Granbury Appraisal Program (GAP) Definitions
Teacher designs clear, well organized lessons that are aligned with standards and are appropriate for diverse learners. These lessons are developed using formal and/or informal methods of assessment to encourage higher-order thinking.
Teacher communicates and connects learning to real world applications using proper sequencing, implements motivational strategies to encourage active engagement, makes needed instructional adjustments to differentiate instruction, and implements technology when appropriate while following the district’s (course) scope and sequence.
Teacher leads a mutually respectful and collaborative class while implementing positive classroom management procedures that encourage student participation and learning. The room is organized in a safe and efficient manner to facilitate the day’s lesson and the teacher has posted the classroom objective for the day.
Professional Practices during Summative Conference
Teacher demonstrates supportive and proper communication with students, parents, and staff in a timely and respectful manner.
Since the goal of GAP is to enhance the learning of all students, the “met expectations” level is a high standard of performance. Teaching behaviors that result in considerable impact on student learning and that are demonstrated a high percentage of the time and with a high percentage of students (80-89%) “met expectations.” Words associated with “met expectations” teaching behaviors or the rating of “met expectations” are: skillful, experienced, masterful, well-advanced, and knowledgeable.
The five performance levels under GAP (Exceeds Expectations, Met Expectations, Developing, Did Not Meet Expectations, and Not Observed) are defined in terms of the impact on student learning. In other words, what is the impact on student learning and how often and with how many students does the positive impact on learning occur?
When making performance-level decisions, the appraiser first identifies evidence related to the critical attributes of the criteria. Next, the appraiser views the evidence in light of quality and quantity. Quality focuses on the “strength, impact, variety and alignment” of the teaching behavior and how it relates to student success. Quantity relates to the frequency and the number of students for which the teaching behavior resulted in student learning.
Exceeds Expectations 90%-100%
Met Expectations 80%-89%
Did Not Meet Expectations 0-49%
Does Not Apply Was not relevant to the teacher or the class lesson
Did Not Meet Expectations
(Less than half)
Does Not Apply
Not relevant to lesson or teacher
Seen from beginning to end
More often than not
As a rule
Appropriate Materials - Teacher selects materials, techniques, and strategies which support the activity while complying with the course syllabus, the TEKS, and/or the GISD scope and sequence
Differentiated Instruction - Developing lessons to provide students from various educational and social backgrounds the opportunity to learn through different avenues in terms of acquiring content and/or processing information
Modifies and Adapts - Teacher modifies/adapts materials for all students to ensure the opportunity for learning
Assessment and Instruction Aligned - Assessment is directly linked to goals, objectives, and instructional strategies
Formal and Informal Assessment - Teacher uses collected data to develop lessons based upon student’s performance on the assessment
Engaging Lessons - Teacher develops lessons which provide student collaboration, real-life application, student involvement, and active learning
Actively, Engaged Students - Students are actively engaged learners and are participating with teacher and other students in the lesson activities that are aligned to the objective. Students are able to demonstrate success with the learning objective
Critical Thinking - Learning activities produce a logical and innovative approach, or a solution to a problem or concern
Student Self-Directed - Students initiate or adapt activities and projects to enhance understanding
Monitor Student Performance - Teacher assesses for learning throughout the lesson and activities
Connects Learning - Students demonstrate a connection of the learning to work and life applications
Motivational Strategies - Teacher develops activities and utilizes classroom strategies to encourage student discourse and participation
Pacing/Sequencing - Teacher sequences and paces activities for instruction while following the GISD scope and sequence
Appropriate Questioning - Teacher uses questioning strategies which challenge and engage the students
Use of Technology - Teacher uses and encourages the use of available technology in the activity while inspiring students to actively engage in utilizing appropriate technology in the lesson
Learning Environment Domain
Classroom Management - Teacher establishes positive classroom routines through the use of normal rules and classroom procedures
Manage Time and Materials - Teacher has materials ready for instruction to maximize academic learning
Mutually Respectful - Teacher establishes and models a positive classroom climate that promotes student engagement and collaboration
Constructive Feedback - Teacher offers accurate and specific feedback to individuals or the class
Objective Posted - The day’s learning objective is clearly visible for students and visitors and the objective is aligned with the GISD curriculum documents or course syllabus
Teacher Communication - Teacher is able to clearly explain the lesson and activities which relate to the learning objective to students in an appropriate and respectful manner
Professional Practices Domain
Communication with Students - Teacher models courtesy and respect through patience and active listening while handling incorrect responses with dignity; in addition, the teacher readily recognizes students who have difficulty in performance and positively reinforces student-learning success
Communication with Parents - Teacher’s verbal and nonverbal communication establishes a climate of trust and mutual respect and is without significant error in content or presentation
Participation with Administration - Teacher communicates with campus administration in a professional and timely manner
Participation with Staff – Teacher communicates professionally with campus and district staff members in a timely manner
Intervention - Teacher develops short and long-term educational plans for students who are not successful
Discipline Management - Teacher effectively implements the discipline management procedures approved by the campus
Administrative Assignments Completed – Teacher consistently attends/completes assigned tasks, duties, and responsibilities in a timely manner