| Teacher utilizes assessment data for planning | Teacher rarely or never uses formal and informal assessment data when planning | Teacher uses formal and informal assessment data to formulate achievement goals, unit plans, or lesson plans, but not all of the above | Teacher uses formal and informal assessment data to formulate achievement goals, unit plans, and lesson plans | Teacher uses formal and informal assessment data to formulate achievement goals, unit plans, and lesson plans and incorporates differentiated instructional strategies in planning to reach every student at their level of understanding |
| Teacher develops ambitious and measurable achievement goals | Teacher rarely or never develops achievement goals for the class, or goals are developed but are too general to be helpful for planning purposes | Teacher develops an annual student achievement goal that lacks more than one of the following traits: - Measurable
- Aligned to content standards where applicable
- Includes benchmarks to help monitor learning and inform interventions throughout the year
| Teacher develops an annual student achievement goal that lacks only one of the following traits: - Measurable
- Aligned to content standards where applicable
- Includes benchmarks to help monitor learning and inform interventions throughout the year
| Teacher develops an annual student achievement goal that have all of the following traits: - Measurable
- Aligned to content standards where applicable
- Includes benchmarks to help monitor learning and inform interventions throughout the year
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| Teacher develops standard-based unit plans and assessments | Teacher rarely or never plans by identifying content standards that students will master in each unit, or there is little to no evidence that teacher plans units at all | Based on achievement goals, teacher plans units but omits two or more of the following steps: - Identifying content standards that students will master in each unit
- Creating assessments before planning units
- Allocating an instructionally appropriate amount of time for each unit
| Based on achievement goals, teacher plans units but omits only one of the following steps: - Identifying content standards that students will master in each unit
- Creating assessments before planning units
- Allocating an instructionally appropriate amount of time for each unit
| Based on achievement goals, teacher plans units by following the steps below: - Identifying content standards that students will master in each unit
- Creating assessments before planning units
- Allocating an instructionally appropriate amount of time for each unit
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| Teacher creates objective-driven lesson plans and assessments | Teacher rarely or never uses a system to track student assessment/progress data and/or has an ineffective grading system | Teacher uses a data tracking system to record student assessment / progress data but fails in both of the following steps: - Use data to analyze student progress toward mastery or to plan future lessons / units
- Have a grading system that appropriately aligns with student learning goals
| Teacher uses a data tracking system to record student assessment / progress data but fails in one of the following steps: - Use data to analyze student progress toward mastery or to plan future lessons / units
- Have a grading system that appropriately aligns with student learning goals
| Teacher uses a data tracking system to record student assessment / progress data, maintains a grading system appropriately aligns with student learning goals, and uses data to analyze student progress toward mastery or to plan future lessons / units |