The Specialist Teacher Assessment Rating (STAR)

 

The STAR instrument is an assessment of the teaching practices as defined by Enhancing Professional Practice:  A Framework for Teaching (Charlotte Danielson, ASCD, 1996.) in which the performance criteria are aligned with INTASC standards.

 

Directions:

 

By the end of the first semester of study, each candidate should do a pre-assessment rating of herself or himself according to a Likert scale (1-7).  One (1) is totally unsatisfactory, while seven (7) is proficiency to a metaphysical certainty.  Each number in between is subjective and is meant to provide some latitude to the candidate in the rating process.  The STAR Summary of Ratings form at the end of this document is used for the ratings.

 

After reviewing the video presentation of a lesson taught by the candidate, the mentor professor will rate the teacher using the same scale and the same form.

 

Just prior to the completion of the program, the candidate teacher will do a post-assessment.

 

While copies of the STAR Summary of Ratings may be retained by the mentor professor and/or the advisor, the original document is placed in the Portfolio.

 

 

 

 

 THE SPECIALIST TEACHER ASSESSMENT RATING (STAR) INSTRUMENT

 

 

Section One:  Planning and Preparation for Instruction

 

  1. Knowledge of Content

Unsatisfactory

Basic

Proficient

Distinguished

Teacher makes content errors or does not correct students’ content errors.  Seems unaware of pedagogical possibilities of the content field.

Displays basic content knowledge, but with little grasp of connections within the content or to other disciplines.  Marginal grasp of the pedagogical possibilities of the field.

Displays solid content knowledge; makes connections within the field and to other disciplines.  Planning manifests awareness of pedagogical possibilities of the content field.

Displays extensive, resourceful knowledge, with evidence of continuing pursuit of such knowledge.  Planning characterized by use of the pedagogical possibilities of the content field.

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     5                  6                    

                   7
  1. Planning with the students in mind

Unsatisfactory

Basic

Proficient

Distinguished

Plans with little regard for students’ developmental characteristics, learning styles, backgrounds, or group dynamics.

Displays accurate knowledge of developmental characteristics of the students’ age group, individual ways of learning, backgrounds, and dynamics of each class.

Provides for instruction which takes into account students’ age characteristics, individual ways of learning, backgrounds, and dynamics of each class.

Provides instruction aligned with accurate knowledge of students’ developmental patterns, individual ways of learning, backgrounds, and dynamics of each class—and exceptions to each of those.

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                   7
  1. Expectations for Learning and Achievement

Unsatisfactory

Basic

Proficient

Distinguished

Instructional goals and plans convey only modest expectations for student achievement.

Instructional goals and plans convey inconsistent expectations for student achievement.

Instructional goals and plans convey high expectations and thoughtful support for student achievement.

Both students and teacher establish and maintain high, consistent expectations for the learning by all students.

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                   7
  1. Use of Instructional Resources

Unsatisfactory

Basic

Proficient

Distinguished

Content to rely on textbooks and publisher-supplied materials.  Does not pursue supplementary materials to aid instruction.

Relies primarily on textbooks and publisher-supplied materials, adding supplementary materials readily available.  Some use of instructional technology.

Knows where instructional materials are and makes frequent use of a variety of materials.  Makes effective use of technology, especially computers, as sources of primary instructional material.

Constantly seeks new and current instructional materials.  Creates instructional materials.  Instruction characterized by imaginative use of a variety of sources, including computers.

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     5                  6                    

                   7
  1. Designing Coherent Instruction

Unsatisfactory

Basic

Proficient

Distinguished

Lessons and units have no clearly defined structure.  Purposes are not clear to students.  Times for activities are not realistic.  Activities seem unconnected to any overall direction or goals.

Lessons and units have a recognizable structure.  Overall directions and goals are not clearly pursued day-to-day.

Lessons and units are given direction and goals by the teacher’s vision of where the students should/can be at the conclusion of the course.

Students grasp the structure of lessons and units and share the teacher’s vision of what they can get from the course.

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                   7
  1.  Assessing Student Learning

Unsatisfactory

Basic

Proficient

Distinguished

Assessments do not convey purpose or value of the content; used to generate grades only, not to improve instruction.

Relies primarily on teacher-made unit tests to generate grades.  Uses some alternative assessments for grades.  Attends to results of assessments to plan subsequent instruction.

Uses a variety of assessments selected to provide feedback to the students, redirect instruction and generate whatever grades are required.

Aims toward more authentic assessments, emphasizing higher order thinking skills.  Uses assessments primarily to drive instruction, and secondarily to derive grades as required.

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                   7

 

 

Section Two:  Classroom Performance

  1. Interaction with Students

Unsatisfactory

Basic

Proficient

Distinguished

Teacher interactions are inappropriate to age or culture of the students; uses negative or demeaning language toward students.  Students exhibit disrespect for the teacher.

Interactions are generally appropriate to ages and cultures of the students, but inconsistent; some favoritism shown.  Students exhibit minimal respect for teacher.

Interactions manifest mutual respect and warmth; appropriate to developmental and cultural norms.

Students exhibit caring and respect for teacher as an individual and professional.  Teacher demonstrates genuine caring and respect for each student.

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                   7
  1. Climate for Learning

Unsatisfactory

Basic

Proficient

Distinguished

Teacher and students convey a negative attitude toward the content.  Students frequently off-task, showing little regard for the quality of their work.

Teacher communicates importance of the work, but with little conviction and only minimal buy-in by the students.

Teacher conveys genuine enthusiasm for the subject and the students demonstrate consistent commitment to quality performance.

Students demonstrate through active participation, curiosity, and focus on quality performance that they value the content.

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                   7
  1. Managing Classroom Procedures

Unsatisfactory

Basic

Proficient

Distinguished

Activities and non-instructional duties are handled inefficiently, resulting in loss of instructional time and off-task behaviors by the students.

Routines are established so that there is little loss of instructional time.  Occasional lapses in transitions from activity to activity.

Efficient routines planned and implemented so that activities transition briskly, while being responsive to unanticipated situations.

Transitions are seamless.  Students assume considerable responsibility for routines, and for responding to unanticipated situations.

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                   7
  1. Managing Student Behavior

Unsatisfactory

Basic

Proficient

Distinguished

Teacher does not respond effectively to student misbehaviors; inconsistent, overly repressive, lacking in respect for students’ dignity.

Responds to student misbehaviors with uneven results.  Classroom control seems precarious.  Rules are enforced in most cases of misbehavior.

Establishes classroom norms that result in students assuming a measure of responsibility for control and on-task behaviors.  Teacher is alert to student behaviors at all times.

Monitoring of student behaviors is subtle and preventive.  Students enforce classroom norms so that attention is focused on the work.

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                   7
  1. Organizing Physical Space

Unsatisfactory

Basic

Proficient

Distinguished

Teacher neglects to consider safety, accessibility or instruction in the organization of the room.

Makes some adjustments in arrangements for instruction.  Room is safe and accessible.

Arranges and rearranges to facilitate different modes of instruction, with regard for safety and accessibility.

Room safe and accessible.  Room arrangements designed to suit different modes of instruction.  Students adjust arrangements for their own purposes in learning.

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                   7
  1. Classroom Communications

Unsatisfactory

Basic

Proficient

Distinguished

Teacher directions and procedures are unclear.  Students exhibit confusion about what to do.

Directions and procedures require subsequent clarification after initial confusion.

Teacher directions and procedures are clear to students, with an appropriate level of detail.

Directions and procedures are clear from the outset and anticipate possible student misunderstanding.  Students are able to accurately replicated the directions and procedures to others.

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                   7

 

  1. Oral and Written Language

Unsatisfactory

Basic

Proficient

Distinguished

Teacher’s spoken and/or written expression characterized by grammar or syntax errors, inappropriate vocabulary, incorrect usages—any patterns not suited for modeling for students.

Spoken and written expression is mostly correct, but may not always be appropriate to the age, level, and culture of the students.

Spoken and written communications are clear and correct.  Vocabulary is appropriate to students’ age and interests.

Spoken and written communications are clear and expressive with a well-chosen vocabulary that enriches the students’ language repertoire.

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                   7
  1. Using Questioning and Discussion Techniques

Unsatisfactory

Basic

Proficient

Distinguished

Teacher’s questions are not clearly expressed.  Most call for direct response to the teacher.  Same students respond most of the time.  “Discussions” do not involve the students.

Teacher’s questions are a mix of low and high quality.  Students reluctant to respond or to be drawn into discussions.

Most questions are of high quality, calling for higher order thinking skills rather than recall of facts.  True discussions occur with students engaged in focused dialog among themselves.

Questions of uniformly high quality.  Student assume considerable responsibility for the conduct of discussions.

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                   7
  1. Activities and Assignments

Unsatisfactory

Basic

Proficient

Distinguished

Activities and assignments seem designed to fill class time rather than promote learning and may be inappropriate for the students” developmental level and backgrounds.

Some activities and assignments are appropriate to students’ developmental level and background and seem generally relevant to the course objectives.

The students recognize most activities and assignments as relevant to the course objectives.  Students seem cognitively engaged in them.

Students are cognitively engaged in activities and assignments and are stimulated to explore beyond them.  Students initiate appropriate projects to enhance their learning.

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     3                    4

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                   7
  1. Providing Feedback to Students

Unsatisfactory

Basic

Proficient

Distinguished

Teacher either does not provide feedback to students or the feedback is not helpful to students.

Provides some feedback, inconsistent in quality and timeliness.

Provides helpful feedback on a consistent and timely basis.

Feedback is of consistently high quality, valued by the students, who make prompt and effective use of it to improve their work.

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     3                    4

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                   7
  1. Flexibility and Responsiveness

Unsatisfactory

Basic

Proficient

Distinguished

Teacher adheres rigidly to instructional plans, disregarding signals that it is not working or that adjustments would involve more students.

Attempts some adjustments to lesson plans in response to students’ expressed concerns and off-task behaviors.

Able to make smooth adjustments to plans during class, reflecting awareness of students’ responses.  Watches for teachable moments.

Able to make major adjustments in plans in order to make lesson more powerful.  Attends quickly to teachable moments; students appreciate the adjustments.

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                   7

 

Section Three:  Professional Responsibility

  1. Reflecting on Teaching

Unsatisfactory

Basic

Proficient

Distinguished

Teacher does not reflect on his/her performance, or profoundly misjudges it.

Teacher exhibits some awareness about her/his performance, without probing very deeply about successes or failures.

Accurately assesses performance in several dimensions, then adjusts techniques and approaches accordingly.

Continuously reflects deeply on all elements of performance and seeks support in improving it.

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                   7
  1. Maintaining Accurate Records

Unsatisfactory

Basic

Proficient

Distinguished

Records on students’ progress, required reports, and non-instructional activities are not maintained systematically, resulting in errors and confusion.

Most records are maintained somewhat systematically, though somewhat inconsistently, requiring frequent corrections.

Systems for maintain records are effective and accessible, resulting in almost no errors or confusion.

Records on students’ progress, required reports and non-instructional activities are accurate, up-to-date, and useful.  Students participate in record keeping.

     1                  2

     3                    4

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                   7
  1. Communicating with the Community

Unsatisfactory

Basic

Proficient

Distinguished

Communications with parents and members of the school community are sparse and ineffectual, perhaps defensive and insensitive.

Able to respond to inquiries about courses and about the school’s mission and programs.  Does not initiate many communications, nor listen attentively to the sentiments of parents and members of the school community.

Initiates effective communications to parents and community members, as well as responding to their concerns.  Comfortable in those communications.

Provides frequent and helpful communications to parents and members of the school community, so they feel a part of the school’s program.  Students actively participate in those communications.

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                   7
  1. Professional Relations

Unsatisfactory

Basic

Proficient

Distinguished

Tends toward negative and uncooperative relations with administration and colleagues.  Avoids school events.

Maintains essential cordial relations with others.  Participates in school events when asked.

Supports and cooperates with administration and colleagues.  Contributes to the school’s program of events.

Takes initiative in promoting support and cooperation within the faculty and administration.  Assumes leadership in developing the school’s program of events.

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                   7
  1. Developing Professionally

Unsatisfactory

Basic

Proficient

Distinguished

Displays little concern about improvement in either scholarship or pedagogy or performance.  No participation in professional organizations.

Exhibits willingness to improve in practice and content knowledge.  Participates in professional activities when required and/or convenient.

Seeks opportunities for improvement in both content knowledge and overall performance as a teacher.

Seeks opportunities for professional development and provides opportunities for colleagues.  Works to make the school open to change.  Contributes to the field by writing and presentations.

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                   7