CCA Teacher Evaluation Rubric This rubric is to be utilized by the teacher, supervisor, and administration for every documented evaluation. Teachers are evaluated across four domains: 1) Planning and Preparation; 2) Instruction; 3) Classroom Environment; and 4) Professional Responsibilities. Observation and discussions of these domains will be basis of the evaluations throughout the school year as defined by the requirements of the teacher track. Each teacher will be told what track they are on during orientation week. The supervisor will inform the teacher of any changes in track status. Ratings will be given on the Evaluation Report forms which are individualized for the various observations and meetings. Teachers are welcome to make comments on the Evaluation Report forms as well. Please refer to the individual Evaluation Report form regarding which domains will be evaluated during a scheduled or drop-in observation. Some areas of this rubric, particularly in the domain of Professional Responsibilities, will be rated during individual meetings with the teacher. Each teacher will be rated in all of the areas of this rubric on the summative evaluation. The administration and the School Committee will utilize the Evaluation Report forms as the basis for determining contract renewal and merit pay. Explanation of Evaluation Ratings: Satisfactory: teacher is performing at a level consistent with contract expectations. Exemplary: teacher exhibits all the characteristics of the satisfactory rating in addition to those characteristics in the exemplary rating. Needs improvement: teacher is performing below expected minimums. The teacher is required to improve skills in the listed category to the satisfactory rating. Failure to show improvement before the next evaluation may result in probation, termination, or non-renewal of contract. Revised Aug. 07

1. Planning and Preparation Component Needs Improvement Satisfactory Exemplary 1.a. Knowledge of content Displays little understanding of the CCA plan for content and curricular materials adopted by the school committee. Fails to utilize knowledge of content and prerequisite skills in sequencing the learning activities. Follows the CCA plan for content and curricular materials adopted by the school committee. Utilizes knowledge of content and prerequisite skills in sequencing the learning activities. Shows evidence of a continuing search for improved practices. Actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. 1.b. Knowledge of students Plans fail to demonstrate knowledge of students’ backgrounds, skills, and interests. . No evidence of the accommodations on any student’s LAP. Demonstrates knowledge of students’ backgrounds, skills, and interests, and uses this knowledge to plan for groups of students. Plans accommodations as listed on any student’s LAP. Utilizes this thorough knowledge of students to plan for individual student learning beyond those who have a LAP. 1.c. Knowledge of resources Fails to use appropriate supplemental materials. Uses supplemental materials of similar quality to Board adopted materials which present a biblical world view or the teacher has planned biblical integration. Makes frequent and appropriate use of high quality supplemental materials to meet the needs of all students. 1. d. Biblical integration Fails to or infrequently bases teaching and disciplinary practices on the Bible. Generally bases teaching and disciplinary practices on the Bible. Integrates the Bible in the fabric of the content, teaching style, and classroom management. Consistently and creatively bases all teaching and disciplinary practices on the Bible.

2. Instruction Component Needs Improvement Satisfactory Exemplary 2.a. Instructional strategies Lacks basic skill or knowledge of teaching strategies in a manner that is developmentally appropriate for instruction at the age level. Makes general use of a variety of teaching strategies in a manner that is developmentally appropriate for instruction at the age level. Assignments and instructional strategies are adjusted as a students are identified. Skillfully uses a variety of teaching strategies in a manner that is developmentally appropriate for instruction at the age level. Assignments and instructional strategies are adjusted as a students needs are identified. 2.b. Delivery and Procedures Explanations and directions are confusing to students often unclear or inappropriate to students. Students are unable to proceed with independent work. Instructions often need to be repeated. Explanations and directions are generally clear with little restatement necessary before students are able to work independently. Explanations and directions are consistently clear adjust instruction according to student response so they are able to work independently. Directions are modeled effectively to address the learning styles of all students, making adjustments as needed. 2.c. Engaging students in learning Students are seldom intellectually engaged in significant learning as a result of inappropriate activities or materials, poor representations of content, or a lack of lesson structure. Students are intellectually engaged throughout the lesson with appropriately activities and materials, instructive representations of content, and suitable structure and pacing of the lesson. Students are highly engaged demonstrating higher level thinking skills. The structure and pacing of the lesson allow for student reflection and closure of the lesson. 2.d. Providing feedback to students Provides feedback sporadically or not al all. Feed back which is provided is of poor quality or inappropriate. Provides feedback to student that is timely and generally of high quality. Provides feedback to students that is timely and of consistently high quality, and students make use of the feedback in their learning. 2.e. Flexibility and responsiveness Adheres to the instruction plan in spite of evidence of poor student understanding or of students’ lack of interest, or fails to respond to student’s question: teacher assumes no responsibility for students’ failure to understand. Generally demonstrates flexibility and responsiveness to students’ needs during the lesson, and seeks to ensure the success of all students. Appropriately responsive to students' needs, interests and questions, making lesson adjustments in light of those needs and the Holy Spirit’s leading.

3. Classroom Environment Component Needs Improvement Satisfactory Exemplary 3.a. Respect and rapport Interactions with students or among students are generally inappropriate and characterized by inconsistencies, sarcasm, favoritism, or conflict. Interactions with students is supportive and positive, reflecting warmth, caring and reciprocal respect. Students are valued for who they are, regardless of developmental or cultural norms. Interactions with students reflect the love of Christ—unconditional love and acceptance. Nurtures Christian character and biblical relationships among students. 3.b. Classroom management Classroom routines and procedures are either inconsistently enforced or nonexistent. Students seem to be confused about what the expectations and procedures are. Classroom routines and procedures have been established and function smoothly for the most part, with little loss of instruction time. Classroom routines and procedures appear to be seamless in their operation, and students assume considerable responsibility for their smooth functioning. 3.c. Student behavior Student behavior is poor with no clear expectations, insufficient monitoring of student behavior, or inappropriate response to student behavior. Is aware of student behavior, has established clear standards of conduct, and responds to student misbehavior in ways that are appropriate and respectful of the students. Responds to student misbehavior in ways that consistently reflects clearly established expectations Christ-like character. 3.d. Organization of physical space Makes poor use of the physical environment resulting in unsafe, or inaccessible conditions for some students or a serious mismatch between the furniture arrangement and the lesson activities. Creates a classroom that is safe and arranges the physical environment to facilitate learning for all students. Teacher uses physical resources well. Creatively uses the physical resources to enhance the instructional process for all students.

4. Professional Responsibilities Component Needs Improvement Satisfactory Exemplary 4.a. Attire and appearance Needs frequent reminders about faculty handbook guidelines for dress and appearance. Usually dresses in a manner consistent with the guidelines in the faculty handbook. Appearance reflects a healthy lifestyle. Always dresses in such a manner as to be a proper example for students to emulate. Countenance radiates the joy of the Lord. 4.b. Character and attitude Attitude results in discord with or disrespect toward colleagues, staff, administration, parents or students. Demonstrates a positive and responsive attitude toward colleagues, staff, administration, parents and students. Consistently displays a Christ-like character and attitude toward colleagues, staff, administration, parents and students. Phil. 2; Matt. 7:20; Matt 16 4.c. Teaming Teacher creates dissension on their team or teaming is not evident. Teacher works cooperatively and respectfully with colleagues—is a team player Consistently demonstrates servant leadership qualities in his/her team. 4.d. Care of school property Seldom demonstrates or encourages students to properly care for school property. Seldom maintains a neat appearance in the school building. Generally demonstrates and encourages students to properly care for books, desks, equipment and the building; maintaining a neat appearance in the school building. Consistently cares for school property and encourages students to properly care books, desks, equipment, and the building; maintaining a neat appearance in the school building. 4. e. Parent partnership Fails to maintain regular contact with parents, to alert them of student progress, issues or problems, or to respond positively to appropriate parent concerns or requests. Maintains contact with parents and alerts them to student issues and problems. Informs parents of progress, accomplishments and improvement. Generally responds positively to parent concerns, is available and is approachable. Consistently values the partnership with the Christian home by initiating contact with parents and alerts them to problems in the early stage as well as informs parents of progress, accomplishments and improvement. Responds positively to parent concerns, is available, and is approachable.

4. Professional Responsibilities, continued Component Needs Improvement Satisfactory Exemplary 4.f. Program support Seldom attends required school events, supports fundraisers, serves on committees, and/or demonstrates support in other appropriate ways for CCA. Consistently attends required school events, supports fundraisers, serves on committees and demonstrates support in other appropriate ways for CCA. Consistently attends not only required but also other school events in support of CCA students, graduates, families and/or administration. 4.g. Professional growth and Certification Does not meet all certification requirements. Meets all certification requirements for employment at CCA. Meets all certification requirements and continues to pursue professional growth through advanced training, in-service, and/or continuing education.