Fair Lawn School District

"The Leaders of Tomorrow Attend Fair Lawn Schools Today"

Summative Teacher Evaluation Rubric

Fair Lawn Public Schools - Stronge Teacher Evaluation: Summative Teacher Evaluation Rubric

The State of New Jersey requires that each teacher receive a final evaluation based on four categories. Using the Stronge model, teachers will receive a rating of “highly effective”, “effective”, “partially effective”, or “ineffective” for each of the standards below. The first six ratings will be based on teacher practice (classroom observations & documents uploaded by the teacher) and the seventh rating will be based on student performance (Student Growth Objectives and/or Student Growth Percentiles). These ratings will be combined for a final, single, summative evaluation score as required by the AchieveNJ. 

(Ineffective 1 – 1.84; Partially Effective 1.85 – 2.64; Effective 2.65 – 3.4; Highly Effective 3.5 – 4)


Performance Standard

Highly Effective


Effective is the expected level of performance.

Partially Effective



Professional Knowledge

In addition to meeting the standard, the teacherconsistentlydemonstrates extensive knowledgeof the subject matter andcontinuallyenriches the curriculum.

The teacher demonstrates and understanding of the curriculum, subject content, and developmental needs of students byproviding relevant learning experiences.

The teacherinconsistentlydemonstrates understanding of the curriculum, content and student development or lacks fluidity in using the knowledge in practice.

The teacher bases instruction on material that isinaccurateorout of dateand/or inadequately addresses the developmental needs of students.


Instructional Planning

In addition to meeting the standard, the teacheractively seeks and uses alternative dataand resources andconsistently differentiates plansto meet the needs of all students.

The teacherplansusing the state standards, the school’s curriculum, effective strategies, resources, and data tomeet the needs of all students.

The teacherinconsistentlyuses the school’s curriculum, effectivestrategies, resources, and data in planning to meet the needs of all students.

The teacherdoes not plan, orplans without adequatelyusing the school’s curriculum, effective strategies, resources, and data.


Instructional Delivery

In addition to meeting the standard, the teacheroptimizes student’s opportunity to learn by engaging them in higher order thinking and/or enhanced performance skills.

The teacher effectively engages students in learning by using avariety of instructional strategiesin order tomeet individual learning needs.

The teacherinconsistently usesinstructional strategies that meet individual learning needs.

The teacher’s instructioninadequately addressesstudent’s learning needs.


Assessment of/for Learning

In addition to meeting the standard, the teacher uses avariety of informal and formalassessmentsbased on intended learning outcomesto assess student learning andteaches students how to monitor their own academic progress.

The teachersystematicallygathers, analyzes, and uses all relevant data to measure student academic progress,guide instructionalcontent and delivery methods, and providetimely feedbackto both students and parents throughout the year.

The teacher uses alimitedselection of assessment strategies,inconsistently linksassessment to intended learning outcomes, and/ordoes not useassessment to plan/modify instruction.

The teacher uses aninadequate varietyof assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decision and/or does not report on student academic progress in a timely manner.


Learning Environment

In addition to meeting the standard, the teacher creates adynamic learning environmentthatmaximizes learning opportunitiesandminimizes disruptionswithin an environment in which students’self-monitorbehavior.

The teacher usesresources, routines, and proceduresto provide arespectful, positive, safe, student-centered,environment which is conducive to learning.

The teacher isinconsistentin using resources, routines, and procedures in providing a respectful, positive, safe, student-centered environment.

The teacherinadequately addressesstudent behavior, displays a harmful attitude with students, and/or ignores safety standards.



In addition to meeting the standard, the teachercontinuallyengages in high level personal/professional growth and application of skills andcontributes to the development of othersand the well-being of the school.

The teacher maintains commitment to professionalethics,communicates effectively,and takes responsibility for and participates inprofessional growththat results inenhanced student learning.

The teacherinconsistentlypractices or attends professional growth opportunities withoccasional applicationin the classroom.

The teacher demonstratesinflexibility, areluctanceand/ordisregardtoward school policy, rarely takes advantage of professional growth.


Student Progress*


In addition to meeting the standard, the work of the teacher results inhigh level of student achievement with all learners.

The work of the teacher results inacceptable, measurable, and appropriatestudent academic progress.

The work of the teacher results in student progress thatdoes not meet the established standardand/or is not achieved with all populations taught by the teacher.

The work of the teacherdoes not achieveacceptable student academic progress.

*The State of New Jersey defines which teachers will be evaluated based only on SGO’s (Non-Tested Area Teachers) or on both SGO’s and SGP’s (Tested Area Teachers). For more information on Achieve NJ, visit http://www.state.nj.us/education/AchieveNJ/ . Updated March 2014