Granbury Appraisal Program (GAP) Definitions

  • Four Domains:

    Planning

    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.

    Instruction

    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.

    Learning Environment

    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.

    Scoring

    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.

    Quantity

    Exceeds Expectations            90%-100%

    Met Expectations                    80%-89%

    Developing                              50-%-79%      

    Did Not Meet Expectations     0-49%

    Does Not Apply                       Was not relevant to the teacher or the class lesson

    Quality:

     

    Exceeds Expectations

    (All/Almost All)

    Met Expectations

    (Most)

    Developing

    (Some)

    Did Not Meet Expectations

    (Less than half)

    Does Not Apply

    (not observed)

    Consistently

    Generally

    Occasionally

    Rarely

    Not relevant to lesson or teacher

    Uniformly

    Common practice

    Sporadic

    Infrequent

     

    Seen from beginning to end

    Predictable

    Random

    Non-existent

     

    Highly predictable

    Typical

    Moderately

    Not attempted

     

    Seamless routines

    Prevalent

    More often than not

    Minimal

     

    Excels

    As a rule

    Irregular

    Hardly every

     

     

    Approaches

    Seldom

    Inferior

     

     

    Skillful

     

     

     

     

    Knowledgeable

     

     

     

     

     

     

     

     

     

     Glossary

    Planning Domain 

    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 

    Instruction Domain 

    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