Board Report November 2025

Pontiac Township Teacher Evaluation Plan Framework for Teaching Instrument – Components & Sample Attributes

Unsatisfactory

Needs Improvement

Proficient

Excellent

1a: Demonstrating Knowledge of Content and Pedagogy

The teacher’s plans and practice display little knowledge of the content, standards, curriculum, as well as prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline.

The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. The implementation is sporadic, intermittent, and not entirely successful.

The teacher’s plans and practice reflect thorough knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline.

The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding.

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Sample Attributes

In addition to the characteristics of “proficient,” • Teacher cites intra- and inter disciplinary content relationships. • Teacher is proactive in

Teacher makes content errors or does not correct errors made by students. Teacher does not consider prerequisite relationships when planning. Teacher’s plans use inappropriate strategies for the discipline.

Teacher is familiar with the discipline but does not see conceptual relationships. Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.

The teacher can identify important concepts of the discipline, and their relationships to one another. The teacher consistently provides clear explanations of the content. The teacher answers student questions accurately and provides feedback that furthers their learning. The teacher seeks out content related professional development.

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uncovering student misconceptions and addressing them before proceeding. The teacher’s plans reflect recent developments in content-related pedagogy.

Lesson and unit plans use limited instructional strategies and some are not suitable to the content.

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Evidence: