Common use of Conference Formal Observation Classroom Clause in Contracts

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities to meet the needs of individual students as well as the whole class. The teacher does not provide students with feedback about their learning. Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher provides substantive, specific, and timely feedback to students, families, and other school personnel while maintaining confidentiality. The teacher provides the opportunity for students to engage in self-assessment and show awareness of their own strengths and weaknesses. The teacher uses student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to student success. Evidence

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities to meet the needs of individual students as well as the whole class. The teacher does not provide students with feedback about their learning. Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher provides substantive, specific, and timely feedback to students, families, and other school personnel while maintaining confidentiality. The teacher provides the opportunity for students to engage in self-assessment and show awareness of their own strengths and weaknesses. The teacher uses student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to student success. EvidenceEvidence 87

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities to meet the needs of individual students as well as the whole class. The teacher does not provide students with feedback about their learning. Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher provides substantive, specific, and timely feedback to students, families, and other school personnel while maintaining confidentiality. The teacher provides the opportunity for students to engage in self-assessment and show awareness of their own strengths and weaknesses. The teacher uses student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to student success. EvidenceEvidence 88

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference Post‐Conference The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. By using student data from a variety of sources, the teacher appropriately adapts instructional methods and materials and paces learning activities to meet the needs of individual students as well as the whole class. The teacher does not provide students with feedback about their learning. Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher provides substantive, specific, and timely feedback to students, families, and other school personnel while maintaining confidentiality. The teacher provides the opportunity for students to engage in self-assessment self‐assessment and show awareness of their own strengths and weaknesses. The teacher uses student assessment results to reflect on his or her own teaching and to monitor teaching strategies and behaviors in relation to student success. Evidence