According to NNSTOY (The National Network of State Teachers of the Year), the standard around Facilitating Improvement falls in the fourth domain:
Domain IV: Facilitating improvements in instruction and student learning
The teacher leader demonstrates a deep understanding of the teaching and learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The teacher leader works collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission, and goals.
For the purposes of my evaluation in the Fort Madison Community School District, Domain 4 is further broken down into seven sub-domains, outlined with a three point rubric, illustrated below:
| Domain 4: Facilitating improvement in instruction & student learning | |||
| Expectation: | Accomplished
What it looks like… |
Developing
What it looks like… |
Aspiring
What it looks like… |
| 4.1 Collaborates with teachers in the design, co-planning and/or co-teaching of instructional units and lessons | Teacher leader consistently encourages collaboration with the classroom teachers in the design, co-planning and co-teaching of instructional lessons and units, using a variety of resources. | Teacher leader occasionally
steps in to collaborate with classroom in the design, co-planning and co-teaching of instructional lessons and units, using a variety of resources. |
Teacher leader has not had an opportunity to collaborate with classroom teacher in the design, co-planning and co-teaching of instructional lessons and units, using a variety of resources. |
| 4.2 Observes and provides relevant feedback to teachers | Teacher leader regularly completes an observation cycle with teachers and provides feedback based on the specific needs of students in the class. Feedback encourages and supports teacher development and includes a written plan for follow up and next steps. | Teacher leader infrequently completes an observation cycle with teacher and provides limited feedback. | Teacher leader fails to observe teachers and does not provide feedback. |
| 4.3 Model instruction for classroom teachers | Teacher leader’s modeling process includes all three components of a pre-conference, modeling, and a post-conference.
Goal for student growth is evident in the plan for the lesson. |
Teacher leader’s modeling process includes one or two of the three components of a pre-conference, modeling, and a post-conference.
Goal for student growth is not always evident in the plan for the lesson. |
Model lessons are not utilized as a coaching strategy or are ineffective at promoting student growth. |
| 4.4 Classroom management | Teacher leader actively participates in collaboration with teachers in establishing classroom management routines and procedures to improve student engagement. | Teacher leader occasionally works with teachers in establishing classroom management routines and procedures to improve student engagement when asked to do so. | Teacher leader rarely addresses classroom management routines and procedures to improve student engagement |
| 4.5 Strategies and resources | Teacher leader is proactive in responding to professional needs of groups or individuals by providing timely access to a wide array of teacher resources and materials. | Teacher leader responds to professional needs of groups or individuals by providing access to teacher resources and materials when asked to do so. | Teacher leader is not knowledgeable of resources and/or fails to locate resources for groups or individuals. |
| 4.6 Use of technology in the classroom | Teacher leader encourages the effective use of technology to help differentiate instruction to meet multiple learning needs. | Teacher leader assists with the effective use of technology to help differentiate instruction to meet multiple learning needs. | Teacher leader is not involved in the effective use of technology to help differentiate instruction to meet multiple learning needs. |
| 4.7 Address diversity and equity in the classroom | Teacher leader consistently promotes instructional strategies that address issues of diversity and equity in the classroom, and ensures that individual student learning needs remain the central focus of instruction. | Teacher leader occasionally addresses
instructional strategies that address issues of diversity and equity in the classroom, and ensures that individual student learning needs remain the central focus of instruction. |
Teacher leader does not promote instructional strategies that address issues of diversity and equity in the classroom, and fails to ensure that individual student learning needs remain the central focus of instruction. |