule allows for PLCs to meet for 45 minutes. In
addition, PLCs meet for minimally two hours during the opening (before school) workshop week and for two
hours on each districtwide staff development day (October, January, and May), which averages out to 50 minutes
per week for the school year.
i.
Teacher team meetings/PLC meetings (weekly PLC meetings)
ii.
Introduction of specific instructional strategies (Workshop daysAug., Oct., Jan., May)
1.Erkens - Strategies of Assessment for Learning
2. Mattos - PRtI
3. Guskey - Standards Based Grading/Reporting
4. William - Assessment for Learning. Common Formative Assessments
5. Donaldson - Differentiation
6. AVID
iii.
iv.
Coaching cycles (weekly, based on PLC schedule)

Teacher evaluation timeline (Sept.-March)
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ED # 02382-01
Event
Time
Spring Summative
v.
October - November
December February
February April
March - June
Occurrence of any other professional development activities: Professional development opportunities

include various professional development opportunities offered by the district, such as Summer Institute,
AVID training, Cognitive Coaching, targeted seminars and workshops throughout the year.
78

Q Comp
Application
ED # 02382-01
BLOOMINGTON TRANSITION (SPECIAL EDUCATION)

Bloomington Transition is located in Hubert Olson Middle School and is not a separate school site.
Q Comp Guidelines. Note that the starting value should match with the trend data of the current year found in 2.4.
By Spring, 2012, 63% of the students at Bloomington Transition Center will meet their individual education goals as
measured by the individual students IEP. This is an improvement of 5% over the 58% who met their goals in 2011.
a) Rationale for this goal: (Explain the reasoning behind choosing the content area and how the amount of increase
is strategic and fits into a larger context.)
Staff wish to increase the number of students meeting their IEP goals. Bloomington Transitions program is for
students 18-21 who have not graduated and are severely and multiply disabled. It is very difficult for them to
meet their IEP goals due to their complex needs and abilities. In addition, oftentimes the IEP goals are focused on
maintaining skills and adapting them to the work environment. Many students are non-verbal. Most will
transition to County Services when they leave the program and will likely never live independently.
b) Outcome Statement: (Complete this statement based on the best forecast of students tested.)
The 5% percent increase represents about (a calculated number) 100% students based on a predicted enrollment of
c) Aligned Supporting Data: (The chart must include the trend data for the same assessment, grade levels and valid
Identify standardized assessment in the SMART goal: Transitions Students do not take the MCAs or MTAS.
Reading
Mathematics
Other
(academic content)

School trend data*
07-08
08-09
09-10
District trend data

07-08
08-09
09-10

grades
07-08
08-09
09-10
Valid measure of
Number of students
actually tested
Number of students
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ED # 02382-01
Add any additional supporting data needed to explain your rationale (as needed):
The site annually plans their professional development and improvement goals based on staff and student needs.
The site supervisor and the lead teacher coordinate the planning, implementing, and evaluation of the professional
development.
SMART goal.
Direct Instruction
Formative and summative assessments
Positive Behavioral Intervention Support (PBIS)
Community-Based Differentiated Instruction (work-based learning)
Job Coaching
We are a small staff of just six people, which results in all of us being on a single PLC together.
The PLC is working researching effective, systematic data collection systems. Currently we are piloting two
systems weve selected. We are monitoring implementation and evaluating the effectiveness.
A lead teacher coordinates meetings, agendas, note-taking, data collection, and reporting of PLC activities. The
lead teacher works in collaboration with the site supervisor, who supports the work of PLCs by attending
meetings, providing necessary resources, and helping the program adjust to meet the needs of the staff and
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ED # 02382-01
students.
PLCs meet weekly for 50 minutes minimally, sometimes more when staff development days are held or when
special trainings are arranged.
ix.
x.
xi.
Coaching cycles.
xii.
xiii.
Training is determined based on the specific needs of the individual students in the program. The following
strategies and action plans are designed to achieve the student achievement goal.
Strategy: Staff will develop and implement strategies to improve student progress monitoring practices.
Action Plan: Staff will attend an inservice on analyzing data in order to monitor IEP goals/objectives and
adjust as necessary.
Action Plan: Staff will create/review current goal/objective bank and revise as needed to make them more
understandable and measureable
Strategy: Staff will use the data to monitor student progress and adjust student program/instruction as needed.
Action Plan: Staff will collect data on a regular basis, chart the collected data, and review the data at least
quarterly to determine if students are showing growth or if changes need to be made to the students
plan/curriculum/teaching methods.
Strategy: Staff will receive meaningful staff development related to the PBIS teaching matrix.
Action Plan: During workshop week (August 2011), the following information will be shared/discussed
at a building meeting: teaching matrix, star quality program, behavior referral form & staff expectations
at key times
Action Plan: At all staff meeting, different disabilities will be highlighted as to characteristics of the
disability and strategies for working with student having the disability.
Action Plan: Spring 2012 - All staff at BTC will receive training in active supervision and NVCI (nonviolent crisis intervention)
Strategy: Staff will continue to build upon team building skills developed with Michael Borowiak from Phoenix
Process Consultants spring 2010.
Action Plan: At the BTC building meeting workshop (August 2011) week, review and recommit to
ground rules and conflict resolution process.
Action Plan: Review/update staff expectations during PLC meetings by 11/2011 and as needed.
Action Plan: Staff will participate in team building activities such as pot luck, contests, BTC
celebrations, Say Something Nice activity, student/staff recognition activity, etc. (ongoing).
Action Plan: The conflict resolution process will be used by all staff as needed.
Action Plan: Staff at BTC will use the decision making language on a regular basis.
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ED # 02382-01

Event
Time
Spring Summative
October - November
December February
February April
March - June
82

Q Comp
Application
ED # 02382-01
POND CENTER
Q Comp Guidelines. Note that the starting value should match with the trend data of the current year found in 2.4c.)
The number of incoming Kindergarten students ready for Kindergarten as measured by the Early Kindergarten
Assessment will increase from 86% in September 2011 to 88% in September 2012. This is a 2% increase.
k) Rationale for this goal: (Explain the reasoning behind choosing the content area and how the amount of increase
is strategic and fits into a larger context.) Students ready for kindergarten will enjoy greater academic success in
Kindergarten. A significant focus is on students who would likely fall into the achievement gap without support.
l)
Outcome Statement: (Complete this statement based on the best forecast of students tested.)
750 (est.) students total students being tested upon entry into kindergarten at each elementary site.
m) Aligned Supporting Data: (The chart must include the trend data for the same assessment, grade levels and valid
Identify standardized assessment in the SMART goal: Chart not applicable; students at the site do not take any
MCAs.
Reading
Mathematics
Other
(academic content)

School trend data*
07-08
08-09
09-10
District trend data

07-08
08-09
09-10

grades
07-08
08-09
09-10
Valid measure of
Number of students
actually tested
Number of students
n) Add any additional supporting data needed to explain your rationale (as needed):
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SMART goal.
k) Provide a list of specific instructional strategies that will be implemented to meet the schoolwide SMART goal.
l)
Response to Intervention
Early Childhood Environment
Relationship-Based Teaching
Explicit Teaching
PLCs in groups of approximately four people and are organized the area of need indicated by student data. PLCs
study instructional strategies that will improve student achievement.
m) Identify WHO is responsible for WHAT activities, including time frames, to assist in reaching the stated
The school principal along with teacher leaders and the staff development team are responsible for determining
the activities that will assist in reaching the stated schoolwide SMART goal.
n) Describe the meeting frequency and length for all teacher teams. (All team meetings must take place during either
PLCs meet weekly for 50 minutes. The day of the week varies by the PLC and the work schedule of the members.
Many of the EC teachers are part time.
o) Provide a comprehensive schedule, including dates, for all job-embedded professional development plan
xiv.
Teacher team meetings/PLC meetings. Weekly.
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xv.
Q Comp
Application
ED # 02382-01

Teachers participate in training at POND on district designated professional development days and in
monthly professional development sessions. There are two days a year of professional development that is
done jointly with the Early Childhood Special Education staff.
xvi.
Coaching cycles.
Tenured teachers will be observed three times per year by peer coaches. Every third year, the site
supervisor will conduct at least one observation. The site supervisor will conduct three observations per
year for non tenured teachers. A schedule is below:
xvii.

Event
Time
Spring Summative
xviii.
October - November
December February
February April
March - June
85

Q Comp
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ED # 02382-01
SHAPE (Alternative Learning/Adult Basic Education)

Q Comp Guidelines. Note that the starting value should match with the trend data of the current year found in 2.4.
ESL Adult Basic Education students will meet the level gain goals set by the MDE from 62% in 2011 to 64% in 2012
on the Comprehensive Adult Student Assessment System CASAS.
d) Rationale for this goal: (Explain the reasoning behind choosing the content area and how the amount of increase
is strategic and fits into a larger context.)
We are mandated by the state to reach level gain goals each year.
e) Outcome Statement: (Complete this statement based on the best forecast of students tested.)
f) Aligned Supporting Data: (The chart must include the trend data for the same assessment, grade levels and valid
Identify standardized assessment in the SMART goal: We do not have scores for the SHAPE students; Intermediate
District 287 has those scores in their district scores.
Reading
Mathematics
Other
(academic content)

School trend data*
07-08
08-09
09-10
District trend data

07-08
08-09
09-10

grades
07-08
08-09
09-10
Valid measure of
Number of students
actually tested
Number of students
Add any additional supporting data needed to explain your rationale (as needed):
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ED # 02382-01
The site annually plans their professional development and improvement goals based on staff and student needs.
The site supervisor and two lead teachers coordinate the planning, implementing, and evaluation of the
professional development.
SMART goal.
Vocabulary Training
Stand-Out Curriculum
Transition to Post-Secondary integrating skills throughout all levels
PLCs meet weekly for 50 minutes and review their level gain goals and progress toward meeting them. They
analyze testing data to determine where students are weak/strong. On average there are 3-7 teachers in a PLC.
They are organized by work schedule and the levels they teach.
PLC facilitators lead and record the discussion and coordinate follow up communication and planning. They
ensure they PLC is working toward the goals.
PLCs meet weekly for 50 minutes and review their level gain goals and progress toward meeting them.
xix.
Teacher team meetings/PLC meetings. Weekly.
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xx.
Q Comp
Application
ED # 02382-01
Strategies are introduce in the fall during workshop week (4 days) and they revisit those workshops schedule
throughout the year following the district professional development calendar, which is slightly modified and
adjusted to accommodate the work schedules. SHAPE is a year round program.
xxi.
xxii.
xxiii.
Coaching cycles.

Event
Time
Spring Summative
October - November
December February
February April
March - June
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ED # 02382-01
Component 3:
Teacher Evaluation/Observation
An objective and comprehensive teacher evaluation/observation system includes all of the following:
Aligned with the district educational improvement plan and the staff development plan;
Conducted at least three times per year using an objective performance evaluation rubric;
Implemented by a locally selected and trained evaluation team; and
Based on classroom observations of instructional practice.
Overall description of the teacher evaluation/observation system:
3.1 Describe the overall teacher evaluation/observation process and how it is implemented under the guidance of the
teacher leaders and supported by the job-embedded professional development plan.
The goal of the Bloomingtons teacher evaluation system is to positively impact student learning through improving
instruction. Instruction will be improved through self-assessment and reflection, individual and PLC goal setting, and
peer observations conducted by career teachers. Job embedded professional development will occur that provides
teachers with training in the model and support in implementing the pre-planning, implementation, and self-reflection
stages of a lesson.
The Observation Model
The Q-Comp coordinator, Peer coaches, and administrators will conduct formative and summative evaluations
through observation. Throughout the process they will support teachers through various activities that may include
the use of cognitive coaching techniques to deepen self-reflection.
Administrators and teacher leaders who are trained as peer coaches will conduct a minimum of three classroom
observations for each teacher. Principals will conduct observations for all probationary teachers and once every three
years for tenured teachers in a high/low-cycle schedule. Peer coaches will conduct all remaining observations for
tenured teachers. The Danielson Framework for teacher observations will be implemented. The Framework has been
in place in Bloomington for well over a decade.
Peer Coaches represent a critical component of an ongoing support system for teacher improvement. All tenured
teachers will be assigned a peer coach. The peer coach will evaluate teachers progress towards proficiency in the
selected Danielson Domain. The Domain selected for observation will support the teachers student achievement
goal for the year. The peer coach will work with the teacher throughout the school year to develop a strong
professional relationship focused on continual improvement.
Instructional mentors, literacy coaches, curriculum coordinators, and PLC facilitators will not conduct observations
but will provide job-embedded professional development to individuals and PLCs who request training and support
above and beyond what is provided to all teachers in the district.
Evaluation Team
The district evaluation team will be comprised of peer coaches, building principals and other administrators with
district-wide supervision of Teachers on Special Assignment (TOSAs), and the Q-Comp coordinator. Teachers will
be assigned a peer coach but will be observed annually by at least two different evaluators.
3.2 Provide a description of the teacher evaluation/observation rubric and process for all staff in these areas:
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a) Describe how all teachers will be informed of and trained on the teacher evaluation/observation rubric and
process.
Teachers and staff will receive specific training related to the new evaluation system. Initial training will identify the
purpose and give teachers a clear idea of what is expected to achieve proficiency. The training will focus on what
good teaching looks like according to the evaluation model. Teachers will learn about how these defined best
practices in teaching will be observed, scored and evaluated. Ongoing training will be a key component in ensuring a
comprehensive professional development plan designed to provide teachers with the knowledge and skills they need
to perform at the highest levels.
Teachers and principals will be informed of Q-Comp and trained in the process as follows:
Date
Target
Audience
Information/Training
February 2012
April 2012
All Staff
All Staff
Q-Comp Approval
Q-Comp Components
May 2012
All Staff
August 2012
New Teachers
August 2012
(workshop
week)
All Teachers
All Principals
Brief orientation to Q-Comp (overall

framework)
Introduction of the Q-comp team
(TOSAs)
Danielson Framework (orientation;
training continues throughout the
probationary year in regularly scheduled
inservices)
Q-Comp Orientation (1 hour)
Danielson Refresher (1 hour)
Observation Process, Forms, and
Timelines, What is required to earn
Performance Pay (1 hour)
August 2012
(workshop
week)
All Teachers
All Principals
August 2012
(workshop
week)
October 2012
(districtwide
staff
development
day)
January 2013
(districtwide
staff
development
day)
Format
Person Responsible
Staff Newsletter
Staff Newsletter
Designated Webpage with
Q/As
Site meetings
Assistant Superintendent
New Teacher Training

Sessions
Instructional Mentors
Q-Comp Coordinator
Districtwide and site-level

inservices (small and large
group)
Q-Comp Coordinator
Peer Observers
PLC Requirements
Site inservice
Q-Comp Coordinator
Peer Observers
Directors of Elementary
and Secondary Teaching
and Learning
PLC Facilitators
Principals
PLC Facilitator Role and

Responsibilities
PLC Facilitator Evaluation process
Q-Comp Coordinator
Peer Coaches
Elementary and Secondary
Teaching and Learning
All Teachers
All Principals
Check for Understanding:

Forms and Timelines;
Goal Setting Tips, Q & A (1 hour)
Inservice by level (early

childhood, elementary,
middle, and high school, as
well as by classroom
teacher/specialist
Site inservice
All Teachers
All Principals
Check for Understanding:

Forms and Timelines Reminder; Q & A
(1 hour)
Directors of Secondary
Teaching and Learning; QComp Facilitator
Q-Comp Coordinator
Peer Coaches
Q-Comp Coordinator
Peer Coaches
b) Describe when the following components are conducted during the evaluation/observation cycle:
i.
Pre- and post-observation conferences.
90

ii.
Q Comp
Application
ED # 02382-01
Self-analysis and reflection.
The observation process is based on Charlotte Danielsons Framework for Effective Teaching. The process begins
with goal setting and concludes with a summative evaluation conference. Standards of Effective Practice provide the
foundation for assessing instruction. Rubrics define levels of quality associated with the teaching standards
(Unsatisfactory, Basic, Proficient, and Distinguished).
Teachers must identify at least one Domain for growth as part of their individual goal setting process. Classroom
teachers may select from Domain 1 (Planning and Preparation), Domain 2 (Classroom Environment) or Domain 3
(Instruction). The Domain selected must have observable Elements. Specialists may select from any Domain that
has observable Elements. A rubric will be used by peer coaches and principals to determine proficiency in the areas
selected for observation.
Teachers will engage in a minimum of three observations as a means of formative evaluation. Each observation will
include a pre- and post- conference. Prior to the initial planning conference, teachers will individually complete the
self-assessment, which can be found on 105 in the appendices. The purpose of the self-assessment is to provide
teachers with an opportunity to evaluate his or her existing skills in each Element in each Domain. The teacher then
selects one Domain for growth.
The teacher and the evaluator must have a pre-observation meeting to prepare for each classroom observation and to
review the teachers lesson plan. The meeting should be used to ensure that the expectations for the observation are
clearly understood. An important task during the meeting is for the peer coach to identify the expectations and for the
teacher to describe the teaching plan for the classroom observation. Other purposes of the pre- observation meeting
include:
Develop collegial atmosphere in advance of the observation.
Learn about the unique qualities of the teachers group of students.
Identify the student outcomes that are expected.
Allow the peer coach to explain his/her role to the teacher.
Establish procedures in advance.
Set the date and time for the classroom observation.
State the objective (s) for the lesson to be observed
Identify the Danielson Domains selected for the observation
Following each lesson, teachers will complete a self-reflection on the lesson using the form found on 121. This will
prepare the teacher for a conversation with the observer. This form is not submitted to the observer, but the teacher
must show that the form has been completed.
To earn performance pay, the teacher must earn a rating of Proficient or Distinguished in the selected Domain in a
minimum of two out of the three evaluations, or be rated as Proficient or Distinguished in the third observation.
There can be no Unsatisfactory rating in any Element in the third observation.
Step 1: Goal Setting
1. District sets a district-wide goal. There may be multiple goals from which sites may select a goal.
2. Site sets a site goal aligned to the district goal.
3. PLCs set a PLC goal aligned to the site goal.
4. Teacher sets a student achievement goal aligned to his or her PLC goal for the classroom or the student
population he or she serves (non-classroom teacher). The student achievement goal is written in a
SMART goal format (see page 215 for guidelines on writing SMART goals). Based on the selected
student achievement goal, the teacher selects an appropriate assessment tool aligned to the identified
student growth target.
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5. The student achievement goal is approved by the peer coach (Tenured) or principal (Probationary).
Step 2: Teacher Professional Growth Plan
1. Goals for the teacher professional growth plan will be begin with a selfanalysis. Using the Self-Reflection
form (starting on page 105), teachers will individually reflect on their existing skill in each instructional
Element in each Domain. This form is not submitted to the observer but for the teacher use only. Once an
area for instructional improvement is selected, the teacher will complete the Student Achievement Goal and
Professional Growth Planning Form (page 119) that will identify his or individual student goal (developed in
Step 1) and the Domain they have selected to focus on in the observation cycle as a result of completing the
self-assessment.
2. Teachers professional development and goal setting primarily occurs within the context of the Professional
Learning Community. PLCs may also be used as the primary vehicle for delivery of the professional growth
plan. In PLCs teachers may identify, evaluate and learn new strategies. These strategies are then
implemented in the classroom and reviewed for effectiveness and fidelity of implementation.
3. Assessment of the teachers professional growth will be evaluated based on peer observations aligned to
Danielsons Domains of teaching responsibilities the teacher selected to focus on in the observation cycle.
4. Peer coaches provide feedback to the individual teacher.
5. The professional growth plan may include in the action plan any of the defined professional development
activities including, but not limited to: work completed within the PLC, looking at student work, creating
common formative assessments, reviewing video-taped lessons for scoring consistency, action research,
attending conferences, in-services sessions, and/or site visits.
Step 3: Progress Monitoring - The Observation Cycle
1. Progress towards meeting the individual student achievement goal will be tracked and monitored over the
course of three observations. Observations must focus on observable Elements.
2. The observations will be scheduled throughout the instructional year (see schedule below).
3. Each observation will include a pre- and post-conference to evaluate the effectiveness of instruction and to
ensure that the desired results are being attained relative to student growth.
4. In the pre-conference, teachers identify their instructional goals using the Instructional Planning column
found on the Pre/Post Observation Conference Form on page 121.
5. Following each observation, teachers complete the Reflection column of the Pre/Post Observation Conference
Form on page 121. This form is not submitted to the observer, but the teacher must demonstrate that it has
been completed.
6. Peer coaches use a rubric to indicate whether proficiency has been achieved in the selected Danielson
Domain. These rubrics are specific to a content/licensure area and can be found on page 171.
7. The observations must specifically address the selected Danielson Doman identified on the Student
Achievement Goal and Professional Growth Planning Form.
8. To earn a rating of Proficiency or Distinguished in a Domain, a majority of the Elements in the Domain must
be present in the lesson and rated as Basic, Proficient, or Distinguished, but cannot have more than one
Element marked as Basic in order to earn a Proficient or Distinguished rating.
9. Teachers may include additional measures to monitor progress including additional peer observation and/or
other measures.
10. The observer completes the Observation Form (found on page 122-133) for each observation and provides the
teacher with a copy at the post-conference. Teachers are also provided with an Observation Summary, found
on page 134. Both forms serve as the official record of completing the observation and are forwarded to the
Human Resources office to be placed in the teachers personnel file.
11. Teachers will track and monitor progress towards the stated student achievement goals. Based on feedback
the action plan may be modified.
12. Any teacher who is not demonstrating proficiency toward their professional growth goal must be notified
before the final observation and given an opportunity to resolve any concerns.
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Step 4: Final Evaluation

1. If the teacher has been Proficient or Distinguished in his or her selected Domain in a minimum of two of the
three observations or is Proficient or Distinguished in the third observation and has no Unsatisfactory
Elements in the Domain, he/she will earn performance pay. Teachers will be informed at a summative spring
conference whether they have met the conditions for performance pay.
2. Prior to the summative spring conference, peer coaches will consult with the supervising administrator to
agree on feedback relating to teacher performance to share at the summative conference.
3. The peer coach and principal meet with each teacher in a summative evaluation conference and discuss the
teachers overall performance over the course of the observation cycle, as well as identify and discuss areas
for growth or improvement. Teachers may also record areas for growth or improvement in the coming year.
This will link observation data from year to year and between observers.
4. Teachers will be given a completed copy of the Teacher Summative Report (found on page 135). The
original copy is forwarded to the Human Resources office to be placed in the teachers personnel file.
5. If a teacher does not reach the Proficiency levels targeted, they will be required to select the same Domain
again for the next year. The teacher will be paired with a mentor and required to observe their classroom at
least once in the following fall prior to their goal setting and initial planning conference. If they are not
Proficient a second year in a row, the teacher will be formally placed on a formal improvement plan, and the
supervising administrator will conduct all three observations the following year.
Observation Cycle
Figure 2.
Event
Time

Spring Summative
October - November
December February
February April
March - June
Allotted Times (estimated):

Fall Planning Conference - 30 minutes
Pre-observations - 30 minute; conducted no more than one week prior to an observation
Observations - 50 minutes
Post-observations - 30 minutes; conducted no more than one week following the observation
Spring Summative Conference - 30 minutes
It is extremely important for peer coaches/administrators to keep scheduled appointments. The first priority is
attendance of the actual observation. If the coach/administrator must cancel an appointment they should inform the
teacher as soon as possible and reschedule within a week of the missed appointment. In some instances (and with the
permission of the teacher) another evaluator may fill in for the assigned observer.
3.3 Describe the process that will be used to instruct all evaluators/observers in their duties to ensure integrity and
sustainability of the process. Please include the following elements of the process:
a) Prevention of score inflation or deflation.
b) Adherence to formal observation cycles.
c) Initial training and ongoing training to all evaluators/observers.
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d) Ensuring inter-rater reliability.

Bloomington Public Schools will prevent score inflation for classroom observations in the same way in which it
works to maximize inter-rater reliability by using common, objective evaluation forms and rubrics that ensure all
teachers and other professionals holding the same or similar positions are evaluated on the same or similar criteria.
Training will ensure the integrity of the evaluation system by establishing consistency in scoring in the teacher
evaluation system. In addition, two different evaluators per year per teacher provides another check for consistency.
The comprehensive ongoing training of the peer coaches and administrators is a key component in the assurance of
consistency of scoring. Peer coaches will receive professional training in peer observation, which will include
common scoring and comparison activities. This training will provide evaluators with the knowledge and skills they
need to conduct successful peer observations. They will receive training related to observational skills and learn the
essential skills needed to be a coach/evaluator, including how to provide timely useful feedback while ensuring
consistency and integrity of the scoring system. They will examine the potential pitfalls of scoring and have ongoing
opportunities to discuss and score several examples of teaching at various performance levels.
The district will contract with Greenlight for Learning (in affiliation with ETS) to provide training in the Danielson
Framework through Pathwise Observation System. This will occur during the month of September 2012 and will be 3 days in length on site. In addition to the Q-Comp Coordinator and Peer Coaches, principals and other
administrative observers whove never participated in a Pathwise training in the Observation System must participate
in the initial Pathwise training.
Following the initial training in the Pathwise Observation System, in September the Q-Comp Coordinator, Peer
Coaches, principals and other supervisors who will conduct observations will participate in all training designed to
establish and maintain inter-rater reliability between observers. This training will be held annually for a minimum of
eight hours. This training will be conducted in the district and will use video examples of teaching for practice in
scoring. Observers will view the video together, scoring the lesson individually, then share their ratings with the
group to compare ratings. In addition, observers will review all forms, terms (vocabulary), and timelines to ensure
consistency and fidelity to the process. This training will be conducted for four hours.
Once trained, peer coaches and principals will strive to strengthen the reliability of the scoring process. Observers
will know what evidence to collect and how that evidence should be used compared to the scoring rubric. Evaluators
will be expected to match their ratings with that of expert ratings with an agreement of 75 percent in order to be
certified a peer coach. Peer coaches will also engage in a minimum of two more ongoing, high-quality, inter-rater
reliability interactions with principals each year. These will occur in November 2012 and January 2013 for two hours
each.
Peer coaches will also have job embedded opportunities to improve their own performance through participation in
their own PLC groups:
Recognizing their own biases (e.g., for certain teaching styles or their perceptions regarding teaching).
Practice interpreting evidence related to rating scale.
Common judgment errors to be aware of and avoided.
Practice connecting evidence to performance dimensions.
Practice rating samples of performance (e.g. videos, written scenarios, or cases).
Peer coaches and the Q-Coordinator will also receive training in the area of cognitive coaching. Cognitive coaching
will enhance observers ability to guide teachers in reflective thinking and problem solving. The coaching, which
occurs over 8 days during the course of a year, will occur in September (5 days); November (1 day); January (1 day);
March (1 day).
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3.4 Describe the evaluation/observation process designed for licensed staff not assigned to direct classroom instruction
(e.g., nurses, school counselors, psychologists) and explain how all staff will be provided with initial and ongoing
training in the differences.
Teaching specialists who are part of the teacher bargaining unit but not classroom teachers will participate in the same
observation plan. Like classroom teachers, they will participate in an ongoing evaluation system consisting of peer
feedback and professional growth. Bloomington already has a defined set of domains and proficiencies within each
domain that are used within these specialty areas, including social workers, counselors, media specialists,
occupational therapists, school psychologists, mentors, and curriculum leaders. Domains and competencies have been
developed for nurses and peer coaches.
Describe any differences in the evaluation/observation process between probationary and tenured teachers (if applicable)
and explain how all staff will be provided with initial and ongoing training.
Probationary teachers will be formally observed three times a year. The building administrator or program director
will conduct two formative and one summative evaluation, and will hold a professional dialogue with the teacher
following each observation. The evaluation system will adhere to the same steps in the process used with tenured
teachers.
At the end of the third year, probationary teachers must show proficiency in all components of the Danielson model.
All boxes indicating proficiency will be shaded in on the evaluation form to show whether or not the probationary
teacher has achieved proficiency in all areas. Since the same evaluation system (Danielson) is used for tenured staff,
no transitional training into a new system once a teacher becomes tenured is needed.
3.5 In the table below, please identify each teacher evaluation/observation position title and identify their responsibilities.
NOTE: There must be at least two different individuals assigned to evaluate/observe each teacher each year.
Figure 3.
Position Title
Number of teachers this person will

observe
1 Q-Comp Facilitator
7 Peer Coaches
40 per year (est)

70 per year (est)
Building Principals
All probationary staff (varies from year

to year)
1/3 of tenured staff annually
Number of times per year this

teacher will observe each
teacher
3 times
3 times or 2 times for teachers on
high cycle
Probationary 3 times
Tenured 1 time every three
years (high cycle)
3.6 Attach the following teacher evaluation/observation documents.

Evaluation/observation rubrics.
Pre-observation conference forms.
Post-observation conference forms.
Self-analysis and reflection forms.
Other forms, as applicable, to ensure the reviewer is able to completely understand the process.
These forms can be found in the appendices starting on page 80.
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3.7 Describe the appeals process for teachers who have concerns with the reliability/accuracy of their formative
evaluations.
If a teacher believes that, despite the processes in place to ensure a fair and equitable observation, he or she has not been
observed properly, that teacher may appeal to the ask the Q-Comp Coordinator to mediate, or he/she may follow the
appeals process listed below:
Q-Comp Appeals Process
The Q-Comp Coordinator and the Q-Comp Governing Board shall decide appeals.
The Q-Comp Governing Board shall be composed of the Q-Comp Coordinator, five District representatives, and
five BFT representatives. The Q-Comp Coordinator shall chair the Appeals Committee and will count as one of
the five BFT representatives.
Any teacher with a concern about any aspect of Q-Comp is encouraged to work with the peer coach and/or QComp Coordinator to resolve the issue.
A formal appeal shall be made in writing to the Q-Comp Coordinator. The request shall be submitted on the
official appeals form within 10 contract days of the conference, observation, or concern. If this timeline is not met
because the teacher is pursuing an informal resolution to the issue, the Q-Comp Coordinator may extend the
deadline for submission of an appeal.
The Q-Comp Governing Board shall meet within 14 contract days of receipt of the written appeal. The Q-Comp
Coordinator shall be responsible for scheduling the appeals meeting. This timeline may be extended upon mutual
agreement of the Q-Comp Coordinator and the teacher.
The teacher and other involved parties shall have the opportunity to speak to the Q-Comp Governing Board,
though an individual may present information in writing instead if she/he so chooses. There shall be a 30-minute
limit to each sides arguments and/or testimony. Q-Comp Governing Board members may question individuals
who testify.
The teacher has the right to union representation at the appeals hearing. The union representative may speak as
part of the teachers allotted time.
Upon conclusion of the appeals hearing, the Q-Comp Governing Board shall meet in private to deliberate.
Decision is by majority vote.
The Q-Comp Governing Board may uphold an appeal, deny an appeal, or recommend another course for
resolution.
The teacher must be notified in writing of the results of the appeal no more than seven (7) contract days following
the hearing.
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Component 4:
Performance Pay
A performance pay system rewards teachers for demonstrated student and teacher performance and aligns with
the professional development plan and teacher evaluation/observation process described in the previous
components.
The performance pay system must include the following:
Meeting schoolwide student achievement goals on standardized assessments.
Demonstrating attainment of measure(s) of student achievement such as a grade level, team or classroom
student achievement goal based on a measureable assessment that does not need to be standardized.
Earning a set performance standard through the teacher evaluation/observation process.
4.1 Describe how the performance pay system is based on student and teacher growth through the implementation of the
professional development and teacher evaluation/observation processes. (This should include the total amount of
performance pay for which each teacher is eligible if all student and teacher performance standards are met.)
Teachers will be eligible to earn up to $2,000 in performance pay annually. This amount plus the average amount a
teacher can earn in base salary increases identified in Component 5 equals at least 60% of the teachers total
compensation increase.
Four areas have been identified for performance pay, including:
School-wide (site) student achievement
Individual student achievement
Teacher observations
Professional Learning Communities (PLCs)
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Figure 4.
School-Wide
(Site) Student
Achievement *
Individual
Student
Achievement
Teacher Observations
Participation in
Professional Learning
Communities and
Achieving the PLC Goal
Amount and
Percent of
Performance
Pay Tied to
Achievement/
Evaluation
$200 for school

wide student
achievement
gains based on a
standardized
assessment. This
amount equals
10% of the
performance pay
a teacher is
eligible to earn.
$200 for meeting

the student
achievement goals
set by the
individual teacher.
This amount equals
10% of the
performance pay a
teacher is eligible
to earn.
$800 for proficiency in

observations. This
amount equals 40% of the
performance pay a teacher
is eligible to earn.
$400 for successful

participation in a PLC.
This amount equals 20%
of the performance pay a
teacher is eligible to earn
and $400 for achieving
the PLC goal. This
amount equals 20% of the
performance pay a teacher
is eligible to earn. $200
may be earned for partial
achievement of the goal
(10% of the performance
pay a teacher is eligible to
earn).
How Will
Achievement be
Measured?
Improvements on
the standardized
assessment.
Result desired will

be stated in
measurable terms
of academic
achievement.
Three successful
classroom-based
observations conducted
annually.
PLC expectations for

participation are defined.
What Changes
or Growth
Must be
Demonstrated
for
Performance
Pay to be
Awarded?
Each school must

meet its buildingwide goal
defined at the
beginning of
each year
through the CIP
process.
Result desired will

be stated in
measurable terms
of academic
achievement.
Each teacher must

complete three successful
classroom-based
observations and
reflections annually.
Teachers must fulfill all

requirements of PLC
participation.
Each year, Bloomington Public Schools sets goals and objectives through a district-wide Continuous Improvement
Planning process that requires teachers and principals to review data on student performance, attendance, and other
measures of school success and use that data to drive decisions regarding improvement. (See Appendix for a copy of
the District CIP Planning Process)
At the beginning of the school year:
Administrators and staff in each individual building or program area meet to conduct a data review from the
previous year and to determine site goals for student achievement and success as part of the Continuous
Improvement Plan (CIP) process.
Teachers and the principal select a goal from the CIP plan to serve as the sites Q-Comp goal.
The site goal must be measured using a standardized achievement measure.
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At the end of each school year, principals and staff in each individual building meet to determine whether the site
goal(s) for the year have been achieved.
If a school meets its site goal, an additional $50 per teacher will be allocated to the building staff development budget.
4.2 Identify the amount of performance pay each teacher is eligible to earn for meeting the schoolwide student
achievement goal identified in Component 2.
$ 200 is earned by each teacher if the schoolwide site goal is met.
10% is how much of the total performance pay this dollar amount represents.
Schools may have more than one Q-Comp goal. If a school has more than one site goal, all goals must be met for
anyone to receive compensation. If a site uses different goals for grade levels/departments, all grade
levels/departments must accomplish the goal for any grade level/department to earn compensation.
4.3 Describe the measure(s) of student achievement and provide any forms, directions or instructions related to this
measurement of student performance.
To earn this performance pay, students will meet a student achievement goal set by the individual teacher. After the
building has set their goals and after the PLC has set its goals (related to the building goals), teachers will set an
individual SMART goal. The individual teacher goal is subject to approval by the teachers peer coach (tenured) or
principal/supervisor (probationary), who will ensure there is equity among the goals.
The teacher is encouraged to use his/her PLC goal as the basis for setting his/her individual classroom or student
achievement goal.
The SMART goal must include all of the following elements. (See p. 184 in the appendices for additional information
on SMART goals.)
1. Goal identifies who will learn.
2. Goal identifies what students will learn.
3. Goal identifies how to measure whether students have achieved the goal, including baseline data and a desired
target.
4. Goal is attainable.
5. Goal identifies when the final assessment of the goal will occur.
With support from PLC members and their peer coach, each teacher will use self-reflection and analysis to determine
his or her individual student achievement goals. At the end of the year, in the summative evaluation conference,
individual teachers will meet with their peer evaluator and their principal/supervisor to determine if the individual
student achievement goal has been met. If the goal has been met, the teacher, the peer coach or principal/supervisor
sign off on the Q-Comp Compensation Form, found in the appendices on page 151, which becomes the official
record. Attainment and/or progress towards meeting the PLC goal is recorded in the CIP.
4.4 Identify the amount of performance pay each teacher is eligible to earn for meeting the measure(s) of student
achievement identified in section 4.3.
$ 200 is earned by each teacher if the student achievement goal is met.
10% is how much of the total performance pay this dollar amount represents.
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4.5 Describe the standard of performance teachers are expected to attain through the teacher evaluation/observation
process and identify when this standard must be attained.
Tenured teachers and probationary teachers must have been observed three times during one academic school year.
They must participate in all steps of the process below:
1. Fall pre-planning conference, which may be conducted in conjunction with the first pre-observation
conference that includes completing a self-assessment form;
2. Post-observation conferences, including completion of the self-reflection forms; and
3. Participation in a summative conference (spring).
Teachers will select a Domain of their choice to be evaluated on during the evaluation cycle. Evaluators will look for
the Element(s) specified in the pre-conference and determine whether the teacher is Proficient in lesson.
To earn a rating of Proficiency or Distinguished in a Domain, a majority of the Elements in the Domain must be
present in the lesson and rated as Basic, Proficient, or Distinguished, but cannot have more than one Element marked
as Basic in order to earn a Proficient or Distinguished rating.
If the teacher has been Proficient or Distinguished in his or her selected Domain in a minimum of two of the three
observations or is Proficient or Distinguished in the third observation and has no Unsatisfactory Elements in the
Domain, he/she will earn performance pay. Teachers will be informed at a summative spring conference whether
they have met the conditions for performance pay.
Teachers may not select the same Domain for the evaluation in subsequent years until they have over a period of years
selected each domain (that has observable Elements) at least once.
Full-time tenured teachers and part-time and itinerant teachers will earn performance pay in each of the previously
outlined areas.
1. All teachers, as defined by the Master Agreement, are eligible for all portions of compensation.
2. Teachers who work a partial year due to late hire, severed employment, leave of absence, sabbatical, parental
leave, or retirement shall be eligible for all incentive payments, with the pay incentives prorated according to
when the teacher was hired.
3. For the school year, part-time teachers shall be eligible for pay incentives on a tiered basis, determined by the
teacher FTE.
a. 0-.333=1/3 of the full incentive amounts
b. .334-.666=2/3 of the full incentive amounts
c. .667-1.0=100 percent of the full incentive amounts
4. Part time teachers are eligible to receive full incentive pay provided they notify the Q-Comp Coordinator no later
than September 15th annually and meet all of the other Q-Comp requirements for full time teachers.
5. No teacher shall receive more than 100 % of Q-Comp incentive amounts.
4.6 Identify the amount of performance pay each teacher will earn through the teacher evaluation/observation process.
$800 is earned by each teacher through the evaluation/observation process.
40 % is how much of the total performance pay this dollar amount represents.
4.7
(*Optional) Describe any additional measures of teacher or student performance for which teachers can earn
performance pay.
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All teachers may earn performance pay by actively completing the requirements of a PLC member (50%) and
achieving the PLC goal (50%) or attaining partial achievement (25%) by minimally reaching 50% of the goal.
Teachers will want to keep partial attainment in mind when setting the goal so it can be appropriately measured in
whole numbers (students) if only 50% is attained. All Bloomington teachers, including probationary, will be part of a
PLC that relates to their area of teaching. Classroom teacher PLC goals are focused on student achievement.
Nonclassroom teachers (e.g., nurses, social workers) impact student achievement through ensuring student health,
well-being, and full engagement in the school setting, which is reflected in PLC goals.
PLC work is framed by four main questions:
1. What is it we want all students to learn?
2. How will we know when each student has mastered the essential learning?
3. How will we respond when a student experiences difficulty in learning?
4. How will we deepen the learning for students who have mastered the essential knowledge and skills?
(Dufour)
To earn this performance pay, teachers must fulfill all of the required components listed below. Additional PLC
expectations may be specified at the building level but would not be included in the requirements for performance
pay. For example, the requirements below identify a minimum of how often data will be shared in the PLC. This
expectation should not be construed to mean that data may only be shared three times per year.
Each PLC member will:
1. Attend 80 percent of the PLC team meetings. The PLC facilitator will be responsible for keeping attendance and
reporting the attendance at the end of the year to the building principal.
Obtain and become familiar with the materials from any missed PLC meetings and complete all requirements
for the next topic on time.
2. Actively participate in setting the PLC SMART goal(s) and bring data to monitor progress toward achieving the
goal. The PLC facilitator will be responsible for ensuring a goal is set and approved by the building principal no
later than November 1 annually. Once approved, the PLC facilitator will submit the goal to the Q-Comp
Coordinator. The goal is recorded in the site CIP along with a strategy or multiple strategies and an action plan
for the PLC
Goal is recorded in the District CIP site along with a strategy and an action plan as is the eventual attainment
or progress towards the PLC goal.
Goal and action plan is approved by building principal/program administrator and the Director of Research,
Evaluation, and Assessment.
PLC members bring data a minimum of three times a year to show whether progress is being made toward
meeting the PLC goal. The PLC facilitator is also responsible for keeping track of when a member shares
data with the PLC and submitting the information to the Q-Comp Coordinator at the end of the year.
Summative (evaluation) results are reported in the CIP. The PLC facilitator is responsible for entering the
results of the PLC goal into the CIP at the end of the year and also submitting the results to the Q-Comp
coordinator at the end of the year. The Q-Comp Coordinator will determine if the members of the PLC earn
performance pay for meeting the goal.
3. Research, implement, and evaluate at least one new evidence-based practice designed to improve student
achievement or professional practice (non-classroom teachers) and share the strategy and the results with their
PLC members. In addition, implement at least one new evidence-based practice that a PLC peer has researched,
collect data, and share the results with the PLC. This totals implementing at least two new strategies per year and
collecting and reporting data following the implementation. The PLC facilitator is responsible for keeping track
of when a member shares a strategy and data with the PLC and submitting the information to the Q-Comp
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Coordinator at the end of the year. The PLC facilitator is also responsible for keeping track of the data collected
after trying out the strategy contributed by another PLC member and submitting the information to the Q-Comp
Coordinator at the end of the year. The Q-Comp Coordinator will determine if members of the PLC earn
performance pay for researching, implementing, and collecting data on new strategies.
4. Bring common formative data related to instruction to the PLC with an analysis of the results at three times per
year, and demonstrate how the results will be used or were used to improve instruction/student learning or
professional practice (non-classroom teachers).
5. Report/share the work of the PLC at least three times per year with at least one other PLC in the building.
Buildings will decide the format for sharing.
4.7 (*Required only if 4.7 is completed) Identify how much performance pay each teacher can earn for attaining the
teacher or student performance standard identified in 4.7.
$ 400 is earned by each teacher through participating in a Professional Learning Community (PLC).
20 % is how much of the total performance pay this dollar amount represents.
$ 400 is earned by each teacher by achieving the PLC goal or $200 by attaining partial achievement of the goal.
20 % or 10% is how much of the total performance pay this partial dollar amount represents.
4.8 Other
A checklist will be completed at the summary evaluation conference during which the completion of the four possible
ways to earn compensation are reviewed. The checklist can be found in the appendices on page 109. The principal
will be responsible for forwarding the completed form for probationary teachers to the Business Office. The peer
coach will be responsible for forwarding the completed form for tenured teachers. Evidence of completing the
observations will be entered in an electronic reporting system developed locally that will track the date, time, and
result of the observation. Principals, Peer Evaluators, and the Q-Comp Coordinator will have access to the records
along with the appropriate members of the Human Resources Office.
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Component 5
Alternative Salary Schedule
A reformed salary schedule, at a minimum, determines increases to a teachers base salary on the attainment of
specific student and teacher performance indicators rather than years of service and continued employment.
5.1 Describe how the alternative salary schedule relates to the job-embedded professional development system, the
teacher evaluation/observation process and the performance pay system.
A new salary schedule is aligned to how teachers may earn performance pay. To advance vertically in the schedule,
teachers must be proficient in classroom observations.
5.2 School district, school site, and intermediate district applicants:
a) Describe how the salary schedule has been reformed to determine a teachers vertical movement on indicators of
student and teacher performance.
The Q-Comp Plan provides for an alternative compensation schedule that refocuses the Districts current steps and
lanes system and aligns the schedule with performance pay. For horizontal movement, teachers may advance by
completing training in their field of teaching per the teacher contract (historically referred to as lanes) in the following
ways:
Masters degree program;
Advanced certification;
Post-graduate training;
District initiative support;
In-service offered by the District; or
Pre-approved professional development activities outside the District.
Teachers advance vertically by earning performance pay in the annual observation cycle. To earn performance pay,
the teacher needs to be rated Proficient or Distinguished in his or her selected Domain in a minimum of two of the
three observations or is Proficient or Distinguished in the third observation and has no Unsatisfactory Elements in the
Domain. Teachers will be informed at a summative spring conference whether they have met the conditions for
performance pay.
The Q-Comp Coordinator will collect and maintain a Q-Comp Summary Form (appendices page 109), which will
indicate which components have been successfully met for each teacher in order to keep track of who has met the
requirements for earning performance pay. The Q-Comp Coordinator will forward a list of names of tenured teachers
who have earned performance pay and in what categories to the Business Office no later than the end of May
annually. Principals will forward the names of probationary teachers.
b) Provide a copy of the salary schedule grid and an example of how teachers now move through this reformed
schedule.
See page 198 in the appendices.

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Q Comp Application Budget

Q Comp Budget
The following budget accounts for all Q Comp funding in alignment with the plan as outlined in Components 1-5.
In addition, the budget adheres to all Uniform Financial Accounting and Reporting System (UFARS) requirements
and restrictions.
Please complete the following charts as needed. The charts will expand to include all related expenditures:
6.1 Career Ladder Expenditures: Teacher leader salary augmentation/release time cost
Position Salary
Accounting Calculation
Augmentation
(Repeat the calculation for each position.)
Identify Position(s):
$79,352 (salary augmentation) + $27,020 (applicable benefits
TRA/FICA) + $7,811 (any related extended time pay/substitute
Q-Comp Coordinator
coverage);
all multiplied by 1 (the number of teachers in the position)
= $ 114,183 (Total cost for the 1 position)
Peer Coaches
PLC Facilitators
Expenditure
Subtotal
$799,067
$64,341 (salary augmentation) + $19,946 (applicable benefits

TRA/FICA) + $0 (any related extended time pay/substitute
coverage);
= $590,009 (Total cost for the 6 positions)
$500 (salary augmentation) + $75 (applicable benefits
TRA/FICA) + $0 (any related extended time pay/substitute
coverage);
= $94,875 (Total cost for the 165 positions)
6.2 Other Career Ladder Expenditures: Training, resources or other needs.

Purpose
Provide Q-Comp staff with a

budget to carry out their
responsibilities.
Office expenses (copies, desk supplies, mileage, miscellaneous)
Expenditure
Subtotal
$8,300
Career ladder teachers will need a budget to charge copies to,

a fund from which to purchase general office supplies
(staplers, binders, etc.), cell phone costs, and mileage costs to
and from schools.
Because this will be the first year of Q-Comp, the Q-Comp
team will be setting up new offices, so a greater budget is
needed than will be in subsequent years.
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6.3 Job-Embedded Professional Development Expenditures: Resources, training, substitute teachers or other needs.
Expenditure
Purpose
Subtotal
Miscellaneous Substitute
Substitute teachers to enable teachers to informally visit
$5,920
Coverage (as may be needed other teachers classrooms in the building or in the district to
for peer support,
observe model teaching; time for PLCs who may require
collaboration, and planning
extra time to meet their professional development goals, etc.
time for teachers)
An example might include: two members of a PLC who wish
to observe each other in order to develop their skill in a new
instructional technique that they are developing as part of
their PLC; another example might be if a teacher is not doing
well in the observation cycle and would benefit from
observing model teaching by a teacher with greater expertise.
6.4 Teacher Evaluation/Observation Expenditures: Resources, training, substitute teachers (not calculated under
Career Ladder)
Expenditure
Purpose
Subtotal
Training in conducting
Training for Q- Comp coordinator, peer coaches, principals,
$31,200
observations; ensuring inter- and other supervisors who will conduct observations and to
(removed admin costs
rater reliability
provide training in establishing inter-rater reliability.
These costs were estimated based on what it will cost to
contract for Pathwise training in the Danielson observation
model for the Q-Comp coordinator and peer coaches who will
be conducting observations, including materials. ($8,600)
for training and put in

other funding)
Another area of training that is budgeted for is training for

the Q-Comp coordinator and peer coaches in cognitive
coaching. A cost is estimated based on the total number of
observers there will be in the district, including
administrators. The budget is projected based on 8 days, x
$1200 per day for the consultant, plus $1,000 per person, plus
the trainers per diem expenses. ($20,600)
Costs were also calculated to ensure a budget to copy and
distribute information, such as a small handbook for teachers
regarding the Q-Comp plan could be created and distributed
to all staff during training. Because the handbook has not yet
been created, the cost can only be estimated. ($1,000)
A small budget for professional materials to build the
coordinator and the coaches capacity in their new role
(resource books, videos, etc.) was budgeted. ($1,000)
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6.5 Performance Pay Expenditures:

Performance Pay Area
Expenditure
Subtotal
$183,770
Schoolwide student
achievement goals
$200 (performance pay) + $30 (applicable benefits--TRA/FICA);

all multiplied by 799 (the number of teachers)
= $183,770 (Total possible performance pay cost)
Measures of Student
Achievement (Individual
teacher goal)

$183,770
Peer Observation

$735,080
PLC Accountability

$735,080
6.6 Other Program Expenditures:

Purpose
Expenditure
Subtotal
6.7 Total Expenditures: $2,682,187 (Add the Expenditure Subtotal column from all tables above.)
6.8 Revenues:
Revenue Source
Q Comp Funding
Calculation of Revenue Amount

Number of students on 10/1/09 multiplied by the per student
amount of aid available = Total Q Comp funding
Revenue
Subtotal
$2,700,360
10,386 x $260 = 2,700,360
District amount: between $169 (no levy) and $260 ($169

with $91 full levy)
Charter or intermediate district amount: estimate $240
(amount can change depending on the average of all levies)
Staff Development Funding
Federal Funding
Other District Funding
6 hours of professional development/training in the Q-Comp

process for all teachers (conducted on district staff
development days)
$10,325 for principal and supervisor training in Danielson

Observation Framework
$273,415
$
$10,325
6.9 Total Revenue: $ 2,984,100 (Add the Revenue Subtotal column from the table above.
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APPENDICES
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GOAL SETTING AND PLANNING FORMS
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Classroom Teacher Self-Reflection/Planning Phase

Carefully reflect on your teaching performance in all four domains. Complete the Self-Assessment by using the appropriate rubrics
showing levels of performance. Be prepared to discuss your performance in all domains during your beginning of the year planning
conference.
Key: U. Unsatisfactory
BBasic
PProficient
D Distinguished
Domain 1: Designing Knowledge Work

1a. Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Selecting Instructional Goals
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Assessing Student Learning Through Self-Generated Products
Domain 2: Organizing the Environment for Knowledge Work
2a. Creating an Environment or Respect and Rapport
2b. Establishing a Culture for Learning Supporting of Beliefs, Vision, and Mission of Bloomington Public
Schools
2c. Managing Classroom Procedures
2d. Managing Student Behavior
2c. Managing Classroom Procedures
2d. Managing Students Behavior
2e. Managing Physical Space
Domain 3: Facilitating Knowledge Work
3a.
3b.
3c.
3d.
3e.
Communicating Clearly and Accurately

Using Questioning and Discussion Techniques
Engaging Students in the Work
Affirming the Performance of Students
Demonstrating Flexibility and responsiveness Through Monitoring and Modifying the work.
Domain 4: Professional Leadership Responsibilities

4a.
4b.
4c.
4d.
4e.
4f.
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Contributing Leadership to the School and Division
Growing and Developing Professionally
Showing Professionalism
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Special Education Teacher Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: : Planning & Preparation

1a. Teachers plan displays solid content knowledge and pedagogical practices that reflect current research and
best practice and anticipates some student misconceptions
1b. Teachers plan displays understanding of individual student differences and the plan reflects this
knowledge.
1c. Teacher goals are valuable, connected to standards, measurable, relevant to students lives, and
communicates importance of goal in plan.
1d. Teacher is fully aware of curriculum and standards, uses building and district resources and displays
knowledge of how to gain necessary access.
1e. Activities are suitable for students, connected to standards, supported by appropriate materials, and show
consistent organization.
1f. Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both
individuals and groups.
Domain 2: The Classroom Environment
2a. Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at
all times. Students display respect for the teacher. Student interactions display respect and politeness.
2b. Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the
challenge to complete high quality work, and there is an environment of high expectation for student
achievement.
2c. There is organization, smooth transition, orderliness in the classroom, and all students are on task.
2d. There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified
manner, or student behavior is appropriate.
2e. The classroom is safe and arrangement enhances the lesson and use of equipment
Domain 3: Instruction
3a. The teachers instructional goals and assessment procedures are clearly stated and appropriate. Teachers
use of grammar/language is correct.
3b. The teacher displays high quality questioning skills that generate classroom discussion engaging all
students.
3c. The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
3d. Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes
opportunities for more specific feedback.
3e. Teacher adjusts the lesson if needed, uses more than one strategy, and accommodates students.
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Occupational Therapist Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: : Planning & Preparation

1a. OT displays solid content knowledge and practices that reflect current research and best practice but does
not anticipate student difficulties.
1b. OT displays understanding of typical student differences and recognizes the value of this knowledge.
1c. OT goals are valuable, connected to the normal motor/sensory development, clearly stated, suitable for
each students needs, involve several modalities and display opportunities for integration.
1d. OT is fully aware of building and district resources and displays knowledge of how to gain necessary
access.
1e. Activities are suitable for students, supported by appropriate materials, and show consistent organization.
1f. Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for
both individuals and groups.
Domain 2: : The Learning Environment
2a. OT interactions display appropriate warmth and caring. Therapist maintains appropriate boundaries at all
times. Students display respect for the therapist. Student interactions display respect and politeness..
2b. OT conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high
quality work, and there is an environment of high expectation for student achievement.
2d. There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified
manner, or student behavior is appropriate.
2e. The environment is safe and arrangement enhances the lesson and use of equipment.
Domain 3: Service Delivery
3a. The OTs instructional goals are clearly stated and use of the language is correct and appropriate for
learners.
3b. The OT displays high quality questioning and discussion skills that engage all participants.
3c. The lesson, activities, and content are appropriate and their structure succeeds in engaging students and
meeting IEP goals and objectives.
3d. Feedback is of consistent high quality and is provided in a timely manner to all students.
3e. OT monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual
students, and uses a repertoire of strategies.
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Speech-Language Pathologist Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Planning & Preparation

1a. Ed. SLP displays solid content knowledge and practices that reflect current research and best practice but
does not anticipate student difficulties.
1b. Ed. SLP conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete
high quality work, and there is an environment of high expectation for student achievement.
1c. Ed. SLP goals are valuable, connected to the normal communication development, clearly stated to
students, suitable for most students needs, and display opportunities for carryover of skills.
1d. Activities are suitable for students, supported by appropriate materials, and show consistent organization.
1e. Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for
both individuals and groups.
Domain 2: The Learning Environment
2a. Ed. SLP interactions display appropriate warmth and caring. Ed. SLP maintains appropriate boundaries at
all times. Students display respect for the Ed. SLP. Student interactions display respect and politeness.
2b. Ed. SLP conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete
2d. There are clear expectations. The teacher is alert and incidents are dealt with respectfully, or student
behavior is appropriate.
3a. The Ed. SLPs instructional goals are clearly stated and use of the language is correct and appropriate for
learners.
3b. The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
3c. Feedback is of consistent high quality and is provided in a timely manner to all students.
3d. Ed. SLP monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual
students, and uses a repertoire of strategies.
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School Counselor Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished

1a. Counselor possesses a clear understanding of students and uses this to assist individuals.
1b. Counselor displays a clear knowledge base of options and serves individual students well.
1c. Counselor displays thorough testing knowledge and skilled use of data and technology.
1d. Counselor displays thorough legal knowledge, serves individual and family rights well, and is effective in
practice.
1e. Counselor plans services with a full awareness of professional standards in mind.
Domain 2: Creating a Support Service Environment
2a. Counselor interactions display warmth and caring within the appropriate boundaries.
2b. Counselor displays thorough competencies with time management, priority setting, handling emergencies,
and flexibility.
2c. Counselor displays a thorough knowledge and use of clerical and support services personnel.
2d. Counselor builds productive relationships and communicates effectively.
Domain 3: Counseling
3a.
3b.
3c.
3d.
Counselor is skilled in collecting important information from interviews and makes counseling decisions.
Counselor consistently meets the needs that arise during crises.
Counselor is skilled in helping students do self-assessment and recognizes the best times to do so.
Counselor is skilled in recognizing student needs and connects students to appropriate options.
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School Psychologist Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Professional Responsibilities & Competencies

1a. Frequently maintains confidentiality in written reports and oral communication.
1b. Generally adheres to ethical standards and professional practices in school psychology.
1c. Consistently accepts appropriate direction or feedback.
1d. Generally seeks supervision or feedback appropriately.
Domain 2: Assessment Practices
2a. Appropriately incorporates a wide range of assessment instruments, procedures and techniques.
2b. Assessments include appropriate elaboration for the understanding of others.
2c. Generally conducts assessments in a timely manner.
Domain 3: Consultation and Support Services
3a. Shows good general knowledge of most psychological principles and demonstrates expertise in a specific
area.
3b. Actively involved in developing pre-referral interventions in the student support team.
3c. Frequently seeks out information from appropriate school staff.
3d. Generally utilizes or makes appropriate referrals to district programs and community resources.
3e. Frequently contributes to the total school program.
3f. Conducts good quality research that makes a significant impact.
3g. Contributes significantly to in-service training programs and presentations.
Domain 4: Direct Services
4a. Frequently provide individual or group support to special education students and/or parents.
4b. Consistently involved in providing appropriate crisis intervention.
4c. Frequently participate in the development and implementation of intervention programs.
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Social Worker Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Social Work Practice Skills

1a. SW displays thorough knowledge of issues involved in the social and emotional development of students
and uses this knowledge to directly impact work with students.
1b. SW displays a thorough understanding and knowledge of students emotions, problems, IEP goals and
development. She/he formulates appropriate interventions.
1c. SW displays a thorough knowledge of group practice strategies and how to use appropriate engagement
and group work skills to facilitate the group process.
1d. SW is active when crises occur, displaying thorough knowledge of appropriate crisis strategies, actively
contributes to problem solving and developing post crisis planning designed to minimize future crises.
1e. SW displays a solid knowledge of community resources and policies, demonstrates a thorough
understanding of the referral process and is able to coordinate an appropriate referral independently.
Domain 2: Communication and Relationship Skills
2a. SW establishes rapport and develops effective working relationships with a wide variety of students.
2b. SW communicates with parents in a sensitive and timely manner and establishes an effective working
relationship with parents.
2c. SW communicates clearly and in a timely manner to staff and contributes helpful ideas/approaches.
2d. SW is flexible and responsive to the team, is an effective member of the team and respects other team
members.
Domain 3: Implementation of State and Federal Regulations
3a. SW demonstrates a thorough and accurate understanding of the different components of the evaluation
process, including test selection, and state mandated eligibility criteria, the due process timelines, and the
components of the written evaluation reports.
3b. SW is consistently able to develop, implement and monitor an IEP in accordance to the due process rules
and regulations.
3c. Special Education meetings are consistently coordinated, organized and facilitated in a manner that
provides a respectful/professional atmosphere for all team members.
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Media Director Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Teaching and Learning

1a. Consults with teachers to develop an integrated media curriculum.
1b. Develops and promotes curriculum-related activities that are engaging for students and correspond to the
information literacy curriculum.
1c. Initiates meetings with teachers to plan for integration with upcoming classroom curriculum units.
1d. Demonstrates willingness to helping students acquire information-processing skills.
1e. Uses displays, signage, and engaging promotional activities to help students use and appreciate reading
materials.
1f. Shows evidence of awareness of current trends and research by their application within the media center
environment.
Domain 2: Information Access and Delivery
2a. Consistently helps teachers in selecting resources, creates bibliographies, and shows knowledge of
curriculum-related resources.
2b. Uses local resources and electronic methods and resources to expand information access.
2c. Models and promotes the professional commitment to intellectual freedom and other intellectual property
concerns.
2d. Promotes and encourages ways to connect with agencies and create partnerships with the larger learning
community.
2e. Promotes an environment that allows for flexible use and access to media facilities and resources.
2f. Takes leadership in planning for improved media center and school facilities.
2g. Develops policies, procedures and practices pertaining to legal and ethical media-related issues, and
communicates this information to the staff and others who should have knowledge of it.
2h. Develops a media center that is well organized and expectations are set for orderly student behavior.
2i. Within budgetary constraints, works with teachers to select materials that support the curriculum. Selects
materials that promote reading for pleasure. Weeds regularly to maintain a current collection.
2j. Follows district selection policy and questioned materials policy. Supports intellectual freedom rights of
the school community.
2k. Actively approaches patrons. Provides dependable reference service using a variety of media.
Domain 3: Program Administration
3a. Develops and evaluates short and long-range plans for the media program based on data gathered and input
from staff and students.
3b. Works in collaboration with district and site committees to develop media programs budgets.
3c. Understands and administers the building media budget responsibly and efficiently.
3d. Demonstrates a consistent system for the acquisition, processing, organization, maintenance, circulation,
and inventory of resources.
3e. Trains and supervises media center personnel and volunteers.
3f. Annually evaluates the media program using the district media program evaluation tool.
3g. Coordinates the maintenance of equipment and maintains clear and accurate records of all equipment and
repairs.
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3h. Promotes and explains the media program to students and staff.
3i. Serves on building and district committees and task forces to provide needed information regarding media
needs and how media can contribute to the focus of the committee.
3j. Conducts a self-reflection process and participates in relevant professional development opportunities.
3k. Contributes constructively to district and building media and technology-related committees, and reports
actions of those committees back to the building staff.
3l. Is a member of MEMO or other professional media organization and maintains knowledge of the
profession through journals, listservs or other professional resources.
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Licensed School Nurse Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Planning and Preparation

1a. Demonstrates knowledge of immunization requirements
1b. Demonstrates knowledge of communicable diseases
1c. Demonstrates knowledge of health resources
1d. Demonstrates knowledge of special education population
1e. Demonstrates the ability to perform independent healthcare assessments based on job description and
educational background
1f. Demonstrates the ability to perform hearing and vision screening
Domain 2: Health Office Environment
2a. Creates an environment of respect and rapport
2b. Maintains data privacy
2c. Maintains confidentiality
2d. Follows medical guidelines
2e. Provides first aid care according to procedures
2f. Follows procedures for ill students and staff
2g. Records health office visits and outcomes
2h. Develops Emergency Health Care Plans & evaluates the effectiveness of the plan
2i. Maintains a clean and organized Health Office
Domain 3: Communication
3a.
3b.
3c.
3d.
3e.
Communicates clearly and accurately

Trains school staff responsible for providing cares
Calls on Supervisor to get advice, counsel and to share concerns
Demonstrates flexibility and responsiveness
Provides feedback to students, families and staff
Domain 4: Professional Responsibilities

4a. Maintains accurate records and adequate documentation
4b. Performs duties as described in job description
4c. Contributes to school and district
4d. Is growing and developing professionally
4e. Demonstrates ethical and professional behavior
4f. Develops Individual Health Plans and assess implementation of the plan
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Mentor Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Relationship With New Teacher

1a. The mentor adheres to the confidentiality expectation between mentoring and evaluation.
1b. The mentor is available to the new teacher.
1c. The mentor encourages the new teacher to try new things, expand his or her teaching skills and become
actively involved with students, parents and staff.
Domain 2: Collaborative Practice
2a. The mentor utilizes reflective questioning skills to invite the new teacher to look at his or her teaching
practices with an eye for improvement.
2b. The mentor leads the new teacher into discovering solutions and answers on his or her own by asking
questions of the new teacher.
2c. The mentor engages in observing the new teachers classroom per program guidelines.
Domain 3: Active Team-Member
3a. Develops, collaborates and organizes processes for meetings, new teacher induction and mid-year
induction, seminars, and staff development offerings.
3b. Mentor utilizes and collaborates with the learning areas of curriculum, educational equity, gifted and
talented, student services, and technology.
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Teaching and Learning Lead Self-Reflection/Planning Phase

conference.
BBasic
PProficient
D Distinguished
Domain 1: Planning And Preparation

1a. Demonstrates knowledge of current trends in specialty area and professional development.
1b. Demonstrates knowledge of the districts program and levels of teacher skill in delivering that program.
1c. Establishes goals for the instructional support program appropriate to the setting and the teachers served.
1d. Demonstrates knowledge of resources, both within and beyond the school and district.
1e. Planning the instructional support program, integrated with the district and school program.
1f. Developing a plan to evaluate the instructional support program.
Domain 2: The Environment
2a. Creating an environment of trust and respect.
2b. Establishing an environment of trust and respect.
2c. Establishing clear procedures for teachers to gain access to instructional support.
2d. Establishing and maintaining norms of behavior for professional interactions.
2e. Organizing physical space for workshops or training.
Domain 3: Delivery Of Service
3a.
3b.
3c.
3d.
3e.
Collaborating with teachers in the design of instructional units and lessons.

Engaging teachers in learning new instructional skills.
Sharing expertise with staff.
Locating resources for teachers to support instructional improvement.
Demonstrating flexibility and responsiveness.
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Peer Coach/Q-Comp Coordinator

Self-Reflection/Planning Phase
Carefully reflect on your teaching performance in all four domains. Complete the Self-Assessment by using the appropriate
rubrics showing levels of performance. Be prepared to discuss your performance in all domains during your beginning of the year
planning conference.
BBasic
PProficient
D Distinguished

1a.
1b.
1c.
1d.
1e.
1f.
Demonstrating knowledge of current trends in specialty area (coaching) and professional development
Demonstrating knowledge of the districts Q-Comp Program
Establishing goals for professional development appropriate to the setting and staff served
Demonstrating knowledge of resources available within the school district and community
Demonstrating knowledge of differentiated mentoring
Planning for use of conferencing techniques to promote reflection and thinking, including: cognitive
coaching, questioning, wait time, paraphrasing
2a. Creating an environment of respect and rapport
2b. Establishing a culture of ongoing instructional/professional improvement
2c. Establishing clear procedures for staff to gain access to instructional/professional support
2d. Establishing and maintaining norms of behavior for professional interactions
Domain 3: Delivery of Service
3a. Communication: oral and written language
3b. Conferencing techniques to promote reflection and thinking, including: cognitive coaching,
questioning, wait time, paraphrasing
3c. Procedures: Scheduling and follow-up
3d. Observation data collection
3e. Use of differentiated mentoring
4a. Reflecting on practice
4b. Maintaining accurate records
4c. Coordinating work with other professionals
4d. Participating in a professional community
4e. Engaging in professional development
4f. Demonstrating professional integrity and confidentiality
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Student Achievement Goal and Professional Growth Plan

Based on your self-reflection, previous assessments of students academic performance, and your district essential standards, please
identify the professional growth goal your have selected for this academic year. The goal must be approved by your peer coach (or
administrator for probationary teachers). The goal must be aligned to a PLC and/or specific site goal. This form is discussed at the
annual fall planning conference.
Teacher__________________________________
1.
Site______________________________
SMART Student Achievement Goal (see SMART Goal Worksheet if necessary):

Goal must explicitly state the baseline data and the targeted level of achievement.
Goal must explicitly state whose progress will be assessed.
Goal must explicitly state what measurement will be used to assess progress.
Goal Statement
2.
3.
Action Plan (Steps and timelines to achieve goal):
What professional development will you and your PLC need to support you?
How will you measure your professional growth?
What is your timeline for implementation?
Please identify the specific Danielson Domain(s) you have selected for this years observation cycle:
__________________________
Teacher Signature
_____________________
Date
__________________________
Peer Coach (Tenured)
_____________________
Date
__________________________
Administrator (Probationary)
______________________
Date
122

Q Comp
Application
ED # 02382-01
OBSERVATION FORMS
123

Q Comp
Application
ED # 02382-01
Pre/Post Observation Conference Form

Teacher:
Site:
Date:
Instructional Planning
To be completed by the teacher before an observation.
Briefly describe important aspects of the learning
environment that the observer needs to know in advance:
student situations, developmental process, etc.
Reflection
To be completed by the teacher after the observation.
Were there environmental factors that affected todays lesson?
If so, how?
2.
What are your objectives for the lesson? What will you do
for students who already know the material?
In general, how successful was the lesson? Did students learn

what you intended them to learn?
3.
How does this lesson relate to:

a. Bloomingtons Essential Standards (classroom teacher)?
What are your next steps? What will you use from todays
lesson to inform future instruction based on your assessment of
student learning and the curricular expectations (content,
pacing, etc)?
1.
b. Instruction that has occurred over the last few

weeks/months?
c. Work over the next few weeks?

4.
6.
What activities will your students be doing?
Comment on the implementation and delivery of the strategies

selected for the observation. Did you depart from your plan,
and if so, how and why?
5. How will you assess student learning? What will you

do for students who do not learn the material?
What evidence of student understanding did you gather from

this lesson? In examining examples of student work, what do
those samples reveal about the students level of engagement
and understanding?
Which domains would you like the observer to focus on in

support of your yearly goals?
Were you satisfied with your performance in the selected

domains?
124

Q Comp
Application
ED # 02382-01
Bloomington Public Schools

TENURED Classroom Teacher Peer Observation FORM
a) Teachers plan displays understanding of individual student differences and the plan reflects this knowledge.
b)
Teacher goals are valuable, connected to standards, measurable, relevant to students lives, and communicates importance of goal in
plan.
c)
Teacher is fully aware of curriculum and standards, uses building and district resources and displays knowledge of how to gain
necessary access.
d)
Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent organization.
e)
Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals and groups.
Summary Rating (U, B, P, or D)

a)
Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times. Students display
respect for the teacher. Student interactions display respect and politeness.
b)
Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to complete high quality
work, and there is an environment of high expectation for student achievement.
c)
There is organization, smooth transition, orderliness in the classroom, and all students are on task.
d)
There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or student behavior is
appropriate.
e)
The classroom is safe and arrangement enhances the lesson and use of equipment.
a)
The teachers instructional goals and assessment procedures are clearly stated and appropriate. Teachers use of
grammar/language is correct.
b)
The teacher displays high quality questioning skills that generate classroom discussion engaging all students.
c)
The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
d)
Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities for more
specific feedback.
e)
Teacher adjusts the lesson if needed, uses more than one strategy, and accommodates students.
125

Q Comp
Application
ED # 02382-01

TENURED Special Education OBSERVATION FORM
a)
Teachers plan displays solid content knowledge and pedagogical practices that reflect current research and best practice
and anticipates some student misconceptions.
b) Teachers plan displays understanding of individual student differences and the plan reflects this knowledge.
c)
Teacher goals are valuable, connected to standards, measurable, relevant to students lives, and communicates importance
of goal in plan.
d) Teacher is fully aware of curriculum and standards, uses building and district resources and displays knowledge of how to
gain necessary access.
e)
Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent
organization.
f)
Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals and
groups.

a)
Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times.
Students display respect for the teacher. Student interactions display respect and politeness.
b) Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to complete
c)
There is organization, smooth transition, orderliness in the classroom, and all students are on task.
d) There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or student
e)
The classroom is safe and arrangement enhances the lesson and use of equipment.
a)
The teachers instructional goals and assessment procedures are clearly stated and appropriate. Teachers use of
b) The teacher displays high quality questioning skills that generate classroom discussion engaging all students.
c)
d) Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities for
more specific feedback.
e)
Teacher adjusts the lesson if needed, uses more than one strategy, and accommodates students.

126

Q Comp
Application
ED # 02382-01

TENURED Occupational Therapist OBSERVATION FORM
a) OT displays solid content knowledge and practices that reflect current research and best practice but does not anticipate
student difficulties.
b) OT displays understanding of typical student differences and recognizes the value of this knowledge.
c) OT goals are valuable, connected to the normal motor/sensory development, clearly stated, suitable for each students needs,
involve several modalities and display opportunities for integration.
d) OT is fully aware of building and district resources and displays knowledge of how to gain necessary access.
e) Activities are suitable for students, supported by appropriate materials, and show consistent organization.
f) Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both individuals
and groups.

a) OT interactions display appropriate warmth and caring. Therapist maintains appropriate boundaries at all times. Students
display respect for the therapist. Student interactions display respect and politeness.
b) OT conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality work, and
there is an environment of high expectation for student achievement.
c) There is organization, smooth transition, orderliness in the classroom, good time management, and all students are on task.
d) There are clear expectations. The therapist is alert and incidents are dealt with respectfully, or student behavior is
appropriate.
e) The environment is safe and arrangement enhances the lesson and use of equipment.

a)
The OTs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
b) The OT displays high quality questioning and discussion skills that engage all participants.
c)
The lesson, activities, and content are appropriate and their structure succeeds in engaging students and meeting IEP goals
and objectives.
d) Feedback is of consistent high quality and is provided in a timely manner to all students.
e)
OT monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
repertoire of strategies.
127

Q Comp
Application
ED # 02382-01

TENURED Speech-Language Pathologist OBSERVATION
a) Ed. SLP displays solid content knowledge and practices that reflect current research and best practice but does not anticipate
b) Ed. SLP displays understanding of typical student differences and recognizes the value of this knowledge.
c) Ed. SLP goals are valuable, connected to the normal communication development, clearly stated to students, suitable for most
students needs, and display opportunities for carryover of skills.
d) Activities are suitable for students, supported by appropriate materials, and show consistent organization.
e) Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both individuals and
groups.

a) Ed. SLP interactions display appropriate warmth and caring. Ed. SLP maintains appropriate boundaries at all times. Students
display respect for the Ed. SLP. Student interactions display respect and politeness.
b) Ed. SLP conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality work, and
c) There is organization, smooth transition, orderliness in the classroom, and all students are on task.
d) There are clear expectations. The teacher is alert and incidents are dealt with respectfully, or student behavior is appropriate.
a) The Ed. SLPs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
b) The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
c) Feedback is of consistent high quality and is provided in a timely manner to all students.
d) Ed. SLP monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
128

Q Comp
Application
ED # 02382-01

TENURED School Counselor OBSERVATION FORM
a) Counselor possesses a clear understanding of students and uses this to assist individuals.
b) Counselor displays a clear knowledge base of options and serves individual students well.
c) Counselor displays thorough testing knowledge and skilled use of data and technology.
d) Counselor displays thorough legal knowledge, serves individual and family rights well, and is effective in practice.
e) Counselor plans services with a full awareness of professional standards in mind.

a) Counselor interactions display warmth and caring within the appropriate boundaries.
b) Counselor displays thorough competencies with time management, priority setting, handling emergencies, and flexibility.
c) Counselor displays a thorough knowledge and use of clerical and support services personnel.
a) Counselor is skilled in collecting important information from interviews and makes counseling decisions.
b) Counselor consistently meets the needs that arise during crises.
c) Counselor is skilled in helping students do self-assessment and recognizes the best times to do so.
d) Counselor is skilled in recognizing student needs and connects students to appropriate options.
129

Q Comp
Application
ED # 02382-01

TENURED School Psychologist OBSERVATION FORM

a) Appropriately incorporates a wide range of assessment instruments, procedures and techniques.
b) Assessments include appropriate elaboration for the understanding of others.
c) Generally conducts assessments in a timely manner.

a) Shows good general knowledge of most psychological principles and demonstrates expertise in a specific area.
b) Actively involved in developing pre-referral interventions in the student support team.
c) Frequently seeks out information from appropriate school staff.
d) Generally utilizes or makes appropriate referrals to district programs and community resources.
e) Frequently contributes to the total school program.
f) Conducts good quality research that makes a significant impact.
g) Contributes significantly to in-service training programs and presentations.

a) Frequently provide individual or group support to special education students and/or parents.
b) Consistently involved in providing appropriate crisis intervention.
c) Frequently participate in the development and implementation of intervention programs.
130

Q Comp
Application
ED # 02382-01

TENURED Media Director OBSERVATION FORM
a) Consults with teachers to develop an integrated media curriculum.
b) Develops and promotes curriculum-related activities that are engaging for students and correspond to the information literacy curriculum.
c) Initiates meetings with teachers to plan for integration with upcoming classroom curriculum units.
d) Demonstrates willingness to helping students acquire information-processing skills.
e) Uses displays, signage, and engaging promotional activities to help students use and appreciate reading materials.
f) Shows evidence of awareness of current trends and research by their application within the media center environment.

a) Consistently helps teachers in selecting resources, creates bibliographies, and shows knowledge of curriculum-related resources.
b) Uses local resources and electronic methods and resources to expand information access.
c) Models and promotes the professional commitment to intellectual freedom and other intellectual property concerns.
d) Promotes and encourages ways to connect with agencies and create partnerships with the larger learning community.
e) Promotes an environment that allows for flexible use and access to media facilities and resources.
f) Takes leadership in planning for improved media center and school facilities.
g) Develops policies, procedures and practices pertaining to legal and ethical media-related issues, and communicates this information to the
staff and others who should have knowledge of it.
h) Develops a media center that is well organized and expectations are set for orderly student behavior.
i) Within budgetary constraints, works with teachers to select materials that support the curriculum. Selects materials that promote reading for
pleasure. Weeds regularly to maintain a current collection.
j) Follows district selection policy and questioned materials policy. Supports intellectual freedom rights of the school community.
k) Actively approaches patrons. Provides dependable reference service using a variety of media.

a) Develops and evaluates short and long-range plans for the media program based on data gathered and input from staff and students.
b) Works in collaboration with district and site committees to develop media programs budgets.
c) Understands and administers the building media budget responsibly and efficiently.
d) Demonstrates a consistent system for the acquisition, processing, organization, maintenance, circulation, and inventory of resources.
e) Trains and supervises media center personnel and volunteers.
f) Annually evaluates the media program using the district media program evaluation tool.
g) Coordinates the maintenance of equipment and maintains clear and accurate records of all equipment and repairs.
h) Promotes and explains the media program to students and staff.
i) Serves on building and district committees and task forces to provide needed information regarding media needs and how media can contribute
to the focus of the committee.
j) Conducts a self-reflection process and participates in relevant professional development opportunities.
k) Contributes constructively to district and building media and technology-related committees, and reports actions of those committees back to
the building staff.
l) Is a member of MEMO or other professional media organization and maintains knowledge of the profession through journals, listservs or other
professional resources.
131

Q Comp
Application
ED # 02382-01

TENURED Social Worker OBSERVATION FORM
a)
SW displays thorough knowledge of issues involved in the social and emotional development of students and uses this
knowledge to directly impact work with students.
b) SW displays a thorough understanding and knowledge of students emotions, problems, IEP goals and development.
She/he formulates appropriate interventions.
c) SW displays a thorough knowledge of group practice strategies and how to use appropriate engagement and group work
skills to facilitate the group process.
d) SW is active when crises occur, displaying thorough knowledge of appropriate crisis strategies, actively contributes to
problem solving and developing post crisis planning designed to minimize future crises.
e) SW displays a solid knowledge of community resources and policies, demonstrates a thorough understanding of the
referral process and is able to coordinate an appropriate referral independently.

a)
SW establishes rapport and develops effective working relationships with a wide variety of students.
b) SW communicates with parents in a sensitive and timely manner and establishes an effective working relationship with
parents.
c) SW communicates clearly and in a timely manner to staff and contributes helpful ideas/approaches.
d) SW is flexible and responsive to the team, is an effective member of the team and respects other team members.

a)
SW demonstrates a thorough and accurate understanding of the different components of the evaluation process, including
test selection, and state mandated eligibility criteria, the due process timelines, and the components of the written
evaluation reports.
b) SW is consistently able to develop, implement and monitor an IEP in accordance to the due process rules and regulations.
c)
Special Education meetings are consistently coordinated, organized and facilitated in a manner that provides a
respectful/professional atmosphere for all team members.
132

Q Comp
Application
ED # 02382-01

Licensed School Nurse OBSERVATION FORM
Demonstrates knowledge of immunization requirements
Demonstrates knowledge of communicable diseases
Demonstrates knowledge of health resources
Demonstrates knowledge of special education population
Demonstrates the ability to perform independent healthcare assessments based on job description and educational
background
1f. Demonstrates the ability to perform hearing and vision screening
Summary Rating: (U,B, P, or D)
1a.
1b.
1c.
1d.
1e.

3a. Communicates clearly and accurately
3b. Trains school staff responsible for providing cares
3c. Calls on Supervisor to get advice, counsel and to share concerns
3d. Demonstrates flexibility and responsiveness
3e. Provides feedback to students, families and staff
133

Q Comp
Application
ED # 02382-01

TENURED MENTOR OBSERVATION FORM
Domain 1: RELATIONSHIP WITH NEW TEACHER
a)
The mentor adheres to the confidentiality expectation between mentoring and evaluation.
b) The mentor is available to the new teacher.

c)
The mentor encourages the new teacher to try new things, expand his or her teaching skills and become actively involved
with students, parents and staff.
Domain 2 : COLLABORATIVE PRACTICE

a)
The mentor utilizes reflective questioning skills to invite the new teacher to look at his or her teaching practices with an
eye for improvement.
b) The mentor leads the new teacher into discovering solutions and answers on his or her own by asking questions of the
new teacher.
c) The mentor engages in observing the new teachers classroom per program guidelines.
Domain 3: ACTIVE TEAM-MEMBER

a)
The mentor develops, collaborates and organizes processes for meetings, new teacher induction and mid-year induction,
seminars, and staff development offerings.
b) The mentor utilizes and collaborates with the learning areas of curriculum, educational equity, gifted and talented,
student services, and technology.
134

Q Comp
Application
ED # 02382-01

TENURED Teaching and Learning Lead OBSERVATION FORM
Domain 1: PLANNING AND PREPARATION
a)
Demonstrates knowledge of current trends in specialty area and professional development.
b) Demonstrates knowledge of the districts program and levels of teacher skill in delivering that program.
c) Establishes goals for the instructional support program appropriate to the setting and the teachers served.
d) Demonstrates knowledge of resources, both within and beyond the school and district.
e)
Planning the instructional support program, integrated with the district and school program.
f)
Developing a plan to evaluate the instructional support program.
Domain 2: THE ENVIRONMENT

a)
Creating an environment of trust and respect.
b) Establishing an environment of trust and respect.

c) Establishing clear procedures for teachers to gain access to instructional support.
d) Establishing and maintaining norms of behavior for professional interactions.
e)
Organizing physical space for workshops or training.
Domain 3: DELIVERY OF SERVICE

a)
b)
c) Sharing expertise with staff.

d) Locating resources for teachers to support instructional improvement.
e)
135

Q Comp
Application
ED # 02382-01

Peer Coach/Q-Comp Coordinator Observation FORM
a. Demonstrating knowledge of current trends in specialty area (coaching) and professional development
b. Demonstrating knowledge of the districts Q-Comp Program
c. Establishing goals for professional development appropriate to the setting and staff served
d. Demonstrating knowledge of resources available within the school district and community
e. Demonstrating knowledge of differentiated mentoring
f. Planning for use of conferencing techniques to promote reflection and thinking, including: cognitive coaching,
a. Creating an environment of respect and rapport

b. Establishing a culture of ongoing instructional/professional improvement
c. Establishing clear procedures for staff to gain access to instructional and professional support
d. Establishing and maintaining norms of behavior for professional interactions
a. Communication: oral and written language

b. Conferencing techniques to promote reflection and thinking, including: cognitive coaching,
c. Procedures: Scheduling and follow-up
d. Observation data collection
e. Use of differentiated mentoring
a. Reflecting on practice
b. Maintaining accurate records
c. Coordinating work with other professionals
d. Participating in a professional community
e. Engaging in professional development
f. Demonstrating professional integrity and confidentiality
136

Q Comp
Application
ED # 02382-01
Observation Summary
(Completed by Peer Coach or Administrator after each observation)
(Attach Completed Observation Form and Forward to Personnel File)
Activity/lesson observed:
Evidence of stated objectives and selected Domain(s):
Evidence of professional development toward stated student achievement or professional growth goal:
Summary Comments
Things that appear to be working well:
Discussion of areas for growth:
Teacher completed the pre/post reflection forms.

Teacher Signature ___________________________ Date___________________
Indicates the information has been shared in a post-conference; it does not necessarily mean agreement with
the information on this form.
Peer Coach Signature ________________________ Date ___________________

(If applicable)
Administrator Signature ______________________ Date ___________________
(If applicable)
137

Q Comp
Application
ED # 02382-01
SUMMATIVE REPORTS AND FORMS
138

Q Comp
Application
ED # 02382-01
Classroom Teacher Summative Report

Instructions: For area selected in the teachers Professional Growth Plan, indicate whether proficiency was obtained.
Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
Domain 1: Designing Knowledge Work
a) Teacher's plan displays solid content knowledge and pedagogical practices that reflect current research and best
practice and anticipates some student misconceptions.
b) Teachers plan displays understanding of individual student differences and the plan reflects this knowledge
c) Teacher goals are valuable, connected to standards, measurable, relevant to students lives, and communicates
importance of goal in plan.
d) Teacher is fully aware of curriculum and standards, uses building and district resources and displays knowledge of
how to gain necessary access.
e) Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent
organization.
f) Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals
and groups.
a) Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times.
Students display respect for the teacher. Student interactions display respect and politeness.
b) Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to
complete high quality work, and there is an environment of high expectation for student achievement.
d) There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or
student behavior is appropriate.
e) The classroom is safe and arrangement enhances the lesson and use of equipment.
a) The teachers instructional goals and assessment procedures are clearly stated and appropriate. Teachers use of
b) The teacher displays high quality questioning skills that generate classroom discussion engaging all
students.
c) The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
d) Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities
for more specific feedback.
e) Teacher adjusts the lesson if needed, uses more than one strategy, and accommodates students.
a) Teacher clearly describes how a lesson met its goals by giving specific examples, and describes how adjustments will
be made for the future.
b) The teachers record keeping is highly effective and the tracking system is kept up to date.
c) Teacher provides frequent information to parents and has found successful approaches beyond the minimum expected.
d) Teacher is supportive and cooperative with others and readily volunteers services at building and/or district levels.
e) Teacher seeks out professional development opportunities and regularly shares with others.
f) Teacher successfully models the ethical conduct values, displays strong collaboration and teaming skills, and displays
appropriate attendance.
139

Q Comp
Application
Has the teacher met the requirements of the Professional Growth Plan?
Yes
ED # 02382-01
No
Please identify areas for continued growth or improvement for next year:
Teacher Comments:
Peer Coach, Principal, or Supervisor Comments:
Teacher Signature (indicates receipt of information)
Peer Coach, Principal, or Supervisor Signature
Date:
Date:
140

Q Comp
Application
ED # 02382-01
Speech-Language Pathologist Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. Ed. SLP displays solid content knowledge and practices that reflect current research and best practice but does not
anticipate student difficulties.
1b. Ed. SLP displays understanding of typical student differences and recognizes the value of this knowledge.
1c. Ed. SLP goals are valuable, connected to the normal communication development, clearly stated to students, suitable
for most students needs, and display opportunities for carryover of skills.
1d. Activities are suitable for students, supported by appropriate materials, and show consistent organization.
1e. Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both
2a. Ed. SLP interactions display appropriate warmth and caring. Ed. SLP maintains appropriate boundaries at all times.
Students display respect for the Ed. SLP. Student interactions display respect and politeness.
2b. Ed. SLP conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high
2c. There is organization, smooth transition, orderliness in the classroom, good time management, and all students are on
task.
2d. There are clear expectations. The teacher is alert and incidents are dealt with respectfully, or student behavior is
appropriate.
3a. The Ed. SLPs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
3b. The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
3c. Feedback is of consistent high quality and is provided in a timely manner to all students.
3d. Ed. SLP monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and
uses a repertoire of strategies.
Yes
No
Teacher Comments:
Date:
Date:
141

Q Comp
Application
ED # 02382-01
Occupational Therapist Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. OT displays solid content knowledge and practices that reflect current research and best practice but does not
anticipate student difficulties.
1b. OT displays understanding of typical student differences and recognizes the value of this knowledge.
1c. OT goals are valuable, connected to the normal motor/sensory development, clearly stated, suitable for each students
needs, involve several modalities and display opportunities for integration.
1d. OT is fully aware of building and district resources and displays knowledge of how to gain necessary access.
1e. Activities are suitable for students, supported by appropriate materials, and show consistent organization.
1f. Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both
2a. OT interactions display appropriate warmth and caring. Therapist maintains appropriate boundaries at all times.
Students display respect for the therapist. Student interactions display respect and politeness.
2b. OT conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality
2c. There is organization, smooth transition, orderliness in the classroom, good time management, and all students are on
task.
2d. There are clear expectations. The therapist is alert and incidents are dealt with respectfully, or student behavior is
appropriate.
3a. The OTs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
3b. The OT displays high quality questioning and discussion skills that engage all participants.
3c. The lesson, activities, and content are appropriate and their structure succeeds in engaging students and meeting IEP
goals and objectives.
3d. Feedback is of consistent high quality and is provided in a timely manner to all students.
3e. OT monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses
a repertoire of strategies.
Yes
No
Teacher Comments:
Date:
Date:
142

Q Comp
Application
ED # 02382-01
Counselor Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. Counselor possesses a clear understanding of students and uses this to assist individuals.
1b. Counselor displays a clear knowledge base of options and serves individual students well.
1c. Counselor displays thorough testing knowledge and skilled use of data and technology.
1d. Counselor displays thorough legal knowledge, serves individual and family rights well, and is effective in practice.
1e. Counselor plans services with a full awareness of professional standards in mind.
Domain 2: Creating A Support Service Environment
2a. Counselor interactions display warmth and caring within the appropriate boundaries.
2b. Counselor displays general skills of time management, priority setting, handling emergencies, and flexibility.
2c. Counselor displays a thorough knowledge and use of clerical and support services personnel.
2d. Counselor builds productive relationships and communicates effectively.
3a. Counselor is skilled in collecting important information from interviews and makes counseling decisions.
3b. Counselor consistently meets the needs that arise during crises.
3c. Counselor is skilled in helping students do self-assessment and recognizes the best times to do so.
3d. Counselor is skilled in recognizing student needs and connects students to appropriate options.
Yes
No
Teacher Comments:
Date:
Date:
143

Q Comp
Application
ED # 02382-01
Social Worker Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. SW displays thorough knowledge of issues involved in the social and emotional development of students and uses this
knowledge to directly impact work with students.
1b. SW displays a thorough understanding and knowledge of students emotions, problems, IEP goals and development.
She/he formulates appropriate interventions.
1c. SW displays a thorough knowledge of group practice strategies and how to use appropriate engagement and group
work skills to facilitate the group process.
1d. SW is active when crises occur, displaying thorough knowledge of appropriate crisis strategies, actively contributes to
problem solving and developing post crisis planning designed to minimize future crises.
1e. SW displays a solid knowledge of community resources and policies, demonstrates a thorough understanding of the
referral process and is able to coordinate an appropriate referral independently.
2a. SW establishes rapport and develops effective working relationships with a wide variety of students.
2b. SW communicates with parents in a sensitive and timely manner and establishes an effective working relationship with
parents.
2c. SW communicates clearly and in a timely manner to staff and contributes helpful ideas/approaches.
2d. SW is flexible and responsive to the team, is an effective member of the team and respects other team members.
3a. SW demonstrates a thorough and accurate understanding of the different components of the evaluation process,
including test selection, and state mandated eligibility criteria, the due process timelines, and the components of the
written evaluation reports.
3b. SW is consistently able to develop, implement and monitor an IEP in accordance to the due process rules and
regulations.
3c. Special Education meetings are consistently coordinated, organized and facilitated in a manner that provides a
Yes
No
Teacher Comments:
Date:
Date:
144

Q Comp
Application
ED # 02382-01
School Psychologist Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. Frequently maintains confidentiality in written reports and oral communication.
1b. Generally adheres to ethical standards and professional practices in school psychology.
1c. Consistently accepts appropriate direction or feedback.
1d. Generally seeks supervision or feedback appropriately.
2a. Appropriately incorporates a wide range of assessment instruments, procedures and techniques.
2b. Assessments include appropriate elaboration for the understanding of others.
2c. Generally conducts assessments in a timely manner.
3a. Shows good general knowledge of most psychological principles and demonstrates expertise in a specific area.
3b. Actively involved in developing pre-referral interventions in the student support team.
3c. Frequently seeks out information from appropriate school staff.
3d. Generally utilizes or makes appropriate referrals to district programs and community resources.
3e. Frequently contributes to the total school program.
3f. Conducts good quality research that makes a significant impact.
3g. Contributes significantly to in-service training programs and presentations.
4a. Frequently provide individual or group support to special education students and/or parents.
4b. Consistently involved in providing appropriate crisis intervention.
4c. Frequently participate in the development and implementation of intervention programs.
Yes
No
Teacher Comments:
Date:
Date:
145

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Application
ED # 02382-01
Mentor Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
Domain 1: Relationship With New Teacher
1a. The mentor closely adheres to the confidentiality expectation between mentoring and evaluation. Topics and
discussion from mentoring sessions are not shared with other staff or administration. Classroom observation notes
become sole property of the new teacher following reflective conferences.
1b. The mentor is available to the new teacher. The mentor initiates several contacts with the new teacher.
1c. The mentor encourages the new teacher to try new things, expand his or her teaching skills and become actively
involved with students, parents and staff. The mentor models a positive attitude toward the school, the district and the
community at large. The encouragement to succeed is genuine.
Domain 2: Collaborative Practice
2a. The mentor asks questions to clarify the actions of the new teacher. The mentor utilizes reflective questioning skills to
invite the new teacher to look at his or her teaching practices with an eye for improvement.
2b. The mentor leads the new teacher into discovering solutions and answers on his or her own by asking questions of the
new teacher. The mentor may suggest several ideas or possible solutions to the new teacher.
2c. The mentor engages in observing the new teachers classroom per program guidelines. The mentor provides positive
peer coaching feedback that is specific and evidence based in a timely manner. The feedback is reinforcing Best
Practices and includes reflective questions centered on areas for improvement.
Domain 3: Active Team-Member
3a. Mentor is fully involved in collaborative planning and preparation of meetings, inductions, seminars, and staff
development offerings.
3b. The mentor works collaboratively with the learning areas to provide training, information, and support for new
teachers.
Yes
No
Teacher Comments:
Date:
Date:
146

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Application
ED # 02382-01
Media Director Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. Consults with teachers to develop an integrated media curriculum.
1b. Develops and promotes curriculum-related activities that are engaging for students and correspond to the information
literacy curriculum.
1c. Initiates meetings with teachers to plan for integration with upcoming classroom curriculum units.
1d. Demonstrates willingness to helping students acquire information-processing skills.
1e. Uses displays, signage, and engaging promotional activities to help students use and appreciate reading materials.
1f. Develops tools and methods to help staff develop their knowledge and skills in using media technologies and resources.
1g. Shows evidence of awareness of current trends and research by their application within the media center environment.
2a. Consistently helps teachers in selecting resources, creates bibliographies, and shows knowledge of curriculum-related
resources.
2b. Uses local resources and electronic methods and resources to expand information access.
2c. Models and promotes the professional commitment to intellectual freedom and other intellectual property concerns.
2d. Promotes and encourages ways to connect with agencies and create partnerships with the larger learning community.
2e. Promotes an environment that allows for flexible use and access to media facilities and resources.
2f. Takes leadership in planning for improved media center and school facilities.
2g. Develops policies, procedures and practices pertaining to legal and ethical media-related issues, and communicates this
information to the staff and others who should have knowledge of it.
2h. Develops a media center that is well organized and expectations are set for orderly student behavior.
2i. Within budgetary constraints, works with teachers to select materials that support the curriculum. Selects materials that
promote reading for pleasure. Weeds regularly to maintain a current collection.
2j. Follows district selection policy and questioned materials policy. Supports intellectual freedom rights of the school
community.
2k. Actively approaches patrons. Provides dependable reference service using a variety of media.
3a. Develops and evaluates short and long-range plans for the media program based on data gathered and input from staff
and students.
3b. Works in collaboration with district and site committees to develop media programs budgets.
3c. Understands and administers the building media budget responsibly and efficiently.
3d. Demonstrates a consistent system for the acquisition, processing, organization, maintenance, circulation, and inventory
of resources.
3e. Trains and supervises media center personnel and volunteers.
3f. Annually evaluates the media program using the district media program evaluation tool.
3g. Coordinates the maintenance equipment and maintains clear and accurate records of all equipment and repairs.
3h. Promotes and explains the media program to students and staff.
3i. Serves on building and district committees and task forces to provide needed information regarding media needs and
how media can contribute to the focus of the committee.
3j. Conducts a self-reflection process and participates in relevant professional development opportunities.
3k. Contributes constructively to district and building media and technology-related committees, and reports actions of
those committees back to the building staff.
3l. Is a member of MEMO or other professional media organization and maintains knowledge of the profession through
journals, listservs or other professional resources.
147

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Yes
ED # 02382-01
No
Teacher Comments:
Date:
Date:
148

Q Comp
Application
ED # 02382-01
Licensed School Nurse Summative Report

Instructions: For area selected in the teachers Professional Growth plan, indicate whether proficiency was obtained.
Teacher:
Site:
1a.
1b.
1c.
1d.
1e.
1f.
Date:
BBasic
PProficient
D Distinguished

Demonstrates knowledge of immunization requirements
Demonstrates knowledge of communicable diseases
Demonstrates knowledge of health resources
Demonstrates knowledge of special education population
Demonstrates the ability to perform independent healthcare assessments based on job description and educational
background
Demonstrates the ability to perform hearing and vision screening

3a.
3b.
3c.
3d.
3e.
Communicates clearly and accurately

Trains school staff responsible for providing cares
Calls on Supervisor to get advice, counsel and to share concerns
Demonstrates flexibility and responsiveness
Provides feedback to students, families and staff

Yes
No
149

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ED # 02382-01
Teacher Comments:
Date:
Date:
150

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ED # 02382-01
Teaching and Learning Lead Summative Report

Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. Demonstrates thorough knowledge in specialty area and trends in professional development
1b. Demonstrates thorough knowledge of the districts program and teacher skill in delivering that program.
1c. Leads goals for the instructional support program are clear and suitable to the situation and the needs of the staff.
1d. Is fully aware of resources available in the district for teachers to advance their skills.
1e. Leads plan is well designed to support teachers in the improvement of their skills.
1f. Leads plan to evaluate the instructional support program is organized around clear goals and the collection of evidence
to indicate the degree to which the goals have been met.
2a. Relationships with the Lead are respectful, with some contacts initiated by teachers.
2b. Lead promotes a culture of professional inquiry in which teachers seek assistance in improving their instructional
skills.
2c. Lead has established clear procedures for teachers to use in gaining access to support.
2d. Lead has established clear norms of mutual respect for professional interaction.
2e. Lead makes good use of the physical environment, resulting in engagement of all participants in the workshop
activities.
Domain 3: Delivery Of Service
3a. Lead initiates collaboration with classroom teachers in the design of instructional lessons and units.
3b. All teachers are engaged in acquiring new instructional skills.
3c. The quality of the Leads model lessons and workshops is uniformly high and appropriate to the needs of the teachers
being served.
3d. Lead locates resources for instructional improvement for teachers when asked to do so.
3e. Lead makes revisions to the support program when needed.
Yes
No
Teacher Comments:
Date:
Date:
151

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ED # 02382-01
Peer Coach/Q-Comp Coordinator

Summative Report
Teacher:
Site:
Date:
BBasic
PProficient
D Distinguished
1a. Demonstrating knowledge of current trends in specialty area (coaching) and professional development
1b. Demonstrating knowledge of the districts Q-Comp Program
1c. Establishing goals for professional development appropriate to the setting and staff served
1d. Demonstrating knowledge of resources available within the school district and community
1e. Demonstrating knowledge of differentiated mentoring
1f. Planning for use of conferencing techniques to promote reflection and thinking, including: cognitive coaching,
2a. Creating an environment of respect and rapport
2b. Establishing a culture of ongoing instructional/professional improvement
2c. Establishing clear procedures for staff to gain access to instructional and professional support
2d. Establishing and maintaining norms of behavior for professional interactions
3a. Communication: oral and written language
3b. Conferencing techniques to promote reflection and thinking, including: cognitive coaching,
3c. Procedures: Scheduling and follow-up
3d. Observation data collection
3e. Use of differentiated mentoring
4a. Reflecting on practice
4b. Maintaining accurate records
4c. Coordinating work with other professionals
4d. Participating in a professional community
4e. Engaging in professional development
4f. Demonstrating professional integrity and confidentiality
Yes
No
Teacher Comments:
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ED # 02382-01
Date:
Date:
153

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ED # 02382-01
Q-Comp Compensation Form

Teacher Name: _______________________________________
ACTIVITY
A. INDIVIDUAL
STUDENT
ACHIEVEMENT
GOAL
B. OBSERVATIONS
C. SCHOOLWIDE
ACHIEVEMENT
GOAL
School year: _______________

STATUS
_________
_________
_________
Met individual student achievement goal.

Did not meet individual student achievement goal.
Did not set an individual student achievement goal.
_________
_________
Was observed three times during one academic school year and earned the required level of
proficiency.
Completed all steps of the process for each observation (pre-conference, post-conference,
lesson reflection).
Did not participate in the evaluation process or did not complete required number of observations.
_________
_________
Building met schoolwide student achievement goal.

Building did not meet schoolwide student achievement goal.
_________
Attended 80 percent of the PLC team meetings or obtaine and became familiar with the materials
from any missed PLC meetings and complete all requirements for the next topic on time.
_________
Actively participated in setting the PLC SMART goal(s) and brought data to monitor progress
toward achieving the goal at least once per term.
_________
Researched, implemented, and evaluated a minimum of two new evidence-based practices designed
to improve student achievement or professional practice (non-classroom teachers) and shared the
results with PLC members.
_________
Brought common formative data related to instruction to the PLC with an analysis of the results at
least three times per year, and demonstrated how the results would be used to improve
instruction/student learning or professional practice (non-classroom teachers).
_________
Reported/shared the work of the PLC at least three times per year with at least one other PLC in the
building.
_________
Achieved the PLC goal in full or made progress toward the goal. Circle one: FULL PARTIAL
_________
D. PLC WORK
A, Successfully met individual student achievement goal and qualifies for performance pay in this category.
Yes
No
B. Successfully completed all observation requirements and qualifies for performance pay in this category
Yes
No
C. Building met schoolwide achievement goal and qualifies for performance pay in this category.
Yes
No
D. Successfully participated in a PLC and qualifies for performance pay in this category.
Yes
No
E. Successfully met the PLC goal and qualifies for (full - $400 or partial - $200) performance pay in this category.
Yes
No
Teacher Signature: ___________________________________________________________
Date ________________
Peer Observer Signature: ______________________________________________________
Date ________________
Principal Signature: __________________________________________________________
Date ________________
Peer Observer: Forwards original to Business Office
Copies to: Teacher, Peer Observer, Principal
154

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ED # 02382-01
PROBATIONARY TEACHER
STANDARDS OF PROFICIENCY
155

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ED # 02382-01
BLOOMINGTON PROBATIONARY TEACHER FORMATIVE ASSESSMENT

Teacher _______________________________________________ Observation Date __________________________
Administrator ___________________________________________ School ___________________________________
Class Observed _____________________________________________________________________________________
NA =Not Assessed U= Unsatisfactory B= Basic P= Proficient D= Distinguished
Year Proficiency (P) Expected (The shaded box shows the year proficiency is expected. THE EXPECTATION IS
CUMMULATIVE. CRITERIA EXPECTED IN YEAR ONE IS ALSO EXPECTED IN YEAR TWO, AND YEAR ONE
AND TWO CRITERIA IS EXPECTED IN YEAR THREE.)
DOMAIN 1: PLANNING & PREPARATION PERFORMANCE LEVEL
1a: Demonstrating Knowledge of Content Pedagogy NA U B P D
1b: Demonstrating Knowledge of Students NA U B P D
1c: Selecting Instructional Goals NA U B P D

1d: Demonstrating Knowledge of Resources NA U B P D
1e: Designing Coherent Instruction NA U B P D

1f: Assessing Student Learning NA U B P D
Comments:
DOMAIN 2: THE CLASSROOM ENVIRONMENT
2a: Creating an Environment of Respect and Rapport NA U B P D

2b: Establishing a Culture for Learning NA U B P D
2c: Managing Classroom Procedures NA U B P D

2d: Managing Student Behavior NA U B P D
2e: Organizing Students Within the Physical Space NA U B P D
Comments:
DOMAIN 3: INSTRUCTION
3a: Communicating Clearly & Accurately NA U B P D

3b: Using Questioning and Discussion Techniques NA U B P D
3c: Engaging Students in Learning NA U B P D
3d: Providing Feedback to Students NA U B P D
3e: Demonstrating Flexibility & Responsiveness NA U B P D
Comments:
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4a: Reflecting on Teaching NA U B P D
4b: Maintaining Accurate Records NA U B P D

4c: Communicating with Families NA U B P D
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4d: Contributing to School & District NA U B P D
4e: Growing & Developing Professionally NA U B P D

4f: Demonstrating Ethical & Professional Behavior NA U B P D
Comments:
Administrator Signature __________________________________________________ Date ___________________

I have been provided the opportunity to view and discuss this evaluation. Teachers have the contractual right to include
written
response to any material contained in their District personnel file.
Teacher Signature ______________________________________________________ Date ____________________
White to HR Pink to Principal Yellow to Teacher
157

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ED # 02382-01
BLOOMINGTON PROBATIONARY TEACHER FINAL EVALUATION

Teacher _______________________________________________ Observation Date __________________________
Administrator ___________________________________________ School ___________________________________
Class Observed _____________________________________________________________________________________
NA =Not Assessed U= Unsatisfactory B= Basic P= Proficient D= Distinguished
Year Proficiency (P) Expected (The shaded box shows the year proficiency is expected. THE EXPECTATION IS
CUMMULATIVE. CRITERIA EXPECTED IN YEAR ONE IS ALSO EXPECTED IN YEAR TWO, AND YEAR ONE
AND TWO CRITERIA IS EXPECTED IN YEAR THREE.)
DOMAIN 1: PLANNING & PREPARATION PERFORMANCE LEVEL
1a: Demonstrating Knowledge of Content Pedagogy NA U B P D
1b: Demonstrating Knowledge of Students NA U B P D
1c: Selecting Instructional Goals NA U B P D

1d: Demonstrating Knowledge of Resources NA U B P D
1e: Designing Coherent Instruction NA U B P D

1f: Assessing Student Learning NA U B P D
Comments:
2a: Creating an Environment of Respect and Rapport NA U B P D

2b: Establishing a Culture for Learning NA U B P D
2c: Managing Classroom Procedures NA U B P D

2d: Managing Student Behavior NA U B P D
2e: Organizing Students Within the Physical Space NA U B P D
Comments:
3a: Communicating Clearly & Accurately NA U B P D

3b: Using Questioning and Discussion Techniques NA U B P D
3c: Engaging Students in Learning NA U B P D
3d: Providing Feedback to Students NA U B P D
3e: Demonstrating Flexibility & Responsiveness NA U B P D
Comments:
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4a: Reflecting on Teaching NA U B P D
4b: Maintaining Accurate Records NA U B P D

158

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ED # 02382-01
4c: Communicating with Families NA U B P D

4d: Contributing to School & District NA U B P D
4e: Growing & Developing Professionally NA U B P D
4f: Demonstrating Ethical & Professional Behavior NA U B P D

Comments:
Recommend continued employment

Recommend non-renewal due to performance
Recommend continued employment with support
Administrator Signature __________________________________________________ Date ___________________

I have been provided the opportunity to view and discuss this evaluation. Teachers have the contractual right to include
written
response to any material contained in their District personnel file.
Teacher Signature ______________________________________________________ Date ____________________
White to HR Pink to Principal Yellow to Teacher 07/04
159

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ED # 02382-01
Rubric for Probationary Teachers

(As defined in the Charlotte Danielsons Enhancing Professional Practice: A Framework for Teaching)
U=Unsatisfactory B=Basic P=Proficient/Professional D=Distinguished
DOMAIN 1: PLANNING AND PREPARATION
1a: Demonstrating Knowledge of Content Pedagogy (Including Appropriate Educational Technologies)
U Teacher's plan makes content errors or displays little understanding of pedagogical issues involved in student learning.
B Teacher's plan displays basic content and pedagogical knowledge but cannot articulate connections or anticipate student
misconceptions.
P Teacher's plan displays solid content knowledge and pedagogical practices that reflect current research and best practice and
anticipates some student misconceptions.
D Teacher's plan displays solid content knowledge and pedagogical practices that reflect current research and best practice and
anticipates student misconceptions.
1b: Demonstrating Knowledge of Students
U Teacher's plan displays minimal knowledge of developmental age groups, learning styles, intelligences, student interests, or
cultural heritage and does not indicate that such knowledge is valuable.
B Teacher's plan displays generally some accurate knowledge of student differences but displays this for the class only as a
whole.
P Teacher's plan displays understanding of individual student differences and the plan reflects this knowledge.
D Teacher's plan displays a thorough understanding of student differences and exceptionalities, and instructional planning
reflects differentiated activities to address individual student needs.
1c: Selecting Instructional Goals (Including Appropriate Educational Technologies)
U Teacher goals are either unclear, unconnected to local standards, lack viable measurement, are not suitable for the class, or
reflect only one type of learning.
B Teacher goals are moderately valuable, connected to standards, measurable, relevant to students' lives, but teacher is unable
to communicate importance of goal.
P Teacher goals are valuable, connected to standards, measurable, relevant to students lives, involve several types of learning,
and communicate importance of goal in plan.
D Teacher goals are valuable, connected to standards, measurable, establish high expectations, relevant to students lives,
communicate importance of goal in plan, and reflect integration within or across the disciplines.
1d: Demonstrating Knowledge of Resources and Available Educational Technologies
U Teacher is unaware of curriculum and standards, or of building and District resources for teaching and assisting students.
B Teacher displays limited understanding of the curriculum and standards, or of building and District resources.
P Teacher is fully aware of curriculum and standards, uses building and District resources and displays knowledge of how to
D Teacher actively enhances the curriculum and standards by utilizing building, District, and community resources.
1e: Designing Coherent Instruction
U Learning activities are either not suitable for students, fail to connect to local and state standards, are unsupported by
materials, make poor use of time, or are chaotic in structure.
B Some activities are either unsuitable for students, uneven in progression, only partially connected to standards, or had a lapse
in structure maintenance.
P Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent
organization.
D Learning activities are highly relevant, student active, and maintain organization while allowing student choice.
1f: Assessing Student Learning
U Content and methods of assessment lack congruence with instructional goals or local standards, lack quality standards, and
appear not to be used in planning.
B Assessment methods are not clear, assess only some instructional goals, or are used to plan for the class as a whole only.
P Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals and
groups.
160

D
Q Comp
Application
ED # 02382-01
Assessment methods (rubrics, percentages, grades) are clear and will be communicated to students, are congruent with goals,
and are used to help student progress toward standards.

2a: Creating an Environment of Respect and Rapport
U Teacher interaction with at least some students is negative or inappropriate, or students display disrespect for the teacher, or
the classroom is characterized by conflict or inappropriate interactions.
B Teacher interactions are generally appropriate with occasional inconsistencies, or students exhibit only minimal respect for
the teacher, or there are no serious incidents of negative behavior among students.
P Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times. Students
display respect for the teacher. Student interactions display respect and politeness.
D Teacher interactions display genuine caring and respect for students as individuals. Students demonstrate respect beyond that
expected for a teacher. Students also show respect and care for each other.
2b: Establishing A Culture for Learning (Including Appropriate Educational Technologies)
U Teacher and/or students display negative attitude toward the content or standards, there is lack of pride in the work and a
general environment of modest expectation for student achievement.
B Teacher communicates inconsistent attitude or value for content or standards. Students invest little energy in the quality of
their work, and expectations for student achievement are inconsistent.
P Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to complete
D Students display extraordinary enthusiasm for the content, show initiative and take pride in their work, and willingly
participate in an environment with high expectations for all.
2c: Managing Classroom Procedures
U There is general management inefficiency, lack of transitions, and many students who are off task for significant periods of
time.
B There is moderate organization and transition of activities, and some examples of students off task.
P There is organization, smooth transition, orderliness in the classroom, and all students are on task.
D There is a smooth, systematic flow present even when groups are working independently. There is evidence that students are
self-directed and demonstrate responsibility, understanding, and respect for classroom operation.
2d: Managing Student Behavior
U Standards have not been established, or there is a general lack of monitoring and response to inappropriate behaviors.
B Standards are present, but seem to be unclear to students or are inconsistently enforced, or no serious behaviors were
displayed.
P There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or student
D Standards are clear and appear to have been developed in collaboration with students. Individual needs are addressed in a
respectful and preventative manner. There is a general environment of students being self-monitored and on-task.
2e: Organizing Students Within the Physical Space (Including Appropriate Educational Technologies)
U The classroom contains safety issues, or is arranged in a manner that is not suited to instructional goals or the use of
equipment, or restricts the participation of some students.
B The classroom is safe, but arrangement limits the effectiveness of lessons or the use of equipment, or restricts the
participation of some students.
P The classroom is safe and arrangement enhances the lesson and use of equipment.
D The classroom is safe and there is skillful arrangement of the room that meets the individual needs of students, and
maximizes the possibility that the lesson objectives are met.
3a: Communicating Clearly and Accurately (Including Appropriate Educational Technologies)
U The teacher's goals are confusing or use of the language is below standards.
B The teacher is able to clarify initial confusions, but use of the language may be limited or inappropriate for the students' level
of understanding.
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P
D
Q Comp
Application
ED # 02382-01
The teacher's instructional goals and assessment procedures are clearly stated and appropriate. Teacher's use of
The teacher clearly states goals and assessment procedures, anticipate students' misunderstandings, and the language enriches
the lesson.
3b: Using Questioning and Discussion Techniques

U The teacher's questioning skills are not effective, or the approach results in mere recitation, or the approach ignores many
students in the class.
B The teacher's questions promote some discussion, attempt to engage all students but are limited in results.
P The teacher displays high quality questioning skills that generate classroom discussion engaging all students.
D The teacher's questions draw students into discussion in a manner that elicits student reflection and challenges deeper student
engagement.
3c: Engaging Students in Learning (Including Appropriate Educational Technologies)
U The lesson, activities, or content are poorly structured, fail to engage students in local standards, are unsuitable for the age
group, or fail to engage learners.
B The lesson, activities, or content are inconsistent and their structure only partially engages students.
P The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
D The lesson, activities, and content link well to students' previous learning, engage all students, and provide options for student
initiative and/or choices.
3d: Providing Feedback to Students
U Feedback is not provided, is ineffective, does not help students monitor progress toward standards, or is not provided in a
timely manner.
B Feedback is of inconsistent quality, and/or lacks timeliness.
P Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities for
D Feedback is accurate, constructive, substantive, specific, timely, and provided in a manner that promotes students learning.
3e: Demonstrating Flexibility and Responsiveness
U Teacher adheres rigidly to a plan, ignores students' questions or interests, and appears to give up on students.
B Teacher attempts to adjust lessons or to accommodate students, but seems limited in strategies or is not effective in outcomes.
P Teacher adjusts the lesson if needed, uses more than one strategy, and accommodates students.
D Teacher monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
162

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ED # 02382-01
STANDARDS OF PROFICIENCY
163

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ED # 02382-01

Classroom Teacher Standards of Proficiency
Assessment and scoring criteria based on Charlotte Danielson's "Enhancing Professional Practice: A Framework for Teaching."
c) Teacher goals are valuable, connected to standards, measurable, relevant to students lives, and communicate importance of goal
in plan.
d) Teacher is fully aware of curriculum and standards, uses building and district resources and displays knowledge of how to gain
necessary access.
e) Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent organization.
f) Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals and
groups.
a) Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times. Students
b) Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to complete high
d) There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or student behavior
is appropriate.
d) Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities for more
specific feedback.
a) Teacher clearly describes how a lesson met its goals by giving specific examples, and describes how adjustments will be made for
the future.
b) The teachers record keeping is highly effective and the tracking system is kept up to date.
c) Teacher provides frequent information to parents and has found successful approaches beyond the minimum expected.
d) Teacher is supportive and cooperative with others and readily volunteers services at building and/or district levels.
e) Teacher seeks out professional development opportunities and regularly shares with others.
f) Teacher successfully models the ethical conduct values, displays strong collaboration and teaming skills, and displays appropriate
attendance.
164

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ED # 02382-01

Special Education Teacher Standards of Proficiency
a) Teachers plan displays solid content knowledge and pedagogical practices that reflect current research and best practice and
c) Teacher goals are valuable, connected to standards, measurable, relevant to students lives, and communicate importance of goal
in plan.
d) Teacher is fully aware of curriculum and standards, uses building and district resources and displays knowledge of how to gain
necessary access.
e) Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent organization.
f) Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals and
groups.
a) Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times. Students
b) Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to complete high
d) There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or student behavior
is appropriate.
d) Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities for more
specific feedback.
165

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ED # 02382-01

Occupational Therapist Standards of Proficiency
a) OT displays solid content knowledge and practices that reflect current research and best practice but does not anticipate student
difficulties.
b) OT displays understanding of typical student differences and recognizes the value of this knowledge.
c) OT goals are valuable, connected to the normal motor/sensory development, clearly stated, suitable for each students needs,
d) OT is fully aware of building and district resources and displays knowledge of how to gain necessary access.
e) Activities are suitable for students, supported by appropriate materials, and show consistent organization.
f) Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both individuals and
groups.
a) OT interactions display appropriate warmth and caring. Therapist maintains appropriate boundaries at all times. Students display
respect for the therapist. Student interactions display respect and politeness.
b) OT conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality work, and
c) There is organization, smooth transition, orderliness in the classroom, good time management, and all students are on task.
d) There are clear expectations. The therapist is alert and incidents are dealt with respectfully, or student behavior is appropriate.
a) The OTs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
b) The OT displays high quality questioning and discussion skills that engage all participants.
c) The lesson, activities, and content are appropriate and their structure succeeds in engaging students and meeting IEP goals and
objectives.
d) Feedback is of consistent high quality and is provided in a timely manner to all students.
e) OT monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a repertoire
of strategies.
166

Q Comp
Application
ED # 02382-01

Speech-Language Pathologist Standards of Proficiency
a) Ed. SLP displays solid content knowledge and practices that reflect current research and best practice but does not anticipate
b) Ed. SLP displays understanding of typical student differences and recognizes the value of this knowledge.
c) Ed. SLP goals are valuable, connected to the normal communication development, clearly stated to students, suitable for most
students needs, and display opportunities for carryover of skills.
d) Activities are suitable for students, supported by appropriate materials, and show consistent organization.
e) Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both individuals and
groups.
a) Ed. SLP interactions display appropriate warmth and caring. Ed. SLP maintains appropriate boundaries at all times. Students
display respect for the Ed. SLP. Student interactions display respect and politeness.
b) Ed. SLP conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality work, and
d) There are clear expectations. The teacher is alert and incidents are dealt with respectfully, or student behavior is appropriate.
a) The Ed. SLPs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
b) The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
c) Feedback is of consistent high quality and is provided in a timely manner to all students.
d) Ed. SLP monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
167

Q Comp
Application
ED # 02382-01

School Counselor Standards of Proficiency
a) Counselor possesses a clear understanding of students and uses this to assist individuals.
b) Counselor displays a clear knowledge base of options and serves individual students well.
c) Counselor displays thorough testing knowledge and skilled use of data and technology.
d) Counselor displays thorough legal knowledge, serves individual and family rights well, and is effective in practice.
e) Counselor plans services with a full awareness of professional standards in mind.
a) Counselor interactions display warmth and caring within the appropriate boundaries.
b) Counselor displays thorough competencies with time management, priority setting, handling emergencies, and flexibility.
c) Counselor displays a thorough knowledge and use of clerical and support services personnel.
d) Counselor builds productive relationships and communicates effectively.
a) Counselor is skilled in collecting important information from interviews and makes counseling decisions.
b) Counselor consistently meets the needs that arise during crises.
c) Counselor is skilled in helping students do self-assessment and recognizes the best times to do so.
d) Counselor is skilled in recognizing student needs and connects students to appropriate options.
168

Q Comp
Application
ED # 02382-01

School Psychologist Standards of Proficiency

a) Frequently maintains confidentiality in written reports and oral communication.
b) Generally adheres to ethical standards and professional practices in school psychology.
c) Consistently accepts appropriate direction or feedback.
d) Generally seeks supervision or feedback appropriately.
a) Appropriately incorporates a wide range of assessment instruments, procedures and techniques.
b) Assessments include appropriate elaboration for the understanding of others.
c) Generally conducts assessments in a timely manner.
a) Shows good general knowledge of most psychological principles and demonstrates expertise in a specific area.
b) Actively involved in developing pre-referral interventions in the student support team.
c) Frequently seeks out information from appropriate school staff.
d) Generally utilizes or makes appropriate referrals to district programs and community resources.
e) Frequently contributes to the total school program.
f) Conducts good quality research that makes a significant impact.
g) Contributes significantly to in-service training programs and presentations.
a) Frequently provide individual or group support to special education students and/or parents.
b) Consistently involved in providing appropriate crisis intervention.
c) Frequently participate in the development and implementation of intervention programs.
169

Q Comp
Application
ED # 02382-01

Social Worker Standards of Proficiency
a) SW displays thorough knowledge of issues involved in the social and emotional development of students and uses this knowledge
to directly impact work with students.
b) SW displays a thorough understanding and knowledge of students emotions, problems, IEP goals and development. She/he
formulates appropriate interventions.
c) SW displays a thorough knowledge of group practice strategies and how to use appropriate engagement and group work skills to
facilitate the group process.
d) SW is active when crises occur, displaying thorough knowledge of appropriate crisis strategies, actively contributes to problem
solving and developing post crisis planning designed to minimize future crises.
e) SW displays a solid knowledge of community resources and policies, demonstrates a thorough understanding of the referral
process and is able to coordinate an appropriate referral independently.
a) SW establishes rapport and develops effective working relationships with a wide variety of students.
b) SW communicates with parents in a sensitive and timely manner and establishes an effective working relationship with parents.
c) SW communicates clearly and in a timely manner to staff and contributes helpful ideas/approaches.
d) SW is flexible and responsive to the team, is an effective member of the team and respects other team members.
a) SW demonstrates a thorough and accurate understanding of the different components of the evaluation process, including test
selection, and state mandated eligibility criteria, the due process timelines, and the components of the written evaluation reports.
b) SW is consistently able to develop, implement and monitor an IEP in accordance to the due process rules and regulations.
c) Special Education meetings are consistently coordinated, organized and facilitated in a manner that provides a
170

Q Comp
Application
ED # 02382-01

Media Director Standards of Proficiency
a) Consults with teachers to develop an integrated media curriculum.
b) Develops and promotes curriculum-related activities that are engaging for students and correspond to the information literacy
curriculum.
c) Initiates meetings with teachers to plan for integration with upcoming classroom curriculum units.
d) Demonstrates willingness to helping students acquire information-processing skills.
e) Uses displays, signage, and engaging promotional activities to help students use and appreciate reading materials.
g) Shows evidence of awareness of current trends and research by their application within the media center environment.
a) Consistently helps teachers in selecting resources, creates bibliographies, and shows knowledge of curriculum-related resources.
b) Uses local resources and electronic methods and resources to expand information access.
c) Models and promotes the professional commitment to intellectual freedom and other intellectual property concerns.
d) Promotes and encourages ways to connect with agencies and create partnerships with the larger learning community.
e) Promotes an environment that allows for flexible use and access to media facilities and resources.
f) Takes leadership in planning for improved media center and school facilities.
g) Develops policies, procedures and practices pertaining to legal and ethical media-related issues, and communicates this
h) Develops a media center that is well organized and expectations are set for orderly student behavior.
i) Within budgetary constraints, works with teachers to select materials that support the curriculum. Selects materials that promote
reading for pleasure. Weeds regularly to maintain a current collection.
j) Follows district selection policy and questioned materials policy. Supports intellectual freedom rights of the school community.
k) Actively approaches patrons. Provides dependable reference service using a variety of media.
a) Develops and evaluates short and long-range plans for the media program based on data gathered and input from staff and
students.
b) Works in collaboration with district and site committees to develop media programs budgets.
c) Understands and administers the building media budget responsibly and efficiently.
d) Demonstrates a consistent system for the acquisition, processing, organization, maintenance, circulation, and inventory of
resources.
e) Trains and supervises media center personnel and volunteers.
f) Annually evaluates the media program using the district media program evaluation tool.
g) Coordinates the maintenance of equipment and maintains clear and accurate records of all equipment and repairs.
h) Promotes and explains the media program to students and staff.
i) Serves on building and district committees and task forces to provide needed information regarding media needs and how media
can contribute to the focus of the committee.
j) Conducts a self-reflection process and participates in relevant professional development opportunities.
k) Contributes constructively to district and building media and technology-related committees, and reports actions of those
committees back to the building staff.
l) Is a member of MEMO or other professional media organization and maintains knowledge of the profession through journals,
listservs or other professional resources.
171

Q Comp
Application
ED # 02382-01

Mentor Standards of Proficiency
DOMAIN 1: RELATIONSHIP WITH NEW TEACHER
1a:
1b:
1c:
The mentor adheres to the confidentiality expectation between mentoring and evaluation. P
The mentor is available to the new teacher.
with students, parents and staff.
DOMAIN 2: COLLABORATIVE PRACTICE

2a:
2b:
2c:
The mentor utilizes reflective questioning skills to invite the new teacher to look at his or her teaching practices with an eye
for improvement.
The mentor leads the new teacher into discovering solutions and answers on his or her own by asking questions of the new
teacher.
The mentor engages in observing the new teachers classroom per program guidelines.
DOMAIN 3: ACTIVE TEAM-MEMBER

3a:
3b:
Develops, collaborates and organizes processes for meetings, new teacher induction and mid-year induction, seminars, and
staff development offerings.
Mentor utilizes and collaborates with the learning areas of curriculum, educational equity, gifted and talented, student
services, and technology.
172

Q Comp
Application
ED # 02382-01

Teaching and Learning Lead Standards of Proficiency
1a:
1b:
Demonstrates knowledge of the districts program and levels of teacher skill in delivering that program.
1c:
Establishes goals for the instructional support program appropriate to the setting and the teachers served.
1d:
Demonstrates knowledge of resources, both within and beyond the school and district.
1e:
1f:
DOMAIN 2: THE ENVIRONMENT
2a:
2b:
Establishing an environment of trust and respect.
2c:
Establishing clear procedures for teachers to gain access to instructional support.
2d:
Establishing and maintaining norms of behavior for professional interactions.
2e:
DOMAIN 3: DELIVERY OF SERVICE
3a:
3b:
3c:
3d:
3e:
173

Q Comp
Application
ED # 02382-01
RUBRICS
174

Q Comp
Application
ED # 02382-01
Rubric for TENURED CLASSROOM and SPECIAL EDUCATION Teachers

1a: Demonstrating Knowledge of Content Pedagogy (Including Appropriate Educational Technologies)
U Teacher's plan makes content errors or displays little understanding of pedagogical issues involved in student learning.
B Teacher's plan displays basic content and pedagogical knowledge but cannot articulate connections or anticipate student
misconceptions.
P Teacher's plan displays solid content knowledge and pedagogical practices that reflect current research and best practice and
D Teacher's plan displays solid content knowledge and pedagogical practices that reflect current research and best practice and
anticipates student misconceptions.
1b: Demonstrating Knowledge of Students
U Teacher's plan displays minimal knowledge of developmental age groups, learning styles, intelligences, student interests, or
cultural heritage and does not indicate that such knowledge is valuable.
B Teacher's plan displays generally some accurate knowledge of student differences but displays this for the class only as a
whole.
P Teacher's plan displays understanding of individual student differences and the plan reflects this knowledge.
D Teacher's plan displays a thorough understanding of student differences and exceptionalities, and instructional planning
reflects differentiated activities to address individual student needs.
1c: Selecting Instructional Goals (Including Appropriate Educational Technologies)
U Teacher goals are either unclear, unconnected to local standards, lack viable measurement, are not suitable for the class, or
reflect only one type of learning.
B Teacher goals are moderately valuable, connected to standards, measurable, relevant to students' lives, but teacher is unable
to communicate importance of goal.
P Teacher goals are valuable, connected to standards, measurable, relevant to students lives, involve several types of learning,
and communicate importance of goal in plan.
D Teacher goals are valuable, connected to standards, measurable, establish high expectations, relevant to students lives,
communicate importance of goal in plan, and reflect integration within or across the disciplines.
1d: Demonstrating Knowledge of Resources and Available Educational Technologies
U Teacher is unaware of curriculum and standards, or of building and District resources for teaching and assisting students.
B Teacher displays limited understanding of the curriculum and standards, or of building and District resources.
P Teacher is fully aware of curriculum and standards, uses building and District resources and displays knowledge of how to
D Teacher actively enhances the curriculum and standards by utilizing building, District, and community resources.
1e: Designing Coherent Instruction
U Learning activities are either not suitable for students, fail to connect to local and state standards, are unsupported by
materials, make poor use of time, or are chaotic in structure.
B Some activities are either unsuitable for students, uneven in progression, only partially connected to standards, or had a lapse
in structure maintenance.
P Activities are suitable for students, connected to standards, supported by appropriate materials, and show consistent
organization.
D Learning activities are highly relevant, student active, and maintain organization while allowing student choice.
1f: Assessing Student Learning
U Content and methods of assessment lack congruence with instructional goals or local standards, lack quality standards, and
appear not to be used in planning.
B Assessment methods are not clear, assess only some instructional goals, or are used to plan for the class as a whole only.
P Assessment methods are clear, assess most goals, and there is evidence the results are used to plan for both individuals and
groups.
175

D
Q Comp
Application
ED # 02382-01
Assessment methods (rubrics, percentages, grades) are clear and will be communicated to students, are congruent with goals,
and are used to help student progress toward standards.

2a: Creating an Environment of Respect and Rapport
U Teacher interaction with at least some students is negative or inappropriate, or students display disrespect for the teacher, or
the classroom is characterized by conflict or inappropriate interactions.
B Teacher interactions are generally appropriate with occasional inconsistencies, or students exhibit only minimal respect for
the teacher, or there are no serious incidents of negative behavior among students.
P Teacher interactions display appropriate warmth and caring. Teacher maintains appropriate boundaries at all times. Students
D Teacher interactions display genuine caring and respect for students as individuals. Students demonstrate respect beyond that
expected for a teacher. Students also show respect and care for each other.
2b: Establishing A Culture for Learning (Including Appropriate Educational Technologies)
U Teacher and/or students display negative attitude toward the content or standards, there is lack of pride in the work and a
general environment of modest expectation for student achievement.
B Teacher communicates inconsistent attitude or value for content or standards. Students invest little energy in the quality of
their work, and expectations for student achievement are inconsistent.
P Teacher conveys consistent enthusiasm for the content and standards, students appear to accept the challenge to complete
D Students display extraordinary enthusiasm for the content, show initiative and take pride in their work, and willingly
2c: Managing Classroom Procedures
U There is general management inefficiency, lack of transitions, and many students who are off task for significant periods of
time.
B There is moderate organization and transition of activities, and some examples of students off task.
P There is organization, smooth transition, orderliness in the classroom, and all students are on task.
D There is a smooth, systematic flow present even when groups are working independently. There is evidence that students are
self-directed and demonstrate responsibility, understanding, and respect for classroom operation.
2d: Managing Student Behavior
U Standards have not been established, or there is a general lack of monitoring and response to inappropriate behaviors.
B Standards are present, but seem to be unclear to students or are inconsistently enforced, or no serious behaviors were
displayed.
P There are clear standards. The teacher is alert to all behavior. Incidents are dealt with in a dignified manner, or student
D Standards are clear and appear to have been developed in collaboration with students. Individual needs are addressed in a
respectful and preventative manner. There is a general environment of students being self-monitored and on-task.
2e: Organizing Students Within the Physical Space (Including Appropriate Educational Technologies)
U The classroom contains safety issues, or is arranged in a manner that is not suited to instructional goals or the use of
equipment, or restricts the participation of some students.
B The classroom is safe, but arrangement limits the effectiveness of lessons or the use of equipment, or restricts the
P The classroom is safe and arrangement enhances the lesson and use of equipment.
D The classroom is safe and there is skillful arrangement of the room that meets the individual needs of students, and
maximizes the possibility that the lesson objectives are met.
3a: Communicating Clearly and Accurately (Including Appropriate Educational Technologies)
U The teacher's goals are confusing or use of the language is below standards.
B The teacher is able to clarify initial confusions, but use of the language may be limited or inappropriate for the students' level
of understanding.
176

P
D
Q Comp
Application
ED # 02382-01
The teacher's instructional goals and assessment procedures are clearly stated and appropriate. Teacher's use of
The teacher clearly states goals and assessment procedures, anticipate students' misunderstandings, and the language enriches
the lesson.
3b: Using Questioning and Discussion Techniques

U The teacher's questioning skills are not effective, or the approach results in mere recitation, or the approach ignores many
students in the class.
B The teacher's questions promote some discussion, attempt to engage all students but are limited in results.
P The teacher displays high quality questioning skills that generate classroom discussion engaging all students.
D The teacher's questions draw students into discussion in a manner that elicits student reflection and challenges deeper student
engagement.
3c: Engaging Students in Learning (Including Appropriate Educational Technologies)
U The lesson, activities, or content are poorly structured, fail to engage students in local standards, are unsuitable for the age
group, or fail to engage learners.
B The lesson, activities, or content are inconsistent and their structure only partially engages students.
P The lesson, activities, and content are appropriate and their structure succeeds in engaging students.
D The lesson, activities, and content link well to students' previous learning, engage all students, and provide options for student
initiative and/or choices.
3d: Providing Feedback to Students
U Feedback is not provided, is ineffective, does not help students monitor progress toward standards, or is not provided in a
timely manner.
B Feedback is of inconsistent quality, and/or lacks timeliness.
P Feedback is consistent, provided in a timely manner to all students, and when appropriate teacher utilizes opportunities for
D Feedback is accurate, constructive, substantive, specific, timely, and provided in a manner that promotes students learning.
3e: Demonstrating Flexibility and Responsiveness
U Teacher adheres rigidly to a plan, ignores students' questions or interests, and appears to give up on students.
B Teacher attempts to adjust lessons or to accommodate students, but seems limited in strategies or is not effective in outcomes.
P Teacher adjusts the lesson if needed, uses more than one strategy, and accommodates students.
D Teacher monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
177

Q Comp
Application
ED # 02382-01
BLOOMINGTON PUBLIC SCHOOLS

Rubric for SPEECH-LANGUAGE PATHOLOGIST
Revised 07/04
DOMAIN 1:
PLANNING & PREPARATION
1a:
Demonstrating Knowledge of Communication Development
U
B
P
Ed. SLP makes content errors or displays little understanding of issues involved in communication development.
Ed. SLP displays basic knowledge but cannot articulate connections to communication development.
Ed. SLP displays solid content knowledge and practices that reflect current research and best practice but does not anticipate
Ed. SLP displays solid content knowledge and practices that reflect current research and best practice and anticipates student
difficulties.
D
1b:
U
B
P
D
1c:
U
B
P
D
1d:
U
B
P
D
1e:
U
B
P
D
Demonstrating Knowledge of Students Individual Communication Needs

Ed. SLP displays minimal knowledge of developmental age groups, learning styles, student interests, cultural heritage, or
cognitive, physical, sensory, and social emotional challenges of each student and does not indicate that such knowledge is
valuable.
Ed. SLP displays generally accurate knowledge of student differences but displays this for the group only as a whole.
Ed. SLP displays understanding of typical student differences and recognizes the value of this knowledge.
Ed. SLP displays a thorough understanding of student differences and exceptionalities, instructional planning reflects
differentiation to address individual needs.
Selecting Individual Goals and Objectives
Ed. SLP goals and objectives are either unclear, unconnected to normal communication development, lack viable
measurement, or not suitable for the students needs.
Ed. SLP goals are moderately valuable, connected to the normal communication development, measurable, suitable for most
students needs, yet may lack coordination and opportunities for carryovers.
Ed. SLP goals are valuable, connected to the normal communication development, clearly stated to students, suitable for
most students needs, and display opportunities for carryover of skills.
Ed. SLP goals are valuable, establish high expectations, and take into account varying communication needs.
Designing Coherent Instruction
Learning activities are either not suitable for students, unsupported by materials, make poor use of time, or are chaotic in
structure.
Some activities are either unsuitable for students, uneven in progression, or only partially connected to students needs.
Activities are suitable for students, supported by appropriate materials, and show consistent organization.
Learning activities are highly relevant, student active, and maintain organization while allowing student choice.
Evaluating Student Progress
Content and methods of evaluation lack congruence with instructional goals, and appear not to be used in planning.
Evaluation methods are not clear, assess only some instructional goals, or are used to plan for the group as a whole only.
Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both individuals
and groups.
Evaluation methods are clear and well communicated to students, are congruent with objectives, and are used to help student
progress toward goals.
DOMAIN 2:
2a:
THE LEARNING ENVIRONMENT
Creating an Environment of Respect and Rapport
178

Q Comp
Application
ED # 02382-01
Ed. SLP interaction with at least some students is negative or inappropriate, or students display disrespect for the Ed. SLP, or
the environment is characterized by conflict or inappropriate interactions.
Ed. SLP interactions are generally appropriate with occasional inconsistencies, or students exhibit only minimal respect for
the Ed. SLP, or there are no incidents of negative behavior among students.
Ed. SLP interactions display appropriate warmth and caring. Ed. SLP maintains appropriate boundaries at all times.
Students display respect for the Ed. SLP. Student interactions display respect and politeness.
Ed. SLP interactions display genuine caring and respect for students as individuals. Students demonstrate actions to maintain
or enhance a healthy environment.
P
D
2b:
U
B
P
D
2c:
U
B
P
D
2d:
U
B
P
D
2e:
U
B
P
D
Establishing a Culture for Learning

Ed. SLP and/or students display negative attitude toward the content, there is lack of pride in the work and a general
environment of modest expectation for student achievement.
Ed. SLP conveys inconsistent communication about value of content, or students invest little energy in the quality of their
work, and there is a general environment of mixed messages about expectations for student achievement.
Ed. SLP conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality
Students display extraordinary enthusiasm to the content, show initiative and take pride in their work, and willingly
Managing Therapy Sessions
There is general management inefficiency, lack of transitions, poor time management, and many students who are off task for
significant periods of time.
There is sporadic efficiency, moderate organization and transition of activities, marginal time management, and some
examples of students off task.
There is organization, smooth transition, orderliness in the classroom, good time management, and all students are on task.
There is a smooth, systematic flow present even when groups are working independently, and there is evidence that students
demonstrate responsibility.
Managing Student Behavior
Expectations have not been established, or there is a general lack of monitoring and response to inappropriate behaviors.
Expectations are present but seem to be unclear to students or are inconsistently enforced, or no serious behaviors were
displayed.
There are clear expectations. The teacher is alert and incidents are dealt with respectfully, or student behavior is appropriate.
Expectations are clear and appear to have been developed in collaboration with students. Mutual trust and respect are evident
in the learning environment.
Organizing Students within the Physical Space
The environment contains safety issues, or is arranged in a manner that is not suited to instructional goals or the use of
equipment, or restricts the participation of some students
The environment is safe but arrangement limits the effectiveness of lessons or the use of equipment, or restricts the
The environment is safe and arrangement enhances the lesson and use of equipment.
The environment is safe and there is skillful arrangement of the room that meets the individual needs of students.
DOMAIN 3:
3a:
U
B
P
D
INSTRUCTION

The Ed. SLPs goals are confusing, or use of the language is below standards.
The Ed. SLP is able to clarify initial confusions, but use of the language may be limited or inappropriate for the students
level of understanding.
The Ed. SLPs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
The Ed. SLP is clear and anticipates students misunderstandings. The Ed. SLPs use of the language enriches the lesson.
3b:
Engaging Students in Learning
179

Q Comp
Application
ED # 02382-01
The lesson, activities, or content are poorly structured and unsuitable for the individual student needs and fail to engage
learners.
B
P
D
The lesson, activities, or content are inconsistent and their structure only partially engages students.
The lesson, activities, and content link well to students previous learning, engage all students, and provide options for
student initiative and choices.
3c:
U
B
P
D
Providing Feedback to Students

Feedback is not provided, is ineffective, or is not provided in a timely manner.
Feedback is of inconsistent quality, or lacks timeliness.
Feedback is of consistent high quality and is provided in a timely manner to all students.
Feedback is accurate, constructive, substantive, specific, timely, and provided in a manner that promotes students learning.
3d:
U
B
Demonstrating Flexibility and Responsiveness

Ed. SLP adheres rigidly to a plan, ignores students questions or interests, and appears to give up on students.
Ed. SLP attempts to adjust lessons or to accommodate students, but seems limited in strategies or is not effective in
outcomes.
Ed. SLP monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
Ed. SLP makes smooth changes, accommodates all individual students, and uses an extensive repertoire of strategies.
P
D
180

Q Comp
Application
ED # 02382-01
Rubric for Occupational Therapist

Revised 07/04
DOMAIN 1:
1a:
U
B
P
D
1b:
U
B
P
D
1c:
U
PLANNING & PREPARATION
Demonstrating Knowledge of Motor, Visual Motor and Sensory Development

OT makes content errors or displays little understanding of issues involved in motor and sensory development.
OT displays basic knowledge but cannot articulate connections to motor and sensory development.
OT displays solid content knowledge and practices that reflect current research and best practice but does not anticipate
OT displays solid content knowledge and practices that reflect current research and best practice and anticipates student
difficulties.
Demonstrating Knowledge of Students Individual Needs
OT displays minimal knowledge of developmental age groups, learning styles, student interests, cultural heritage, or
cognitive, physical, sensory, and social emotional challenges of each student and does not indicate that such knowledge is
valuable.
OT displays generally accurate knowledge of student differences but doesnt actually apply it to individual students.
OT displays understanding of typical student differences and recognizes the value of this knowledge.
OT displays a thorough understanding of student differences and exceptionalities. Treatment planning reflects differentiation
to address individual needs.
Selecting Individual Goals and Objectives

OT goals and objectives are either unclear, unconnected to normal motor/sensory development, lack viable measurement, or
not suitable for the students needs.
OT goals are moderately valuable, connected to the normal motor/sensory development, measurable, suitable for each
students needs, and involve several modalities, yet may lack coordination and integration.
OT goals are valuable, connected to the normal motor/sensory development, clearly stated, suitable for each students needs,
OT goals are valuable, establish high expectations, and take into account varying individual student needs.
1d:
U
B
P
D
Demonstrating Knowledge of Resources

OT is unaware of building and district resources for teaching and assisting students.
OT displays limited understanding of building and district resources.
OT is fully aware of building and district resources and displays knowledge of how to gain necessary access.
OT actively enhances instruction by utilizing building, district, and community resources.
1e:
U
Designing Coherent Instruction

Treatment activities are either not suitable for students, unsupported by materials, make poor use of time, or are chaotic in
structure.
Some activities are either unsuitable for students, uneven in progression, or only partially connected to students needs.
Activities are suitable for students, supported by appropriate materials, and show consistent organization.
Learning activities are highly relevant, student active, and maintain organization while allowing student choice.
B
P
B
P
D
1f:
U
B
P
D
Evaluating Student Progress

Content and methods of evaluation lack congruence with treatment goals, and appear not to be used in planning.
Evaluation methods are not clear, assess only some treatment goals, or are not individualized.
Evaluation methods are clear, assess most goals, and there is evidence that the results are used to plan for both individuals
and groups.
Evaluation methods are clear and well communicated to students, are congruent with goals, and are used to help student
progress toward goals.
181

DOMAIN 2:
Q Comp
Application
ED # 02382-01
THE LEARNING ENVIRONMENT
2a:
OT interaction with at least some students is negative or inappropriate, or students display disrespect for
the therapist, or the environment is characterized by conflict or inappropriate interactions.
OT interactions are generally appropriate with occasional inconsistencies, or students exhibit only minimal respect for the
therapist, or there are no incidents of negative behavior among students.
OT interactions display appropriate warmth and caring. Therapist maintains appropriate boundaries at all times. Students
display respect for the therapist. Student interactions display respect and politeness.
OT interactions display genuine caring and respect for students as individuals. Students demonstrate actions to maintain or
enhance a healthy environment.
P
D
2b:
U
B
P
D
2c:
U
B
P
D
2d:
U
B
P
D
2e:
U
B
P
D
Establishing a Culture for Learning

OT and/or students display negative attitude toward the content, there is lack of pride in the work and a general environment
of modest expectation for student achievement.
OT conveys inconsistent attitude or communication about value of content, or students invest little energy in the quality of
their work, and there is a general environment of mixed messages about expectations for student achievement.
OT conveys consistent enthusiasm for the subject, students appear to accept the challenge to complete high quality work, and
Students display extraordinary enthusiasm to the content, show initiative and take pride in their work, and willingly
Managing Therapy Sessions
There is general management inefficiency, lack of smooth transitions, poor time management, and the student/s may be off
task for significant periods of time.
There is sporadic efficiency, moderate organization and transition of activities, marginal time management, and some
examples of student/s off task.
There is organization, smooth transition, orderliness in the classroom, good time management, and all students are on task.
There is a smooth, systematic flow present even when groups are working independently, and there is evidence that students
demonstrate responsibility.
Managing Student Behavior
Expectations have not been established, or there is a general lack of monitoring and response to inappropriate behaviors.
Expectations are present but seem to be unclear to students or are inconsistently enforced, or no serious behaviors were
displayed.
There are clear expectations. The therapist is alert and incidents are dealt with respectfully, or student behavior is appropriate.
Expectations are clear and appear to have been developed in collaboration with students. Mutual trust and respect are evident
in the therapy environment.
Organizing Students within the Physical Space
The environment contains safety issues, or is arranged in a manner that is not suited to instructional goals or the use of
equipment, or restricts the participation of some students
The environment is safe but arrangement limits the effectiveness of lessons or the use of equipment, or restricts the
The environment is safe and arrangement enhances the lesson and use of equipment.
The environment is safe and there is skillful arrangement of the room that meets the individual needs of students.
DOMAIN 3:
3a:
U
SERVICE DELIVERY

The OTs communications are confusing, or use of the language is below standards.
182

B
P
D
Q Comp
Application
ED # 02382-01
The OT is able to clarify initial confusions, but use of the language may be limited or inappropriate for the
students/parents/staffs level of understanding.
The OTs instructional goals are clearly stated and use of the language is correct and appropriate for learners.
The OT is clear and anticipates students/parents/staff misunderstandings. The OTs use of the language enriches the
session.
3b:
U
B
P
D
Using Questioning and Discussion Techniques

The OTs questioning discussion skills are not effective, or the approach ignores many of the student/parents/staff needs.
The OTs questions promote some discussion, attempt to engage all participants but are limited in results.
The OT displays high quality questioning and discussion skills that engage all participants.
The OTs questions draw participants into discussion in a manner that elicits reflection and challenges deeper engagement.
3c:
U
Engaging Students in Learning

The lesson, activities, or content are poorly structured and unsuitable for the individual student needs and fail to engage
learners or doesnt meet IEP goals and objectives.
The lesson, activities, or content are inconsistent and their structure only partially engages students or doesnt clearly relate to
the IEP goal and objective.
The lesson, activities, and content are appropriate and their structure succeeds in engaging students and meeting IEP goals
and objectives.
The lesson, activities, and content link well to students previous learning, engage all students, and provide options for
student initiative and choices.
B
P
D
3d:
Providing Feedback to Students
U
B
P
D
Feedback is not provided, is ineffective, or is not provided in a timely manner.

Feedback is of inconsistent quality, or lacks timeliness.
Feedback is of consistent high quality and is provided in a timely manner to all students.
Feedback is accurate, constructive, substantive, specific, timely, and provided in a manner that promotes students learning.
3e:
U
B
P
Demonstrating Flexibility and Responsiveness

OT adheres rigidly to a plan, ignores students questions or interests, and appears to give up on students.
OT attempts to adjust lessons or to accommodate students, but seems limited in strategies or is not effective in outcomes.
OT monitors and adjusts, seizes the moment to enhance learning, shows persistence with individual students, and uses a
OT makes smooth changes, accommodates all individual students, and uses an extensive repertoire of strategies.
183

Q Comp
Application
ED # 02382-01
Rubric for Counselor

Revised 7/04
1a:
U
B
P
D
Demonstrating Knowledge of Students

Counselor displays minimal knowledge of developmental age groups, learning styles, intelligences, individual student
interests, or cultural heritage.
Counselor displays general knowledge of how groups of student vary.
Counselor possesses a clear understanding of students and uses this to assist individuals.
Counselor has a deep understanding of students and tailors services to individual needs.
1b:
U
B
P
D
Demonstrating Knowledge of Post-High School Options

Counselor displays limited knowledge of options, or of admission standards and procedures, or historical trends
Counselor displays a general knowledge base of options for students .
Counselor displays a clear knowledge base of options and serves individual students well .
Counselor displays a deep knowledge of options, and is exceptionally resourceful with individual plans.
1c:
U
B
P
D
Demonstrating Knowledge of Testing & Interpreting Data

(Including Technology)
Counselor displays a lack of testing knowledge, misinterprets or fails to use data, or fails to use available technology.
Counselor displays limited/novice testing knowledge, or makes limited or novice use of data and technology.
Counselor displays thorough testing knowledge and skilled use of data and technology.
Counselor displays deep testing knowledge and is exceptionally resourceful with data and technology.
1d:
U
Demonstrating Knowledge of School Laws and Legal Procedures

Counselor displays a lack of legal knowledge, or fails to serve individual and family rights, or fails to follow acceptable
practice.
Counselor displays limited/novice legal knowledge, adequately serves individual or family rights, and complies with
acceptable practice.
Counselor displays thorough legal knowledge, serves individual and family rights well, and is effective in practice.
Counselor has deep legal knowledge, resourcefully serves the rights of individuals and families, and is a model for
professional practice.
B
P
D
1e:
U
B
P
D
Demonstrating Knowledge of Professional Standards

Counselor displays lapses or limited knowledge of professional standards for practice.
Counselor displays a general awareness of professional standards for practice.
Counselor plans services with a full awareness of professional standards in mind.
Counselor has thorough knowledge of standards and/or has shown leadership by serving on state or national professional
organizations.
DOMAIN 2: CREATING A SUPPORT SERVICE ENVIRONMENT

2a:
U
B
P
D

Counselor has caused conflict or displayed negative or inappropriate interactions with individuals or families.
Counselor interactions are generally appropriate and respectful of those receiving services.
Counselor interactions display warmth and caring within the appropriate boundaries.
Counselor displays deep knowledge of interpersonal relationship building and provision of services.
2b:
U
Managing Time, Priorities, and Flexibility

Counselor has displayed time management issues, been unsuccessful with priorities or emergency situations, or has
repeatedly shown inflexibility.
184

Q Comp
Application
ED # 02382-01
B
P
Counselor displays general skills of time management, priority setting, handling emergencies, and flexibility.
Counselor displays thorough competencies with time management, priority setting, handling emergencies, and flexibility.
Counselor is highly resourceful in managing time, priorities, emergencies, while remaining flexible.
2c:
U
B
P
D
Using Clerical and Support Services

Counselor has been inconsiderate of personnel roles or job responsibilities of others.
Counselor displays general understanding of how to utilize the services of school personnel.
Counselor displays a thorough knowledge and use of clerical and support services personnel.
Counselor consistently works harmoniously with clerical and support service personnel.
2d:
U
Cooperative Relationships & Communication with Parents/Guardians

Counselor has repeated failures in establishing relationships with parents, or in maintaining adequate school to home
Communication.
Counselor displays general skill in relationship building and communication.
Counselor builds productive relationships and communicates effectively.
Counselor initiates highly skilled, proactive relationship building and informative communication.
B
P
D
DOMAIN 3: COUNSELING
3a:
U
B
P
D
Interviewing and Decision Making

Counselor misses important information in counseling interviews or fails to make appropriate counseling decisions.
Counselor displays general skill in collecting information from students and parents by which to make counseling
decisions.
Counselor is skilled in collecting important information from interviews and makes counseling decisions.
Counselor displays high competence with interviewing and counseling decision making.
3b:
U
B
P
D
Crisis Management
Counselor has not coped well with crises situations.
Counselor displays general/novice capacity to deal with crises situations.
Counselor consistently meets the needs that arise during crises.
Counselor repeatedly displays leadership, calmness, and sound decision making during crises.
3c:
U
B
P
D
Guiding Students to Assess Strength and Weakness

Counselor has not succeeded in helping students see their personal strengths and weaknesses.
Counselor has displayed general skills in helping students do self-assessment.
Counselor is skilled in helping students do self-assessment and recognizes the best times to do so.
Counselor is thoroughly skilled and has empowered students to proactively engage in this process.
3d:
U
B
P
D
Connecting Students to District & Community Services

Counselor does not recognize the nature of student needs or is unaware of viable service options.
Counselor displays general awareness of student needs and is aware of some service options.
Counselor is skilled in recognizing student needs and connects students to appropriate options.
Counselor is thoroughly skilled in needs recognition and referrals, and has helped to establish new service options for
students.
185

Q Comp
Application
ED # 02382-01
SOCIAL WORKER RUBRIC and SCHOOL PSYCHOLOGIST RUBRIC

Assessment Criteria and Scoring Rules
DOMAIN 1: Teaching and Learning
1a: Knowledge of Social Emotional Development.
U Makes content errors and/or displays little understanding of issues involved in social and emotional development
B Displays basic knowledge but can't articulate connections to social and/or emotional growth of the students.
P Displays content knowledge and practices that reflect current research and best practice.
D Displays solid contend knowledge and practices that reflect current research and best practice and uses this knowledge to impact
direct work with students.
1b: Prioritizes and Balances the Emotional and Academic Needs of Students.
U Displays minimal knowledge of the necessity of this balance and does not indicate that such balance is valuable to the student.
B Displays generally accurate knowledge of the need for balance but displays this for the program only as a whole.
P Displays thorough understanding of this need for balance and recognizes that they are in a position to influence this balance.
D Displays thorough understanding of this need for balance and the extent to which lack of balance can negatively impact students
and therefore uses their influence to facilitate this balance for students.
1c: Facilitates the Group Process
U Displays minimal knowledge of best practice strategies, how to use appropriate engagement skills, questioning and discussion
techniques to facilitate the group process and does not use relevant curriculum.
B Displays moderate knowledge of best practice strategies, how to use appropriate engagement skills, questioning and discussion
techniques to facilitate the group process and uses curriculum that is somewhat relevant.
P Displays a thorough knowledge of best practice strategies, how to use appropriate engagement skills, questioning and discussion
techniques to facilitate the group process and uses curriculum that is relevant.
D Displays an exceptional knowledge of best practice strategies, how to use appropriate engagement skills, questioning and
discussion techniques to facilitate the group process and uses the most relevant, current curriculum.
1d: Communicates Expectations and Provides Feedback to Students
U Expectations are not clearly communicated and does not provide adequate feedback to students.
B Expectations are minimally communicated to students and provides minimal feedback to students.
P Expectations are clearly communicated to students and provides clear, concise feedback.
D Expectations are clearly and concisely communicated to students and provides clear, concise feedback that offers students
opportunities to explore topics on a higher level.
1e: Demonstrates Flexibility
U Inflexible and unresponsive to providing opportunities for student mastery.
B Somewhat flexible and responsive to providing opportunities for student mastery.
P Flexible and responsive to providing opportunities for student mastery.
D High degree of flexibility and responsiveness to providing opportunities for mastery.
DOMAIN 2: Learning Environment
2a: Create and Maintain an Environment that Fosters a Sense of Safety, community and Belonging.
U
P
The classroom is characterized by conflict or inappropriate interactions and the Program Social Worker/Psychologist does not
address the situations. B
There are incidents of negative behavior among students and the Program Social
Worker/Psychologist did not effectively address the situations.
The students display minimal respect for each other and for the Program Social Worker/Psychologist. The Program Social
Worker/Psychologist fosters a more respectful interaction.
186

D
Q Comp
Application
ED # 02382-01
Student interactions display caring and respect for individuals. Clearly, Program Social Worker/Psychologist fosters a respectful,
caring, and safe environment.
2b: Develop Relationships based on Mutual Trust and Respect.

U Interactions with at least some of the students is negative or inappropriate. Students display disrespect for the Program Social
Worker/Psychologist.
B Interactions are generally appropriate with occasional inconsistencies. Students may exhibit only minimal respect for the Program
Social Worker/Psychologist.
P Displays appropriate warmth and caring. Students appear to respect the Program Social Worker/Psychologist.
D Displays genuine caring and respect for students. Students appear to respect the Program Social Worker/Psychologist
DOMAIN 3: Professional Responsibilities
3a: Maintaining Ongoing Communication with Parents
U Makes little effort to communicate, communicates insensitively, or does not respond to parents.
B Adheres to required policy but does not exceed minimum expectations.
P Provides frequent information to parents and has found successful approaches beyond the minimum expected.
D Demonstrates an organized, successful parent communication process that involves students, displays sensitivity for families, and
involves families in instructional activities.
3b: Contributing to the School and District Initiatives
U Displays negative relationships, is uninvolved in school events, or avoids opportunities to serve.
B Cordial with others and participates when asked.
P Supportive and cooperative with others and readily volunteers services.
D Shows initiative, has made substantial contributions, and has served as a leader of activities.
3c: Educate Staff about Interpersonal and Social Skills.
U Provides no information to staff about interpersonal and social skill development in general and for specific students.
B Provides minimal information to staff about interpersonal and social skill development in general and for specific students.
P Provides information to staff about interpersonal and social skill development in general and for specific students.
D Assumes leadership in educating staff about interpersonal and social skill development in general and for specific students.
3d: Growing and Developing Professionally
U Makes no effort to engage in professional development or sharing with colleagues.
B Participates or shares in limited professional activities.
P Seeks out professional development opportunities and regularly shares with others.
D Creates specific professional growth activities for self and has contributed presentations to colleagues.
3e: Proactively Takes a Leadership Role in Advocating for Students and Families
U Pays little attention to student needs or has ill served the needs of some students, or seems to lack professional consideration.
B Attempts to serve students are inconsistent and seemed based on limited though genuinely professional considerations.
P Active in serving students and works well with a team of providers.
D Proactive in serving the needs of all students or has taken a leadership role to advocate for students.
3f: Demonstrates Knowledge of/Ability to Assist Families in Accessing Community Resources
U Unaware of community resources and policies and demonstrates a limited or inaccurate understanding of the referral process.
B Minimally aware of community resources and policies, demonstrates a limited understanding of the referral process and is unable
to coordinate an appropriate referral independently.
P Aware of the community resources and policies, demonstrates a thorough understanding of the referral process and is able to
coordinate an appropriate referral independently.
D Highly knowledgeable of the community resources and referral processes and provides leadership to other staff members in
coordinating an appropriate referral.
3g: Reflects on the Impact of Strategies and Interventions regarding Students Emotional Growth and Development
187

U
B
P
D
Q Comp
Application
ED # 02382-01
Unable to depict the effectiveness of the group/intervention/strategies, or profoundly misjudges its level of success, or is unable to
make suggestions for how the group/intervention/strategies may be improved.
Generally reports an accurate impression of a group/intervention/strategies effectiveness and can make limited suggestions for
how it may be improved.
Clearly describes how a group/intervention/strategies met its goals by giving examples and specifics, and describes how
adjustments will be made for the future.
Thoroughly assesses the strengths and weaknesses of the group/intervention/strategies with multiple examples, weighs options for
the future by suggesting alternative approaches and the likely success of any changes.
188

Q Comp
Application
ED # 02382-01
MENTOR RUBRIC
Revised 11/07
DOMAIN 1: RELATIONSHIP WITH NEW TEACHER
1a:
U
B
P
D
1b:
U
B
P
D
1c:
U
B
P
D
Confidentiality
The mentor is unfamiliar with the confidentiality expectation between mentoring and evaluation. Topics and discussion from
mentoring sessions are shared with other staff or administration inappropriately.
The mentor adheres to the confidentiality expectation between mentoring and evaluation. Topics and discussion from
mentoring sessions are not shared with other staff or administration.
The mentor closely adheres to the confidentiality expectation between mentoring and evaluation. Topics and discussion from
mentoring sessions are not shared with other staff or administration. Classroom observation notes become sole property of
the new teacher following reflective conferences.
The mentor is sensitive to and closely adheres to the confidentiality expectation between mentoring and evaluation. Topics
and discussion from mentoring sessions are not shared with other staff or administration. Classroom observation notes
become sole property of the new teacher following reflective conferences.
Availability
The mentor is rarely available to meet with the new teacher. The mentor initiates no contact with the new teacher.
The mentor is often available whenever the new teacher had concerns. The mentor initiates some contact with the new
teacher.
The mentor is available to the new teacher. The mentor initiates several contacts with the new teacher.
The mentor is available to the new teacher. The mentor frequently initiates contact with the new teacher. Regular mentor
sessions are planned.
Encouragement
The mentor provides little or no encouragement to the new teacher.
The mentor encourages the new teacher to keep up his or her hard work and efforts. The encouragement is genuine.
with students, parents and staff. The mentor models a positive attitude toward the school, the district and the community at
large. The encouragement to succeed is genuine.
The mentor consistently encourages the new teacher to try new things, expand his or her teaching skills and become actively
involved with students, parents and staff. The mentor consistently models a positive attitude toward the school, the district
and the community at large. The encouragement to succeed is genuine.
DOMAIN 2: COLLABORATIVE PRACTICE

2a:
U
B
P
D
2b:
U
B
Reflective Questioning
The mentor does not invite the new teacher to reflect on his or her teaching. No attempt is made to have the new teacher
think about his or her teaching practices. The mentor primarily imparts his or her knowledge rather than asking questions.
The mentor asks questions to clarify the actions of the new teacher but infrequently extended the questioning to include
reflection on teaching practices. The mentor imparts his or her knowledge rather than asking questions.
The mentor asks questions to clarify the actions of the new teacher. The mentor utilizes reflective questioning skills to invite
the new teacher to look at his or her teaching practices with an eye for improvement.
The mentor asks reflective questions of the new teacher. The mentor utilizes reflective questioning skills to invite the new
teacher to extend at his or her teaching practices with an eye for improvement.
Problem Solving
When asked for advice, the mentor exclusively tries to solve problems by telling the new teacher how he or she would have
handled the situation.
The mentor suggests several ideas or possible solutions to the new teacher. When asked for advice, the mentor often explains
how he or she would handle the situation.
189

P
D
2c:
U
B
P
D
Q Comp
Application
ED # 02382-01
The mentor leads the new teacher into discovering solutions and answers on his or her own by asking questions of the new
teacher. The mentor may suggest several ideas or possible solutions to the new teacher.
The mentor leads the new teacher into discovering possible solutions to problems on his or her own through asking questions
and making suggestions. When appropriate, the mentor includes reference to how he or she would handle the situation.
Feedback
Feedback to the new teacher is not based on classroom observations or contact with the new teacher. Feedback consists
mostly of the mentor telling how he or she would handle a situation.
Feedback for the new teacher is based on information gathered through classroom observation. The mentor provides positive
feedback, reinforcing Best Practices.
The mentor engages in observing the new teachers classroom per program guidelines. The mentor provides positive peer
coaching feedback that is specific and evidence based in a timely manner. The feedback is reinforcing Best Practices and
includes reflective questions centered on areas for improvement.
The mentor engages in observing the new teachers classroom per program guidelines. The mentor provides positive peer
coaching feedback that is specific and evidence based in a timely manner. The feedback is reinforcing Best Practices and
includes reflective questions centered on areas for improvement. Feedback is extended via resources in the district.
DOMAIN 3: ACTIVE TEAM-MEMBER

3a:
U
B
P
D
3b:
U
B
P
D
Develops, collaborates and organizes processes for meetings, new teacher induction and mid-year induction, seminars,
and staff development offerings.
Mentor is uninvolved in collaborative planning and preparation of meetings, inductions, seminars, and staff development
offerings.
Mentor displays limited involvement in collaborative planning and preparation of meetings, inductions, seminars, and staff
Mentor is fully involved in collaborative planning and preparation of meetings, inductions, seminars, and staff development
offerings.
Mentor actively organizes and leads in collaborative planning and preparation of meetings, inductions, seminars, and staff
Mentor utilizes and collaborates with the learning areas of curriculum, educational equity, gifted and talented,
student services, and technology.
The mentor is unaware of district resources and does not take advantage of expertise in the learning areas.
The mentor is aware of district resources and makes teachers aware of the learning area departments.
The mentor works collaboratively with the learning areas to provide training, information, and support for new teachers.
The mentor works collaboratively with the learning areas to provide training, information, and support for new teachers. In
addition, the mentor informs the new teachers of available extra training opportunities within these learning areas.
190

Q Comp
Application
ED # 02382-01
MEDIA DIRECTOR RUBRIC

Revised 7/04
Domain 1:
1a
U
B
P
D
Teaching and Learning
Demonstrates an awareness of district curriculum.

Shows little awareness of subject area and grade level curriculum.
Develops the media curriculum in isolation from classroom instruction.
Consults with teachers to develop an integrated media curriculum.
Participates on a district level in developing a coordinated media technology curriculum that integrates with classroom curricula.
1b: Plans and conducts a sequential integrated program of information literacy instruction which meets diverse learning
abilities, styles, and needs of the learners.
U
Instructional activities are either unsuitable for students, make poor use of time, or have little structure.
B
Instructional activities are suitable for students and partially connected to standards.
P
Develops and promotes curriculum-related activities that are engaging for students and correspond to the information literacy
curriculum.
D Learning activities are highly relevant to the curriculum, engaging, and maintain organization while allowing for student
diversity.
1c: Collaborates with teachers to design, implement, and assess learning activities to meet
specific district outcomes and state standards.
U
Makes no effort to work with teachers to plan for upcoming units and instructional activities.
B
Uses casual, random meetings with teachers to plan for integration.
P
Initiates meetings with teachers to plan for integration with upcoming classroom curriculum units.
D Conducts follow-up reflections and assessments with staff of the collaborative process and how it contributed to student learning.
1d:
U
B
P
D
Guides students in acquiring skills to locate, process, critically evaluate, and communicate information.
Displays reluctance toward helping students locate, process, evaluate and communicate information.
Assists students in locating information when they ask for help.
Demonstrates willingness to helping students acquire information-processing skills.
Develops and modifies methods, tools and strategies to guide students in acquiring information processing skills.
1e:
U
B
P
D
Encourages and engages students in reading, viewing, and listening for understanding and enjoyment.
Displays reluctance toward helping students locates reading materials.
Assists students in locating reading materials when asked.
Uses displays, signage, and engaging promotional activities to help students use and appreciate reading materials.
Acts as an advocate for reading and literacy in all formats both inside and outside the school.
1f: Provides leadership and staff development in effective use of media technologies, strategies, and resources to support
the
curriculum.
U
Is unwilling or incapable of leading staff development activities involving media technologies and resources.
B
Provides assistance in using media technologies and resources when requested by the staff.
regular sessions and opportunities for teaching staff members about media technologies, strategies and resources.
D Develops tools and methods to help staff develop their knowledge and skills in using media technologies and resources.
1g:
U
B
P
D
Identifies, applies and disseminates current education research, trends, theory, and practice.
Makes no effort to become aware of current education research, trends, theory and practice.
Shows an effort toward gaining knowledge of current trends and research by reading journals and attending conferences.
Shows evidence of awareness of current trends and research by their application within the media center environment.
Shares knowledge of current trends and research with building and district staff.
Domain 2.
Information Access and Delivery
191

Q Comp
Application
ED # 02382-01
2a: Assists teachers in the selection and evaluation of resources based on the developmentally appropriate level, format,
and
curricular objectives.
U Displays reluctance to help teachers select and evaluate resources for classroom purposes.
B Assists teachers in selecting resources when requested by staff members.
P Consistently helps teachers in selecting resources, creates bibliographies, and shows knowledge of curriculum-related resources.
D Serves on district-level curriculum and resource selection committees.
2b:
U
B
P
D
Identifies, acquires, and evaluates resources beyond the media center to expand information access.
Makes no effort to acquire resources beyond the media center collection.
Occasionally makes attempts to locate resources available beyond the media center.
Uses local resources and electronic methods and resources to expand information access.
Provides in-service training for staff on a wide range of information resources available beyond the media center.
2c:
U
B
P
D
Models and teaches responsible and ethical access and use of information.
Pays little attention to issues involving responsible and ethical access and use of information.
Models responsible and ethical access and use of information within media center policies.
Models and promotes the professional commitment to intellectual freedom and other intellectual property concerns.
Collaborates on a district level and beyond to develop and maintain policies pertaining to the ethical access and use of
information.
2d:
U
B
P
D
Fosters connections and partnerships with the larger learning community.

Makes no attempt to develop connections beyond the walls of the media center.
Connects with outside agencies as requested.
Promotes and encourages ways to connect with agencies and create partnerships with the larger learning community.
Actively participates in planning regular activities that include agencies within the larger learning community.
2e:
U
B
P
D
Provides flexible and equitable access to media technology resources and facilities.
Maintains rigid schedules and procedures that limit use of media technology resources and facilities.
Allows but does not encourage flexible and equitable use of media center resources and facilities.
Promotes an environment that allows for flexible use and access to media facilities and resources.
Encourages the use of the media center facilities and resources by parents, families and the greater learning community.
2f:
U
B
P
D
Consults and participates in the design of school facilities so that all learning resources may be accessed.
Takes little interest in designing and planning for school facilities.
Participates at a minimal level in the design and planning for improved school facilities by attending required meetings.
Takes leadership in planning for improved media center and school facilities.
Is an enthusiastic member of new school design teams and conducts individual research into specific design issues.
2g: Develops and monitors information technology policies, procedures, and practices to reflect legal guidelines and
the
ethical standards of the profession, i.e. copyright, information privacy, etc.
U Is aware of legal guidelines and ethical standards of the media profession but does not always practice them in day-to media
center operations.
B Monitors policies, procedures, and practices reflecting legal and ethical media-related issues and applies them when situations
arise.
P Develops policies, procedures and practices pertaining to legal and ethical media-related issues, and communicates this
D Works on a district-level to ensure that district policies reflect current information and practice in these areas.
2h:
U
B
P
D
Establishes and maintains a learning environment in the media center.

Media center environment is not conducive to learning.
Maintains an area where students may read and research.
Develops a media center that is well organized and expectations are set for orderly student behavior.
Creates brochures, displays, and research tip sheets to enhance learning.
192

2i:
U
B
P
Q Comp
Application
ED # 02382-01
Develops and maintains a collection based upon curriculum and learner needs.
Makes no effort to develop a collection and does not weed.
Selects materials independently without input from staff or students. Repairs and maintains existing collection.
Within budgetary constraints, works with teachers to select materials that support the curriculum. Selects materials that promote
reading for pleasure. Weeds regularly to maintain a current collection.
Actively pursues improved budgets and other avenues to funding.
2j:
U
B
P
D
Promotes the right of intellectual freedom.

Avoids purchasing controversial materials. Removes items when they are questioned.
Is aware of the Library Bill of Rights and considers first amendment rights when selecting materials.
Follows district selection policy and questioned materials policy. Supports intellectual freedom rights of the school community.
Educates staff and students about intellectual freedom issues.
2k:
U
B
P
D
Provides reference services to students, staff and administration.

Is unwilling or unable to assist patrons with information reference needs.
Assists patrons with reference needs when asked.
Actively approaches patrons. Provides dependable reference service using a variety of media.
Goes beyond to actively pursue difficult reference questions and obtain information and materials from outside sources.
DOMAIN 3: Program Administration

3a: Develops short and long range plans for the media technology program that support the mission, goals, objectives, and
continuous improvement of the school and district.
U Has no written plans or goals for the media program.
B On a yearly basis makes an informal list of goals for the media program.
P Develops and evaluates short and long-range plans for the media program based on data gathered and input from staff and
students.
D Using data from previous years and after extensive research of current best practice methods creates short and long-range plans
for the media program with input from students, staff, parents and other district media staff.
3b:
U
B
P
D
Monitors needs, usage, and trends to develop media program budgets.

Is unaware of needs, usage, and trends in the school and makes no effort to coordinate spending.
Shows effort in understanding needs of the school, including technology and media resources.
Works in collaboration with district and site committees to develop media programs budgets.
Researches the usage and trends of media & technology resources and uses the knowledge gained to structure a model media
program budget.
3c:
U
B
P
D
Administers program budgets in a fiscally sound manner.

Makes purchases that are inconsistent with media program needs.
Shows effort in understanding the media program and purchases appropriate materials.
Understands and administers the building media budget responsibly and efficiently.
Demonstrates a full understanding of the needs of building and district media programs and administers the budget accordingly.
3d:
U
B
P
Acquires, processes, organizes, maintains, circulates, and inventories resources.

Is unwilling or incapable of understanding how to acquire, process, organize, maintain, circulate and inventory resources.
Is inconsistent in methods used to acquire, process, organize, maintain, circulate or inventory resources.
Demonstrates a consistent system for the acquisition, processing, organization, maintenance, circulation, and inventory of
resources.
Has detailed records of all aspects of the media program and uses the data to improve the media program.
3e: Trains and supervises all media center personnel, including adult and student volunteers.
U Makes no effort to communicate with other personnel or volunteers.
B Provides assistance to media center personnel or volunteers when requested.
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P
D
Trains and supervises media center personnel and volunteers.

Develops training programs and job descriptions for media center personnel and volunteers.
3f:
U
B
P
D
Evaluates the media program, facilities, and print and non-print resources collections.
Displays reluctance to evaluate the media program.
Conducts an informal evaluation of the media program.
Annually evaluates the media program using the district media program evaluation tool.
Conducts the district media program evaluation, gathers input from students and staff, and shares the information with the
building administrator.
3g:
U
B
P
D
Coordinates the preparation and maintenance of media technology resources, equipment, and facilities.
Makes no effort to coordinate the preparation or maintenance of equipment and facilities.
Coordinates the maintenance equipment when asked.
Coordinates the maintenance equipment and maintains clear and accurate records of all equipment and repairs.
Is proactive in coordinating the preparation and maintenance of equipment and facilities by maintaining contacts with staff and
vendors and monitoring the replacement cycle.
3h:
U
B
P
D
Interprets and promotes the media program.

Makes no effort to promote the media program.
Contributes information about the media program when asked.
Promotes and explains the media program to students and staff.
Publicizes and promotes the media program to the community and beyond through newsletter, online communications and other
public relations tools.
3i:
U
B
P
Works collaboratively with school and district administration to ensure the success of the media program.
Works independently and is unwilling to collaborate in plans for the media program.
Is agreeable when asked to work with building and district administration toward a successful media program.
Serves on building and district committees and task forces to provide needed information regarding media needs and how media
can contribute to the focus of the committee.
D initiates discussions and develops plans with building and district administration for major projects to improve the
media
programs within the district.
3j:
U
B
P
D
Engages in self-reflection and participates in on-going professional development.

Does not engage in self-reflection or professional development opportunities.
Engages in self-reflection but develops no plan of action for professional development.
Conducts a self-reflection process and participates in relevant professional development opportunities.
Uses results of self-reflection and knowledge of trends and current practice to set annual and long-term goals for professional
development.
3k:
U
B
P
Serves on media and technology-related district and building committees.

Attendance at district and building media and technology committees is sporadic.
Participates in district and building media and technology-related committees and carries out assigned tasks.
Contributes constructively to district and building media and technology-related committees, and reports actions of those
committees back to the building staff.
Volunteers for additional committees and task forces that support media and technology, and completes assigned tasks in a timely
and effective manner.
3l: Participates in professional organizations and activities related to media and technology.
U Is unwilling to participate in conferences, projects or other activities sponsored by media and/or technology professional
organizations.
B Attends professional conferences when it is convenient.
P Is a member of MEMO or other professional media organization and maintains knowledge of the profession through journals,
listservs or other professional resources.
D Supports the media profession by working with media-related organizations, contributing articles to journals, or supporting
legislative initiatives.
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Teaching and Learning Lead Rubric
1a:
U
B
P
D

Demonstrates little or no familiarity with specialty area or trends in professional development.
Demonstrates basic familiarity with specialty area or trends in professional development.
Demonstrates thorough knowledge in specialty area and trends in professional development.
Knowledge of specialty area and trends in professional development are wide and deep; lead is regarded as an expert by
colleagues.
1b:
U
B
P
D
Demonstrates knowledge of the districts program and levels of teacher skill in delivering that program.
Demonstrates little or no knowledge of the districts program or teacher skill in delivering that program.
Demonstrates basic knowledge of the districts program and of teacher skill in delivering that program.
Demonstrates thorough knowledge of the districts program and teacher skill in delivering that program.
Is deeply familiar with the districts program and works to shape its future direction and actively seeks information as to
teacher skill in that program.
1c:
U
Establishes goals for the instructional support program appropriate to the setting and the teachers served.
Lead has no clear goals for the instructional support program, or they are inappropriate to either the situation or the needs of
the staff.
Leads goals are rudimentary and are partially suitable to the situation and the needs of the staff.
Leads goals for the instructional support program are clear and suitable to the situation and the needs of the staff.
Leads goals for the instructional support program are highly appropriate to the situation and the needs of the staff. They
have been developed following consultations with administrators and colleagues.
B
P
D
1d:
U
B
P
D
Demonstrates knowledge of resources, both within and beyond the school and district.
Demonstrates little or no knowledge of resources available in the district for teachers to advance their skills.
Demonstrates basic knowledge of resources available in the district for teachers to advance their skills.
Is fully aware of resources available in the district for teachers to advance their skills.
Lead actively seeks out new resources from a wide range of sources to enrich teachers skills in implementing the district
program.
1e:
U
B
Leads plan consists of random collection of unrelated activities, lacking coherence or an overall structure.
Leads plan had guiding principles and includes a number of worthwhile activities, but some of them dont fit with the
broader goals of the district.
Leads plan is well designed to support teachers in the improvement of their skills.
Leads plan is highly coherent, taking into account the competing demands of making presentations and consulting with
teachers, and has been developed following consultation with administrators and teachers.
P
D
1f:
U
B
P
D

Lead has no plan to evaluate the program or resists suggestions that such an evaluation is important.
Lead has a rudimentary plan to evaluate the instructional support program.
Leads plan to evaluate the instructional support program is organized around clear goals and the collection of evidence to
indicate the degree to which the goals have been met.
Leads evaluation plan is highly sophisticated, with imaginative sources of evidence and a clear path toward improving the
program on an ongoing basis.
DOMAIN 2: THE ENVIRONMENT

2a:
U

Teachers are reluctant to request assistance from the Lead, fearing that a request will be treated as a sign of deficiency.
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B
P
D
Relationships with the Lead are cordial; teachers dont resist initiatives established by the Lead.
Relationships with the Lead are respectful, with some contacts initiated by teachers.
Relationships with the Lead are highly respectful and trusting, with many contacts initiated by teachers.
2b:
U
Establishing an environment of trust and respect.

Lead conveys a sense that the work of improving instruction is externally mandated and is not important to school
improvement.
Teachers do not resist the offerings of support from the Lead.
Lead promotes a culture of professional inquiry in which teachers seek assistance in improving their instructional skills.
Lead has established a culture of professional inquiry in which teachers initiate projects to be undertaken with the support of
the specialist.
B
P
D
2c:
U
B
P
D
Establishing clear procedures for teachers to gain access to instructional support.

When teachers want to access assistance from the Lead, they are not sure how to go about it.
Some procedures are clear to teachers whereas others are not.
Lead has established clear procedures for teachers to use in gaining access to support.
Procedures to access instructional support are clear to all teachers and have been developed following consultation with
administrators and teachers.
2d:
U
Establishing and maintaining norms of behavior for professional interactions.

No norms of professional conduct have been established; teachers are frequently disrespectful in their interactions with one
another.
Leads efforts to establish norms of professional conduct are partially successful.
Lead has established clear norms of mutual respect for professional interaction.
Lead has established clear norms of mutual respect for professional interaction. Teachers ensure that their colleagues adhere
to these standards of conduct.
B
P
D
2e:
U
B
P
D

Lead makes poor use of the physical environment, resulting in poor access by some participants, time lost due to poor use of
training equipment, or little alignment between the physical arrangement and the workshop activities.
The physical environment does not impede workshop activities.
Lead makes good use of the physical environment, resulting in engagement of all participants in the workshop activities.
Lead makes highly effective use of the physical environment, with teachers contributing to the physical arrangement.
DOMAIN 3: Delivery of service.

3a:
U
B
P
D

Lead declines to collaborate with classroom teachers in the design of instructional lessons and units.
Lead collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so.
Lead initiates collaboration with classroom teachers in the design of instructional lessons and units.
Lead initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional
resources from sources outside the school.
3b:
U
B
P
D

Teachers decline opportunities to engage in professional learning.
Leads efforts to engage teachers in professional learning are partially successful, with some participating.
All teachers are engaged in acquiring new instructional skills.
Teachers are highly engaged in acquiring new instructional skills and take initiative in suggesting areas for new growth.
3c:
U
B

Leads model lessons and workshops are of poor quality and are not appropriate to the needs of the teachers being served.
The quality of the Leads model lessons and workshops are mixed, with some of them being appropriate to the needs of the
teachers being served.
The quality of the Leads model lessons and workshops is uniformly high and appropriate to the needs of the teachers being
served.
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The quality of the Leads lessons and workshops is uniformly high and appropriate to the needs of the teachers being served.
The Lead conducts extensive follow-up work with teachers.
3d:
U
B

Lead fails to locate resources for instructional improvement for teachers, even when specifically requested to do so.
Leads efforts to locate resources for instructional improvement are partially successful, reflecting incomplete knowledge of
what is available.
Lead locates resources for instructional improvement for teachers when asked to do so.
Lead is highly proactive in locating resources for instructional improvement for teachers, anticipating their needs.
P
D
3e:
U
B
P
D

Lead adheres to his/her plan, in spite of evidence of its inadequacy.
Lead makes modest changes in the support program when confronted with evidence of the need for change.
Lead makes revisions to the support program when needed.
Lead is continually seeking ways to improve the support program and makes changes as needed in response to student,
parent, or teacher input.
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Rubric for Peer Coach/Q-Comp Coordinator

DOMAIN 1: Planning and Preparation
1a:
U
B
P
D
Demonstrating knowledge of current trends in specialty area and professional development

Peer Coach demonstrates little or no familiarity with specialty area or trends in professional development.
Peer Coach demonstrates basic familiarity with specialty area or trends in professional development.
Peer Coach demonstrates thorough knowledge of specialty area or trends in professional development.
Peer Coachs knowledge of specialty area and trends in professional development is extensive.
1b:
U
B
P
D
Demonstrating knowledge of the districts Q-Comp program

Peer Coach demonstrates little or no knowledge of the districts Q-Comp program.
Peer Coach demonstrates basic knowledge of the districts Q-Comp program.
Peer Coach demonstrates thorough knowledge of the districts Q-Comp program.
Peer Coach demonstrates thorough knowledge of the districts Q-Comp program, and works to improve it.
1c:
U
Establishing goals for professional development appropriate to the setting and staff served
Peer Coach has no clear goals for professional development, or they are inappropriate to either the situation or needs of the
staff.
Peer Coachs goals for professional development are rudimentary, and partially match the situation and needs of the staff.
Peer Coachs goals for professional development are clear, and match the situation and needs of the staff.
Peer Coachs goals for professional development are highly appropriate to the situation and the needs of the
staff. Peer Coach continues to seek out challenging new goals.
B
P
D
1d:
U
B
P
D
Demonstrating knowledge of resources available within the school district and community
Peer Coach is unaware of resources available to assisting staff.
Peer Coach demonstrates basic knowledge of the resources available in the district for assisting staff.
Peer Coach is completely aware of all resources available in the district for assisting staff.
Peer Coach actively seeks out new resources from a wide range of researched sources for assisting staff.
1e:
U
Demonstrating knowledge of differentiated mentoring

Peer Coach sees no value in understanding differentiated mentoring and does not seek out such information in planning and
preparation.
Peer Coach recognizes the value of differentiated mentoring, but has limited knowledge of, or use, in planning and
preparation.
Peer Coach has knowledge of differentiated mentoring, and applies this knowledge adequately in planning and preparation.
Peer Coach has significant knowledge of differentiated mentoring, and applies this knowledge highly
successfully in planning and preparation.
B
P
D
1f:
U
B
P
D
Planning for use of conferencing techniques to promote reflection and thinking, including: cognitive
coaching, questioning, wait time, paraphrasing
Peer Coach plans no cognitive coaching to help staff in reflection, decision-making, and problem solving for professional
interactions and future planning.
Peer Coach plans a limited range of cognitive coaching techniques to help staff in reflection, decision-making, and problem
solving for professional interactions and future planning.
Peer Coach plans a range of cognitive coaching techniques to help staff in reflection, decision-making, and problem solving
for professional interactions and future planning.
Peer Coach plans an extensive range of cognitive coaching techniques to help staff in reflection, decisionmaking, and problem solving for professional interactions and future planning.
DOMAIN 2: The Environment

2a:
Creating an environment of respect and rapport
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U
B
P
D
Peer Coach has interactions with staff that are negative, demeaning, or inappropriate.
Peer Coach has interactions with staff that are generally appropriate.
Peer Coach has interactions with staff that are courteous, caring, and respectful.
Peer Coach demonstrates genuine caring and respect for staff. Interactions are appropriate to professional and cultural norms.
2b:
U
Establishing a culture for ongoing instructional/professional improvement

Peer Coach demonstrates no desire for instructional and professional improvement, and conveys it is not important to district
improvement.
Peer Coach demonstrates little importance in instructional/professional improvement.
Peer Coach promotes a culture of professional inquiry.
Peer Coach promotes a culture of professional inquiry and support staff in ongoing instructional/ professional improvement.
B
P
D
2c:
U
B
P
D
Establishing clear procedures for staff to gain access to instructional/ professional support
Staff are unable, or not sure how, to gain assistance from Peer Coach.
Procedures for staff to gain assistance from Peer Coach are inconsistence.
Staff clearly understand the procedures for how to gain support from the Peer Coach.
Staff clearly understand the procedures for how to gain support from the Peer Coach through collaborative
efforts.
2d:
U
B
P
D
Establishing and maintaining norms of behavior for professional interactions

Peer Coach is not responsive to the needs of staff.
Peer Coach is sometimes responsive to the needs of staff.
Peer Coach is available and responsive to the needs of the staff.
Peer Coach is consistently and responsive to the needs of the staff in a timely and appropriate manner.
DOMAIN 3: Delivery of Service

3a:
U
B
P
D
Communication: oral and written language

Peer Coachs oral and written language may be inappropriate, vague, and judgmental.
Peer Coachs oral and written language is vague and unclear.
Peer Coachs oral and written language is clear, concise, and consistent.
Peer Coachs oral and written language is clear, concise, consistent, expressive, and enriching.
3b:
Conferencing techniques to promote reflection and thinking, including: cognitive coaching,

Peer Coach uses no cognitive coaching to help staff in reflection, decision-making, and problem solving for professional
interactions and future planning.
Peer Coach uses a limited range of cognitive coaching techniques to help staff in reflection, decision-making, and problem
solving for professional interactions and future planning.
Peer Coach uses a range of cognitive coaching techniques to help staff in reflection, decision-making, and problem solving
for professional interactions and future planning.
Peer Coach uses an extensive range of cognitive coaching techniques to help staff in reflection, decisionmaking, and problem solving for professional interactions and future planning.
U
B
P
D
3c:
U
B
P
D
3d:
U
B
Procedures: Scheduling and follow-up

Peer Coach uses inconsistent and unreliable methods of scheduling observations. Scheduling is not flexible, and not always
completed in a timely manner
Peer Coach uses consistent methods of scheduling observations. Scheduling is sometimes flexible and timely.
Peer Coach uses a method of scheduling that best meets the needs of the staff.
Peer Coach uses a method of scheduling that best meets the needs of the staff, and promotes flexibility and
responsiveness.
Observation data collection
Peer Coach collects no data during classroom observation.
Peer Coach collects data during classroom observation with limited accuracy and appropriateness.
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P
D
Peer Coach collects accurate data during classroom observation. The data relates to observation focus.
Peer Coach collects accurate data using a wide range of skills and methods. The data reflects the needs of
the teacher and observation focus.
3e:
U
B
P
D
Use of differentiated mentoring

Peer Coach provides no differentiation during mentoring activities.
Peer Coach provides limited differentiation during mentoring activities.
Peer Coach provides differentiated mentoring that is accurate, current, and meets the needs of staff.
Peer Coach provides differentiated mentoring that is extensive, detailed, and meets all the needs of staff.
ED # 02382-01
DOMAIN 4: Professional Responsibilities

4a:
U
B
P
D
Reflecting on practice
Peer Coach does not reflect on practice, or the reflections are inaccurate.
Peer Coach is inconsistence in reflecting on practice, or sometimes inaccurate.
Peer Coach accurately reflects on practice, citing some positive and negative characteristics.
Peer Coach is highly accurate and perceptive in reflecting on practice, citing several strategies to improve
practice.
4b:
U
B
P
D
Maintaining accurate records

Peer Coach uses no system for maintaining accurate records. Records are not transferable.
Peer Coach uses a partially effective system for maintaining accurate records. With explanation, records are transferable.
Peer Coach uses an organized system for maintaining accurate records. Records are transferable.
Peer Coach uses an organized system for maintaining accurate records that summarize staffs professional
growth and development. Records are transferable and clearly understood.
4c:
U
B
P
D
Coordinating work with other professionals.

Peer Coach makes minimal effort to collaborate with staff within the district.
Peer Coach responds to collaborative efforts of staff within the district.
Peer Coach responds and initiates collaborative efforts of staff within the district.
Peer Coach takes a leadership role in creating collaborative efforts of staff within, and beyond, the district.
4d:
U
B
P
D
Participation in a Professional Learning Community (PLC)

Peer Coach is not involved in a PLC, or is ineffective in such efforts.
Peer Coach participates in a PLC, but offers limited support and insight to the group.
Peer Coach is an active participant in a PLC, offering positive and productive support.
Peer Coach makes substantial commitments and efforts to a PLC, assuming a leadership role.
4e:
U
B
P
D
Engaging in professional development

Peer Coach does not engage in professional development to enhance knowledge or skills.
Peer Coach is engaged in required professional development.
Peer Coach seeks out opportunities for professional development based on individual need.
Peer Coach seeks out several opportunities for professional development and finds ways to share new
knowledge with others.
4f:
U
B
P
D
Demonstrating professional integrity and confidentiality

Peer Coach displays dishonesty or violates confidentiality norms.
Peer Coach is honest in interactions and occasionally breaks confidentiality norms.
Peer Coach displays honesty and respects norms of confidentiality.
Peer Coach holds high standards of honesty and integrity, and respects all norms of confidentiality.
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Salary Schedule
2010-11 Salary Schedule
Level
I
Level
II
Level
III
Level
IV
Level
V
Level
VI
Level
VII
Level
VIII
Probationary 1 37,086
38,336
39,475
40,817
41,504
43,067
44,788
46,191
Probationary
Teacher
39,936
40,623
42,007
42,714
44,324
46,097
47,542
42,479
43,869
45,527
46,378
47,887
49,892
51,396
Emerging
Professional 1
42,261
43,984
45,039
47,414
48,218
49,892
51,897
53,572
Emerging
Professional 2
44,435
45,744
46,817
50,153
51,075
52,776
54,990
56,692
Emerging
Professional 3
45,645
46,764
47,840
52,083
52,948
54,820
57,033
58,734
Professional 1
46,972
47,669
48,861
54,004
54,820
56,692
59,075
60,778
Professional 2
48,683
49,372
50,452
55,943
56,862
58,734
61,118
62,822
Professional 3
50,456
51,138
52,098
58,402
59,402
61,472
64,153
65,843
Master
Professional 1
52,296
52,968
53,798
60,975
62,057
64,341
67,340
69,011
Master
Professional 2
52,895
53,562
54,399
63,662
64,835
67,346
70,689
72,335
Master
Professional 3
56,524
57,278
58,003
69,136
70,099
72,403
75,374
77,091
Tenured
Teacher
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PLC Facilitator Evaluation Process

PLCs will recommend a facilitator to their building principal/supervising administrator who makes the final selection, no
later than workshop week each fall before school starts.
PLCs will evaluate their Facilitator informally two times a year in an anonymous survey.
Informal Evaluation: Survey Questions
1. Have norms been established for the PLC? (1st survey only) (Yes/No)
Rating Scale of 1-5, with 5 being excellent and 1 being ineffective:
2. To what degree does the PLC Facililator do an effective job running PLC meetings?
3. To what degree does the PLC Facilitator hold members accountable for completing PLC tasks and
responsibilities?
4. Overall, how would you rate your PLC Facilitators performance?
5. Open comments: ______________________________
The results will be shared with the building principal/supervising administrator, who will go over the results with the
Facilitor.
Evaluation Checklist
Principal/Supervisor Formal Evaluation Checklist: Completed at the end of the year.
Rating Scale:
1=Needs Improvement
2=Partially Meets Expectations
3=Meets Expectations
4=Exceeds Expections
Effectively facilitates PLC meetings.

PLC meetings are regularly scheduled and well in advance.
PLC agendas are completed and posted in advance of the meeting.
A note-taker is regularly assigned.
Takes attendance at PLC meetings.
Posts and distributes meeting notes and other communication between PLC members.
Enters the PLC SMART goal and evaluation results into the District electronic CIP site.
Reports to building administration regarding the teams SMART Goals and PLC Action Plan implementation.
Participates in building level meetings for PLC facilitators.
Attends districtwide PLC facilitator meetings and training.
If the Facilitator has not been effective, they will earn the stipend but they will not be allowed to be a Facilitator in the
future.
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School and Department Accountability

Procedures
For
Continuous Improvement Planning (CIP)
Revised: August 5, 2010

Academic Services Department
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Introduction
The Bloomington Public Schools has implemented a continuous improvement process that includes the development of a district
strategic plan, introduction of graduation standards, new district-wide achievement tests, new state achievement measures, and staff
development plans that must be focused on student achievement. While these district-wide initiatives have helped focus us on our
important goals and objectives, the work of accomplishing improvement goals will be completed at the school sites, with the help and
support of the school district. Towards that end, a model of continuous improvement planning at the school level has been developed
that will accomplish the districts performance goals.
This manual contains a description of the steps necessary to complete a Continuous Improvement Plan (CIP) for a school site or
district department. The final plan will be created on the district's CIP web site. Sites may choose to design and write the entire plan
on the web site, or work off of paper drafts and then enter the final plan into the web site. Using this web format will allow us to
create a more uniform set of plans and will help district staff evaluate the implementation of the plans. It is important to note that
writing the plan is the end result of a considerable amount of time spent in studying the current data available for the school in each of
the improvement areas.
Process and Timeline
The improvement process is, by definition, a cyclical process. At any point during this cycle, sites are both evaluating past and
current practices and results, as well as planning for changes. Test data may arrive in buildings at any point during this cycle. Budget
planning, staff development planning, and the everyday exigencies of the academic calendar all make it difficult to establish a clear
starting and ending point for a school improvement plan.
Figure 1 on the following page shows a timeline that extends across a single academic year. It is important to remember that the
goals, strategies and activities for a plan may continue over a longer time period than one year. Procedures in the CIP allow a site to
easily move their plan forward to a new school year, and change only those portions of the plan that have been completed or are no
longer going to be included. This annual updating allows the improvement plans to follow a budget year, and to be reflective of the
most current needs and goals.
Site Improvement Teams
Planning for continuous improvement requires collective goal setting, collective decision-making, and agreement about how to
best distribute resources to meet educational improvement goals. In Bloomington, it is expected that a school or department
improvement team will do this work. The specific makeup of this team is not proscribed; it may include administrators, teachers and
parents. It could be a function of an existing site council, or a new team with specific responsibility in this area. In any case, the team
needs to be well aware of the building profile and the areas of strength and/or weakness. They should all be involved in the strategies
and activities designed to meet improvement goals.
CIP Web Site
The district CIP Web will manage the entire process of designing and reporting on a schools improvement plan. The site will not
only contain a location for sites to use for developing plans, but also will be the way in which district reports will be accessed. This
web application will walk the user through the steps that are described beginning on page 3.
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Figure 1
Proposed School Improvement Process and Timeline
Analyze Plan
June
Sept.
Implement
Nov
Review & Plan
June
Sept.
Nov
June August: Collect Data

Assessment office develops school profiles
On Line web site reports all relevent data to schools
September: Analyze
What do the data tell us?
Finding strengths and challenges
Presentations from assessment office
Help with setting realistic goals
Review previous improvement plans
October: Develop Plan
Set building goals
Incorporate staff development plans
Add building PLC SMART goals and action steps
Plans due November 1
November June: Implementation
Plan will continue over next two years
Additional data will arrive during summer of each year
These data are used to refine and adjust the goals
Typically dont expect major changes in goals or strategies
June August: Analyze for new planning cycle
Additional data is used to evaluate the plan
Have goals been met?
Have activities and strategies been effective?
New analysis will lead to new plan and continuation of the cycle
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The CIP process has four broad steps. Usually, site teams will move through the steps in order, although it will be possible to
move back and forth to change or edit each part of the plan.
Step 1: Goal Area
The first step in the design of an improvement plan is the selection of a specific goal area. Teams will choose from among the
following areas:
Achievement - This would include any academic area in which specific improvement targets would be written (i.e.,
Reading, Math, Science, etc). Schools are required to have at least one Achievement goal in their plans.
Building Climate - This area would cover any goals related to student and/or parent satisfaction; teacher attitudes, including
issues related to discipline, ethical conduct, or satisfaction with programs, and other climate topics.
Educational Equity - This would include any goals related to increasing interracial learning opportunities, improving the
performance of students from diverse or non-traditional backgrounds, or increasing participation among parents of diverse
backgrounds. It may also include other goals identified on the districts strategic plan related to diversity. Schools are
required to have at least one Equity goal in their plans.
Professional Development - Usually, improvement teams will identify areas of professional development as strategies to
accomplish other goals. However, there may be some large, system-wide plan for staff development that could be written as
an outcome goal of its own.
With the implementation of the new Strategic Roadmap in July 2007, three additional areas have been added to the CIP application to
address new strategic goals.
Program Development
Community Partnerships
Funding and Resources
Step 2: Goal
Once a goal area is selected, the next step involves writing a statement of the specific results that are desired in this area. The
statements should be related to the goal area and should be written in measurable terms. Teams have the option of selecting a
canned goal that is a district wide one, or writing their own. Alternatively, they may select and modify a district goal. See Appendix
A for current goals in the CIP system. Goals statements should also include a summary of current performance levels that will serve
as baseline information.
A plan must have a minimum of one goal statement for each goal area; however, there may be times when it is desirable to have
more than one goal. This might be the case if achievement is the goal area, and a separate goal statement is made for each of several
grade levels, or a separate goal for reading and math. In all cases, the goals showed should be based on a careful study of the building
profile, and the capacity to achieve the goal.
Step 3: Strategies
The next step in the plan is to identify a strategy to accomplish the goal. Strategies are considered the broad, research-based
means by which schools can accomplish the goals. They should not be too specific; this specificity is reserved for the activities
described in step 4. Teams may select a strategy from the options presented in the CIP application, or write their own. It is possible to
have more than one strategy for each goal statement. For example, increasing reading achievement may have a training/professional
development strategy as well as an instructional strategy. See Appendix B for the list of strategies currently loaded into the CIP
application.
Step 4: Action Plans
The final step in developing a plan is to develop one or more action plans that will allow a school site to accomplish a given
strategy. Action plans are very specific, and define who will do what, when, where, etc. The template also asks that teams identify
when they anticipate completing the activity and the actual completion date.
When teams plan the action plans, they are asked to identify whether it is a building activity or one from their PLC groups. If it is
a PLC action plan, they must also include the smart goal. Also, they identify whether the action plan is one that is part of the building
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staff development plan. By doing this identification, the application can produce a report that summarizes the SD plan automatically.
Teams then print out this report and associate any costs that may be connected to that activity. As in the case of building goals, PLC
smart goals should also include a statement of current performance that will provide baseline information.
Plan Approval
CIP plans are currently due in the Office of the Assistant Superintendent by November 1 each year. While the plans can be
designed to extend over a multi-year period, there will be separate documents turned in each year. The changes will only be in the
activities that may be identified for that year so that an annual staff development budget can be reported.
Appendix C will be used by the assistant superintendent to review and approve the plan. The first page of this review form
primarily is a check to ensure that the major components of the plan are in place. The second page of the review form will be used to
after the plan is finalized.
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Appendix A.
Goal Statements
Goal Area: Achievement
The Percentage of Expected Growth (PEG) as measured by the CALT will meet or exceed 100% for all grades and subjects
tested.
At least [x] percent of the students will leave grade five on track to meet middle school reading, math and science standards as
indicated by scores of "Meets Standard" or higher on the MCA-II exams.
No more than [x] percent of the students will score in the lowest achievement level [in reading; math; science; in all tested
subjects] on the MCA-II exams.
At least [x] percent of the students will pass required [all; reading; math; writing] GRAD measures on their first attempt.
At least [x] percent of the students who take ACT placement tests will demonstrate readiness for college-level learning.
At least [x] percent of the grade 9 and 10 students will be on track to graduate within four years of starting high school as
measured by accumulated courses on end-of-year transcripts.
The percentage of students earning "F" grades [in specific department/course/grade/] will be less than [x] percent [each term; each
year].
At least [x] percent of the students will score in the highest achievement level [in reading; math; science; in all tested subjects] on
the MCA-II exams.
At least [x] percent of students in [specific grade or class or school] will score a 3 or 4 on district-defined essential standards in
[specific standard].
All state-defined student groups will meet the annual Adequate Yearly Progress (AYP) proficiency index.
At least [x] percent of registered test takers will achieve a score of 3 or higher on high school Advanced Placement (AP) exams.
At least [x] percent of the students will leave grade eight on track to meet high school reading, math and science standards as
indicated by scores of "Meets Standard" or higher on the MCA-II exams.
At least 80 percent of incoming Kindergarten students will meet the "Ready to Learn" Criteria.
At least 60 percent of the adult basic education ESL students will advance one level within one year's time.
At least % of students will earn a course grade of "C" or better [in specific subject, grade, department] as measured by term
grades.
The percent of all students in grade(s) [x] who earn achievement levels of Meets the Standards or Exceeds the Standards on the
[Reading, Math, Science] MCA-II will increase from [x]% in 20[xx] to x% in 20[xx].
The percent of all students in grade(s) [x] who score in the "At Risk" level on the spring CALT in [Reading, Math] will decrease
from [x]% in 20[xx] to x% in 20[xx].
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Goal Area: Educational Equity
All school staff will have the knowledge and skills to provide interracial learning opportunities [as measured by...].
Participation in honors and advanced placement classes will reflect the ethnic diversity of the school.
Annual growth on CALT achievement measures will be equal for all NCLB groups.
The largest gap in the proficiency rates for all NCLB groups will be less than 20 percent [in reading; in math; in science; in all
subjects].
The largest gap in graduation rates for all NCLB groups will be less than 30 percent.
The largest gap in the percentage of report card grades of "D" and "F" for all NCLB groups will be less than 30 percent [in
specific course; department; grade; or all grades].
At least 80 percent of the staff will demonstrate satisfactory cultural competency in working with students [as measured by...].
Goal Area: Professional Development
The school will develop and implement a plan to support new staff.
Licensed staff will have multiple opportunities to participate in small learning communities that reflect on achievement data, the
diverse people being served, and the role and practices of professional educators.
The school will support licensed staff applications to the Professional Development Fund (PDF) as measured by....
The school will support the professional growth of non-licensed staff by...
Write your own professional development goal...
At least 80 percent of the teaching staff will report being satisfied or very satisfied with their professional growth which results
from participation in professional learning communities as measured by the end-of-year PLC survey.
At least 90 percent of the teaching staff will report being satisfied or very satisfied with the district's staff development response
to their professional growth needs as measured by ongoing staff development surveys.
Goal Area: Building Climate
Students will demonstrate increased levels of respectful and responsible behavior [as measured by referrals to quite rooms; inschool suspensions; detentions; other].
At least 90 percent of parents will report they are satisfied or highly satisfied with our academic programs as measured by annual
building climate surveys.
At least 90 percent of students will report they are satisfied or highly satisfied with our academic programs as measured by annual
building climate surveys.
Goal Area: Community Partnerships

Goal Area: Funding and Resources
The district will retain a fund balance of at least 4 percent of annual budgeted expenses.
The annual variance between budgeted and actual expenditures will be less than 1.5 percent.
Appendix B
What Works in Schools Translating Research into Action
Robert J. Marzano, ASCD 2003
School Level Factors (p. 15)

A Guaranteed and Viable Curriculum (p. 22)
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6.
Identify and communicate the content considered essential for all students versus that considered supplemental or necessary
only for those seeking post secondary education. (p.25)
7. Ensure that the essential content can be addressed in the amount of time available for instruction. (p.29)
8. Sequence and organize the essential content in such a way that students have ample opportunity to learn it. (p. 30)
9. Ensure that teachers address the essential content. (p.30)
10. Protect the instructional time that is available (p.31)
Challenging Goals and Effective Feedback (p.35)

1. Implement an assessment system that provides timely feedback on specific knowledge and skills for specific students. (p.39)
2. Establish specific, challenging achievement goals for the school as a whole. (p. 40)
3. Establish specific goals for individual students (p. 46)
Parent and Community Involvement (p. 47)

6. Establish vehicles for communication between schools and parents and the community. (p.49)
7. Establish multiple ways for parents and community to be involved in the day-to-day running of the school (p.50)
Safe and Orderly Environment (p. 53)
1. Establish rules and procedures for behavioral problems that might be caused by the schools physical characteristics or the
schools routines. (p.55)
2. Establish clear school wide rules and procedures for general behavior. (p.55)
3. Establish and enforce appropriate consequences for violations of rules and procedures. (p.56)
4. Establish a program that teaches self-discipline and responsibility to students (p.57)
5. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors.
(p.57)
Collegiality and Professionalism (p.60)

1. Establish norms of conduct and behavior that engender collegiality and professionalism (p.65)
2. Establish governance structures that allow for teacher involvement in decisions and policies for the school.(p.65)
3. Engage teachers in meaningful staff development activities. (p.65)
Teacher Level Factors (p.71)

Instructional Strategies (p.78)
1. Provide teachers with an instructional framework for units that employ research-based strategies. (p.85)
Classroom Management (p.88)
1. Have teachers articulate and enforce a comprehensive set of classroom rules and procedures. (p.95)
2. Have teachers use specific strategies that reinforce appropriate behavior and recognize and provide consequences for
inappropriate behavior. (p.97)
3. Institute a schoolwide approach to discipline (p.98)
4. Help teachers develop a balance of moderate dominance and moderate cooperation in their dealings with students. (p.99)
5. Provide teachers with an awareness of the needs of different types of students and ways of alleviating those needs.
Teacher Level Factors (Contd)

Classroom Management (Contd)
6. Have teachers employ specific strategies to maintain or heighten their awareness regarding the actions of students in their
classes (withitness) (p.102)
7. Have teachers employ specific strategies that help them maintain a health y emotional objectivity with their students. (p.102)
Classroom Curriculum Design (p.106)
1. Have teachers identify the important declarative and procedural knowledge in the topics that are to be the focus of
instruction. (p.116)
2. Have teachers present new content multiple times using a variety of input modes. (p.116)
3. Have teachers make a distinction between those skills and processes students are to master versus those they are not. (p.117)
4. Have teachers present content in groups or categories that demonstrate the critical features of the content. (p.118)
5. Have teachers engage students in complex tasks that require addressing the content in unique ways. (p.119)
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Student Level Factors (p.123)

Home Environment (p.126)
1. Provide training and support to parents to enhance their communication with their children about school, their supervision of
their children, and their ability to communicate expectations to their children within the context of an effective parenting
style. (p.131)
Learned Intelligence and Background Knowledge (p.133)
1. Involve students in programs that directly increase the number and quality of life experiences students have. (p.141)
2. Involve students in a program of wide reading that emphasizes vocabulary development. (p.141)
3. Provide direct instruction in vocabulary terms and phrases that are important to specific subject matter and content. (p.142)
Student Motivation (p.144)
1. Provide students with feedback on their knowledge gain. (p.149)
2. Provide students with tasks and activities that are inherently engaging. (p.149)
3. Provide opportunities for students to construct and work on long-term projects of their own design. (p.150)
4. Teach students about the dynamics of motivation and how those dynamics affect them. (p.151)
Scaling Up of Effective Practices
Exploration and Adoption
1. Establish an implementation team
2. Develop vision and goals
3. Develop a communications plan
Program Installation
1. Train leadership and implementation teams
2. Establish links between existing systems and policies
3. Create professional development plan
Initial Implementation
1. Implement professional development plan
2. [Component] is introduced and implemented
3. Establish systems to check for fidelity of implementation
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Appendix C
Continuous Improvement Planning
Initial Plan Evaluation Criteria
School: ____________________________
Plan Year: ________________________________
Reviewer: __________________________
Board Approval Date: ______________________
Initial Plan Status:
Approved
Approved with noted changes
Plan was entered into the district web site by the due date: Yes
Not Approved
No
Comments: ___________________________________________________________________________________
()
Goal Areas
Comments
1
Achievement
Educational Equity1
Professional Development1
Building Climate
Program Development
Community Partnerships
Funding and Resources
Each goal area has at least one goal: Yes
No _________________________________________
Goals are focused on student results and written in SMART form (Site and/or PLC goals):
Yes No ________________________________________________________________________
Goals include baseline data: Yes No _______________________________________________
Strategic plan link is appropriate: Yes
No __________________________________________
Each goal has at least one strategy: Yes
No _________________________________________
Strategy is appropriate for the desired results statement: Yes

Each strategy has at least one action plan: Yes
No ________________________
No ____________________________________
Action plans seems designed to meet the strategy: Yes
No ______________________________
Action plans Smart Goals include baseline data: Yes No _______________________________

Action plans have estimated completion dates: Yes No _________________________________
1
Goal areas in bold type are required. Professional Development may be either a goal area or identified as strategies for other goal
areas.
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Appendix C (continued)
Continuous Improvement Planning
Final Plan Evaluation Criteria
School: ____________________________
Plan Year: ________________________________
Reviewer: __________________________
Review Date: ______________________________
Final Plan Status:
Completed
Not completed
An actual completion date is entered for each action plans: Yes
No
Comments
Evaluation rating and comments have been entered for each action plans: Yes
No
Comments:
________________________________________________________________________________________
________________________________________________________________________________________
Evaluation rating and comments have been entered for each Goal: Yes
No
Comments:
________________________________________________________________________________________
________________________________________________________________________________________
General Comments:
________________________________________________________________________________________
_________________________________________________________________________________________
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Appendix D
Quick Steps to CIP
Open your web browser and go to Student Data Site http://re.bloomington.k12.mn.us/Data and click on CIP from the menu.
Options from the Welcome Screen
If you have not yet logged in to the Student Data Site (SDS), you can only view this direction page and the link to Other
Schools. Clicking on any other CIP menu link, will bring up the login page. After logging in, you can do the following:
You can view and work on your plan by clicking on Develop CIP.
You can view your building staff development plan by clicking on Staff Dev. Report.
You can view your complete current plan by clicking on Print CIP Plan and then selecting which plan you want to see.
The Goal Report shows just the goals from the plan year selected. If the goals have been evaluated, the evaluation
outcome and comments are shown.
The Action Plan Report lets you view which activities in your plan are completed, past due, or due within the next month.
This is a good tool to monitor the progress of your plan. From this site, you can click on an Action Plan to make edits.
To Develop a new CIP Plan

1.
The first step in developing your CIP is to enter a Goal Area

Click on Develop CIP.
To add a goal, click on the Add Goal Area link and select a goal area in the drop down box. Initially, all goal areas
will be available. Note that after you select a goal area, that choice will no longer be available. Only goal areas that
havent been used already are available.
Make sure the Active button says Yes and click on "Add Goal Area" - Message should tell you that goal area was
successfully added.
Click on "Develop Plan". You should see the goal area just added listed with a plus sign after it [+]. This
development screen lets you view the entire plan or individual parts by using the expansion links [+] next to each
section. Clicking on the [+] will expand a section, while clicking on the collapse link [-] will shrink the section.
2.
The next step in CIP development is to select or write a Goal statement

To add a new goal, click on "Add Goal" under the appropriate Goal Area.
Depending on the goal area you selected, a list of potential goal statements may appear.
If you want to use one of the available goal statements, simply click on the appropriate radio button and click on
"Select Goal". If you want to write your own from scratch, select "Write your own", then click on "Select Goal".
Note that you can also pick one of the existing statements and then edit it on the next screen.
Edit or develop whatever goal statement you want in the text box. Make sure you specify baseline data.
Select the link to the district's strategic plan.
Make sure the Outcome Rating is set to In Progress. You will change this at the end of your plan.
Make sure the Active button says Keep in Plan and click on "Add Goal" - Message should tell you that the goal
was successfully added.
Click on "Develop Plan". You should see your goal listed with a plus sign after it [+]. Click on the [+].
3.
The next step in CIP development is to add a Strategy.

To add a new strategy, click on "Add Strategy" under the appropriate Goal. A list of potential strategies that have
been synthesized from the Robert Marzano text What Works: Translating Research into Action (ASCD, 2003) will
be listed.
You can select any of these strategies or select the last one, which is Write your own and then click Select
Strategy
Edit your strategy selection. Make sure the Active button says Keep in Plan and click on "Add Strategy Message should tell you that the information was successfully added.
Click on "Develop Plan". You should see your strategy statement listed.
4.
The next step in CIP development is to add an Action Plan.

First, click on "Add Action Plan".
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In Step 1, select the appropriate radio button to identify the Action Plan as a PLC activity or a regular CIP action
plan. If you identify this as a PLC action plan, Step 2 asks for the PLC Smart Goal that will be the focus of your
PLC. Make sure you identify baseline data for this goal. Leave steps 2 blank if this is a regular building CIP Action
Plan.
Step 3 requires a short summary description of the specific steps that will be undertaken as part of this Action Plan.
For Step 4, decide whether this activity should be included on your building staff development plan. Clicking Yes
here will allow you to develop you buildings staff development plan automatically.
At Step 5, enter the "Estimated Completion Date". This is the date that you will complete the current activity (use
1/1/02 format). Later, after you complete the activity, you will go back, click on "Complete" and enter the actual
completion date.
For Step 6, you should make sure the button says In Progress. After the Action Plan is completed, change this to
Complete and finish steps 7-9.
To remove an Action Step from your plan, click Delete from Plan.
Click on "Add Action Plan" button at the bottom. Message should tell you that the information was successfully
added.
Click on "Develop Plan". You should see your Activity statement listed.
PLC Directions
1.
Directions for PLC groups to add Action Plans.

The goal of a well written CIP is for all PLC Smart Goals and Action Steps to be aligned with the buildings CIP
goals and strategies. PLC Action Plans must be connected to a specific Goal and Strategy, and PLC groups cannot
do this until those parts of the CIP have been entered.
To enter PLC Smart Goals and Action Steps, teachers should use their personal password and User ID. This
password does not allow them to add or amend any goal areas, goals or strategies, as only designated building staff
can do this (usually the school principal or his/her designee). The teacher login credentials allow for the entering and
editing of only PLC Action Plans.
Printing a CIP Plan
Click on "Print CIP Plan" menu button.

Select the plan you want to print from the available list and click on the PRINT button. The most recent plan is always listed
first.
Your plan as currently developed will appear in a full window. Use the File Print command from the browsers menu bar to
print the plan. After this you can return to the CIP window by clicking on Close at the top of the page. You can also use the
Back button on your browser.
Note that you can choose to include or exclude all the PLC Action Plans by clicking on the appropriate link at the top. The
default is to include the PLC Action Plans.
The page is in html format, and you may need to adjust your page size and/or page setup defaults to get the entire plan to
print appropriately on the paper. For most printers and browsers, setting you paper to 1 inch margins will work. Also, you can
set the options to exclude the url parameters on the printed document. Working with your Staff Development Plan
Click on "Staff Dev. Report" menu button.
Any action plan that was designated as part of your buildings staff development plan is shown, along with the goal statement
it is connected to, the links to district plans, and the estimated completion date.
If you want to exclude or include any action plans from this report, you can do so by clicking on any action plan from either
the Develop CIP menu or the Action Plan Report menu. Simply check or uncheck the radio button that includes the plan
on your building staff development report.
General Guidelines
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A completed CIP must have at least one goal for each goal area, and at least one strategy for each goal. You also need at least one
action plan, either a PLC or building one, for each strategy. Beyond this requirement, there is no specific limit to how many goals,
strategies or action plans are required. The guiding rule is that you should include whatever steps (action plans) it takes to accomplish
a strategy, and have sufficient strategies to ensure the goal can be met. Note also that the above steps describe a very linear process
for CIP development. You may also add all the goals areas at once, and then add one or more goals to any or all goal areas before
adding any strategies.
Monitoring and updating a CIP Plan

1.
The Action Plan Report lets you view the status of any action plan, to see different types of action plans, and to evaluate an
action plan when it is completed.
Click on Action Plan Report on the menu bar.
Select the plan year, and the type of action plan to see. You can view all plans, PLC or building only, those that are
completed, due soon (within one month) or past due.
You can edit any action plan from within this report for the current year. Also, teachers using their login credentials
may only edit PLC action plans.
When an action plan is completed, you should click on the link and enter the date completed. You must also enter
an evaluation rating and some evaluation comments. This helps other users understand the impact and/or value of a
specific action plan.
Click on Update Action Plan and then click on the Action Plan Report menu again. When the evaluation of an
action plan is finished, the evaluation information will be shown on the report.
All action plans must be evaluated before a CIP plan can be finalized.
2.
The Goal Report lets you view the edit any goal and evaluate a goal when it is completed.
Click on Goal Report on the menu bar.
Select a plan year.
Each of the goals will be displayed as a hyperlink (if logged in as the CIP administrator).
You may edit the goal by clicking on the link. From the edit screen you can change the goal or remove it from your
plan.
After the goal is completed, you must evaluate it with a specific rating and some evaluation text.
Once the evaluation is completed, the rating and comments are shown.
3.
At the end of each year, all action plans and goals must be evaluated before the plan is finalized and a new CIP can be
opened. Contact the Research and Evaluation Office when you believe you plan is finished so that the new CIP can be
activated.
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SMART GOAL RESOURCES
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Q Comp Schoolwide SMART Goals Overview

(based on MDE Documents)
School Improvement working definition of a standardized assessment:

A standardized test/assessment is a measurement instrument:
Constructed from a pool of items which were field-tested with an appropriate sample using a specific normreferenced or criterion-referenced test design defined for the given population.
Administered with specific structured procedures and instructions given to the test-taker by the test administrator
or read by the test-taker.
Connected with test results that allow comparison of data from large numbers of students or subgroups of
students.
Connected with standardized scores that allow comparison of student performance from year to year.
Connected with performance standards determined by a formalized process for either a norm-referenced or
criterion-referenced interpretation of results.
Why use a SMART goal process?
Provides clarity and direction.
Promotes whole-school ownership.
Drives collective actions.
Makes the performance payout process transparent.
What is a SMART goal?
S: Specific
Identifies sufficient detail to know exactly who and what regarding student achievement.
Strategic
Reflects a long-term goal.
Reflects student achievement trends.
Aligns with other initiatives.
M: Measurable
Identifies the starting value from the previous years data.
Identifies the final value to be achieved.
A: Attainable
Sets a final value that is reachable within the time frame.
Stretches the previous achievement level.
R: Results-based
Identifies standardized assessment.
Includes all students assessed in the group.
Uses an appropriate measure for the standardized assessment.
T: Time-bound
Identifies the specific period of time.
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General Examples of Schoolwide Goals at Different Grade Levels

Example 1:
The percentage of all students in grades 3-5 at XYZ Academy who earn achievement levels of Meets the Standards or
Exceeds the Standards on the Mathematics MCA-II will increase from 80.1% in 2007 to 83% in 2008.
Rationale for goal increase: Mathematics content was chosen because the district goal is focused on improving
mathematics. In the next two years, the school wanted to close the gap between their schools percent of students
proficient and the districts percent of students proficient as identified in their 2007 MCA-II data. The school has 80.1%
of all students proficient while district has 86% of all elementary students proficient.
Example 2:
The percentage of all students in grades 6-8 at XYZ Middle School who earn achievement levels of Meets the Standards
or Exceeds the Standards on the Mathematics MCA-II will increase from 52.2% in 2007 to 58% in 2008.
mathematics. The school did not make AYP in 2007 in mathematics. In the next two years, the school wants to increase
the number of students who score in the Meets the Standards or Exceeds the Standards achievement levels on the
Mathematics MCA-II to be at 65% to ensure the school makes AYP.
Example 3:
The percentage of all students in grade 11 at XYZ High School who earn achievement levels of Meets the Standards or
Exceeds the Standards on the Mathematics MCA-II will increase from 28.0% in 2007 to 35% in 2008.
Rationale for goal and increase: Mathematics content was chosen because the district goal is focused on improving
mathematics. The enrollment in Algebra II has increased by 25% over the past two years. This is a one-fourth increase in
the number of students having an opportunity to learn all of the Minnesota Academic Standards in Mathematics. This
should be reflected in the percentage of students proficient on the test: of 28% is 7%. Schoolwide SMART Goals
Examples of Schoolwide SMART Goals
Alternative Examples of Schoolwide Goals at Different Grade Levels
Example with increased rigor:
The percentage of all students in grades 3-5 at XYZ Academy who earn achievement levels of Meets the Standards or
Exceeds the Standards on the Mathematics MCA-II will increase from 80.1% in 2007 to 83% in 2008, and the percent of
all students in grades 4 and 5 who tested in 2007 on the Mathematics MCA-II earning the same or a higher
achievement level will increase from 49.0% in 2007 to 60% in 2008.
Rationale for addition to goal statement: Even though a large percent of students are proficient, data for 2007
Mathematics MCA-II showed only 49% of grade 4 and 5 students earned the same or higher achievement level from 2006
to 2007. The distribution of scale scores showed large numbers of students at or just above the cut points for each
achievement level. The school wants to stretch themselves to make sure students are not sliding backward on their
achievement the following year.
Example using AYP Index Rate:
The AYP Mathematics index rate for All students in grades 6-8 at XYZ Middle School will increase from 52.23 in 2007
to 60.00 in 2008, as measured by the Mathematics MCA-II.
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mathematics. The school did not make AYP in 2007 in mathematics. In the next two years, the school wants to increase
their AYP index rate to be equal to the AYP index target. The school estimated the index target to be 69.46 for 2009.
Example using an alternative standardized assessment:
The percentage of all students in grade 10 at XYZ High School who are on track to be college ready for mathematics as
measured by ACTs PLAN will increase from 15.2% in 2007 to 30% in 2008.
Rationale for goal and increase: Mathematics content was chosen because the district goal is focused on improving
mathematics. The district Educational Improvement Plan is also focused on eliminating high school mathematics tracking
in order to prepare students to meet the high school graduation requirements for mathematics. The participation of grade 9
and 10 students in Geometry and Algebra II has doubled in the past year. This increase in enrollment is expected to
double the percent of students who are college ready in mathematics on the PLAN. Schoolwide SMART Goals
Q Comp Schoolwide SMART Goals Checklist
Q Comp goals are to align with the district Educational Improvement Plan and Staff Development Plan.
S Specific
States goal as positive statement linked to student achievement.
Identifies district/school that will achieve goal.
Identifies grades to be measured at school.
Identifies specific content area to be measured and improved.
Identifies the student population to be measured.
(e.g., all students, all students enrolled by October 1)
Strategic
The increase reflects a long-term goal or aligns with another initiative.
M Measurable
Identifies the starting value from the previous years data associated with the standardized
assessment.
Identifies the final value so the amount of increase to be achieved is clear.
A Attainable (yet rigorous)
Sets a final value that is reachable within the time frame.
Stretches a previous achievement level with a reasonable/logical increase given the starting point.
R Results-based
Identifies the standardized assessment.
Includes all students for the academic year in the grades for which the standardized assessment is
administered.
Identifies a measure of student achievement as defined by the standardized assessment (e.g.,
proficiency on the MCA-II, RIT score growth target on the NWEA).
T Time-bound
Identifies the time when goal attainment will be measured.
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School Improvement Division

1500 Highway 36 West

CHARTER SCHOOL IDENTIFICATION INFORMATION

School Name and Number:

ADDITIONAL CONTACT INFORMATION

Street Address: 1350 W 106th Street

Zip Code: 55431

ASSURANCE OF AUTHENTIC WORK

School Improvement Division

EDUCATIONAL IMPROVEMENT PLAN (EIP) AND Q COMP ASSURANCES

Approved by MDE on 3/14/12

School Improvement Division

DISTRICT SUBMISSION FOR PRE-APPROVAL OR APPROVAL STATUS

Approved by MDE on 3/14/12

School Improvement Division

CHARTER SCHOOL SUBMISSION FOR PRE-APPROVAL OR APPROVAL STATUS

Approved by MDE on 3/14/12

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Q Comp Application Components 1-5

District-Wide Demographics (% of Enrollment)

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Elementary and Secondary Curriculum Coordinators

Work with all teachers on standards, assessments, and curriculum.

Approved by MDE on 3/14/12

School Improvement Division

Elementary and Secondary Literacy Coaches

Elementary: Full-time Teacher on

Approved by MDE on 3/14/12

School Improvement Division

District Instructional Mentors

(Existing position; not funded through Q-Comp.)

Tenured Bloomington Public

Approved by MDE on 3/14/12

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Tenured Bloomington Public

Conduct peer observations for tenured teachers and provide feedback to

Approved by MDE on 3/14/12

School Improvement Division

Tenured teacher (finished with the

Approved by MDE on 3/14/12

Works with tenured and probationary teachers.

School Improvement Division

Teachers/Licensed Staff Count October 1, 2011

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Southwood School (Early Childhood Special Education Center)

Approved by MDE on 3/14/12

School Improvement Division

Approved by MDE on 3/14/12

School Improvement Division

Identify assessed grades in the SMART goal: