Common use of Conference Formal Observation Classroom Clause in Contracts

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Teacher Name School Year Evaluator Building Collaborative / Co-Developed with evaluator ANNUAL FOCUS These are addressed by the evaluator as appropriate for understanding this teacher. DATE Record dates when discussed AREAS FOR PROFESSIONAL GROWTH supports needed, resources, professional development Comments during conference with teacher and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students evaluator are made appropriate to understand the content, needs of the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.Comments: Teacher signature Date Evaluator signature Date

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence INSTRUCTION AND ASSESSMENT Pre-Conference formal Observation The teacher does not routinely use assessments to measure student mastery. The teacher rarely or never checks the students' understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher does not provide students with feedback about their learning. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this informationinformation The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data to tot identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students).The teacher responds to student misunderstandings by providing additional clarification. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept. 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 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 Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. BOWLING GREEN CITY SCHOOL DISTRICT Evaluator’s Rubric - A-7 Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence INSTRUCTION AND ASSESSMENT Pre-Conference formal Observation The teacher does not routinely use assessments to measure student mastery. The teacher rarely or never checks the students' understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher does not provide students with feedback about their learning. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this informationinformation The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data to tot identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students).The teacher responds to student misunderstandings by providing additional clarification. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept. 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 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 BOWLING GREEN CITY SCHOOL DISTRICT Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Final Summative Rating ▇-▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. ▇▇▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence INSTRUCTION AND ASSESSMENT Pre-Conference formal Observation The teacher does not routinely use assessments to measure student mastery. The teacher rarely or never checks the students' understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher does not provide students with feedback about their learning. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this informationinformation The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data to tot identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students).The teacher responds to student misunderstandings by providing additional clarification. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept. 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 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 BOWLING GREEN CITY SCHOOL DISTRICT Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence BOWLING GREEN CITY SCHOOL DISTRICT Final Summative Rating A-8 Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. was observed on for understanding at least 30 minutes. Total time observed Teacher Signature Appraiser Signature was observed on for at least 30 minutes. Total time observed Teacher Signature Appraiser Signature Policy GCN-1 and makes adjustments accordingly AFC-1 BOARD APPROVED: 08/27/13 Proficiency on Standards 50% I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Final Summative (whole-class or individual students)Overall) Rating I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Check here if Improvement Plan has been recommended. When an explanation is not effectively leading students to understand the content, Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher adjusts quickly and seamlessly within evaluator have discussed the lesson and uses an alternative way to explain the conceptSummative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Teacher Name: Grade(s)/Subject Area(s): Date: Instruction is developmentally appropriate Lesson content is linked to previous and future learning Learning outcomes and goals are clearly communicated to students Classroom learning environment is safe and conducive to learning Varied instructional tools and strategies reflect student needs and learning objectives Teacher provides students with timely and responsive feedback Content presented is accurate and grade appropriate Instructional time is used effectively Teacher connects lesson to real-life applications Routines support learning goals and activities Instruction and lesson activities are accessible and challenging for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students Multiple methods of assessment of student learning are utilized to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.guide instruction Other: Other:

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. An informal observation/ classroom walkthrough is a:  Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series of short classroom visits;  Process for understanding giving targeted evidenced-based feedback to teachers; and makes adjustments accordingly (whole-class or individual students) Means for principals to visit classrooms more frequently and more purposefully. When an explanation An informal observation/ classroom walkthrough is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.a(n):  Formal observation;

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. An informal observation/ classroom walkthrough is a: • Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series of short classroom visits; • Process for understanding giving targeted evidenced-based feedback to teachers; and makes adjustments accordingly (whole-class or individual students)• Means for principals to visit classrooms more frequently and more purposefully. When an explanation An informal observation/ classroom walkthrough is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.a(n): • Formal observation;

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Teacher Name: Grade(s)/Subject Area(s): Date: Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends: Instruction is developmentally appropriate Lesson content is linked to previous and future learning Learning outcomes and goals are clearly communicated to students Classroom learning environment is safe and conducive to learning Varied instructional tools and strategies reflect student needs and learning objectives Teacher provides students with timely and responsive feedback Content presented is accurate and grade appropriate Instructional time is used effectively Teacher connects lesson to real-life applications Routines support learning goals and activities Instruction and lesson activities are accessible and challenging for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students Multiple methods of assessment of student learning are utilized to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.guide instruction Other: Other:

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Teacher Name: Grade(s)/Subject Area(s): Date: Evaluator Name: Time Walkthrough Begins: Time Walkthrough Ends: Instruction is developmentally appropriate Lesson content is linked to previous and future learning Learning outcomes and goals are clearly communicated to students Classroom learning environment is safe and conducive to learning Varied instructional tools and strategies reflect student needs and learning objectives Teacher provides students with timely and responsive feedback Content presented is accurate and grade appropriate Instructional time is used effectively Teacher connects lesson to real-life applications Routines support learning goals and activities Instruction and lesson activities are accessible and challenging for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students Multiple methods of assessment of student learning are utilized to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way guide instruction Other: Other: Evaluator Signature: Photocopy to explain the concept.Teacher

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. was observed on for understanding and makes adjustments accordingly at least 30 minutes. Total time observed Teacher Signature Appraiser Signature was observed on for at least 30 minutes. Total time observed Teacher Signature Appraiser Signature Policy 3220 Proficiency on Standards 50% I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Student Growth Data 50% BE L O W EX P E C T E D GR O W T H EX P E C T E D GR O W T H AB O V E EX P E C T E D G R O W T H Final Summative (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the conceptOverall) Rating I N E F F E C T I V E DE V E L O P I N G SKILLED AC C O M P L I S H E D Check here if Improvement Plan has been recommended.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. was observed on for understanding and makes adjustments accordingly (whole-class or individual students)at least 30 minutes. When an explanation is not effectively leading students to understand the content, Total time observed Teacher Signature Appraiser Signature was observed on for at least 30 minutes. Total time observed Teacher Signature Appraiser Signature Policy 3220 Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher adjusts quickly and seamlessly within evaluator have discussed the lesson and uses an alternative way to explain the conceptSummative Rating.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence: Pre-Conference Formal Observation Classroom Walkthroughs/ Informal Observations Post-Conference The teacher does not routinely use assessments to measure student mastery. The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students).The teacher responds to student misunderstandings by providing additional clarification. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept.. 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. Instruction and Assessment Ineffective Developing Skilled Accomplished 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 creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Teacher Name: Grade Level/ Subject: School year: Building: Date of Evaluation: The improvement plan will be evaluated at the end of the time specified in the plan. Outcomes from the improvement plan demonstrate the following action to be taken; Improvement is demonstrated and performance standards are met to a satisfactory level of performance* The Improvement Plan should continue for understanding time specified: Dismissal is recommended. Comments: Provide justification for recommendation indicated above and attach evidence to support recommended course of action. Teacher’s Signature: Date: Evaluator’s Signature: Date: *The acceptable level of performance varies depending on the teacher’s years of experience. Teachers in residency—specifically in Years 1 through 4—are expected to perform at the Developing level or above. Experienced teachers—with five or more years of experience—are expected to meet the Skilled level or above. Teacher Name: Grade Level/ Subject: School year: Building: Date of Improvement Plan Conference: Written improvement plans are to be developed in the circumstances when an educator makes adjustments accordingly (whole-class below expected academic growth with his/ her students AND/OR receives an overall ineffective rating or individual students)an ineffective rating on any of the components of the OTES system. When an explanation The purpose of the improvement plan is to identify specific deficiencies in performance and ▇▇▇▇▇▇ growth through professional development and targeted support. If corrective actions are not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly made within the lesson and uses an alternative way time as specified in the improvement plan, a recommendation may be made for dismissal or to explain continue on the conceptplan.

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations Post-Conference The teacher creates persists in using a learning environment that allows particular strategy for little or no communication or engagement with familiesresponding to misunderstandings, even when data suggest the approach is not succeeding. The teacher welcomes communication gathers and uses student data from families and replies in a timely mannerfew sources to choose appropriate instructional strategies for groups of students. The teacher engages in two-way communication gathers and offers uses student data from a variety of volunteer opportunities 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 for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. Appropriate expectations for behavior are established, but some expectations are unclear or do not address meet the needs of individual studentsstudents as well as the whole class. The teacher inconsistently monitors behaviordoes not provide students with feedback about their learning. A classroom management system has been implemented that is appropriate Students receive occasional or limited feedback about their performance from the teacher. The teacher provides substantive, specific, and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring timely feedback of student behavior is consistentprogress to students, appropriatefamilies, and effectiveother school personnel while maintaining confidentiality. A classroom management system has been designedThe teacher provides substantive, implementedspecific, and adjusted with student input timely feedback to students, families, and is appropriate other school personnel while maintaining confidentiality. The teacher provides the opportunity for the classroom students to engage in self-assessment and individual student needs. Students are actively encouraged to take responsibility for show awareness of their behaviorown strengths and weaknesses. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Evidence INSTRUCTION AND ASSESSMENT The teacher does not routinely use assessments to measure student mastery. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this information. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress reflect on his or her own teaching and to anticipate learning obstaclesmonitor teaching strategies and behaviors in relation to student success. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Evidence The teacher rarely fails to communicate clearly with students and families or never checks the students’ understanding of contentcollaborate effectively with professional colleagues. The teacher fails to make adjustments in response to student confusionunderstand and follow regulations, policies, and agreements. The teacher checks fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for student understanding professional development. The teacher uses a variety of strategies to communicate with students and makes attempts to adjust instruction accordinglyfamilies and collaborate with colleagues, but these adjustments approaches may cause some additional confusionnot always be appropriate for a particular situation or achieve the intended outcome. The teacher checks for understanding understands and follows district policies and state and federal regulations at key moments and makes adjustments to instruction (whole-class or individual students)a minimal level. The teacher responds identifies strengths and areas for growth to student misunderstandings by providing additional clarificationdevelop and implement targeted goals for professional growth. The teacher continually checks uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Teacher Name: Grade(s)/Subject Area(s): Date: Instruction is developmentally appropriate Lesson content is linked to previous and future learning Learning outcomes and goals are clearly communicated to students Classroom learning environment is safe and conducive to learning Varied instructional tools and strategies reflect student needs and learning objectives Teacher provides students with timely and responsive feedback Content presented is accurate and grade appropriate Instructional time is used effectively Teacher connects lesson to real-life applications Routines support learning goals and activities Instruction and lesson activities are accessible and challenging for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students Multiple methods of assessment of student learning are utilized to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way guide instruction Other: Other: Evaluator Signature: Photocopy to explain the concept.Teacher

Conference Formal Observation Classroom. Walkthroughs/ Informal Observations There is little or no evidence of a positive rapport between the teacher and students. For example, the teacher may respond disrespectfully to students or ignore their questions or comments. There are no evident routines or procedures; students seem unclear about what they should be doing or are idle. Transitions are inefficient with considerable instructional time lost. Lessons progress too slowly or quickly so students are frequently disengaged. The teacher creates a learning environment that allows for little or no communication or engagement with families. The teacher welcomes communication from families and replies in a timely manner. The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. Expectations for behavior are not established or are inappropriate and/or no monitoring of behaviors occurs. The teacher responds to misbehavior inappropriately. The teacher is fair in the treatment of students and establishes a basic rapport with them. For example, the teacher addresses students’ questions or comments but does not inquire about their overall well-being. Routines and procedures are in place, but the teacher may inappropriately prompt or direct students when they are unclear or idle. The teacher transitions between learning activities, but occasionally loses some instructional time in the process. The teacher welcomes communication from families and replies in a timely manner. Appropriate expectations for behavior are established, but some expectations are unclear or do not address the needs of individual students. The teacher inconsistently monitors behavior. The teacher has positive rapport with students and demonstrates respect for and interest in all students. For example, the teacher makes eye contact and connects with individual students. Routines and procedures run smoothly throughout the lesson, and students assume age- appropriate levels of responsibility for the efficient operation of the classroom. Transitions are efficient and occur smoothly. There is evidence of varied learning situations (whole class, cooperative learning, small group and independent work). The teacher engages in two-way communication and offers a variety of volunteer opportunities and activities for families to support student learning. A classroom management system has been implemented that is appropriate and responsive to classroom and individual needs of students. Clear expectations for student behavior are evident. Monitoring of student behavior is consistent, appropriate, and effective. The teacher has positive rapport with students and demonstrates respect for and interest in individual students' experiences, thoughts and opinions. For example, the teacher responds quietly, individually, and sensitively to student confusion or distress. Routines are well-established and orderly and students initiate responsibility for the efficient operation of the classroom. Transitions are seamless as the teacher effectively maximizes instructional time and combines independent, collaborative, and whole-class learning situations. The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development. A classroom management system has been designed, implemented, and adjusted with student input and is appropriate for the classroom and individual student needs. Students are actively encouraged to take responsibility for their behavior. The teacher uses research-based strategies to lessen disruptive behaviors and reinforce positive behaviors. Instruction and Assessment ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) Sources of Evidence INSTRUCTION AND ASSESSMENT Pre-Conference formal Observation The teacher does not routinely use assessments to measure student mastery. The teacher rarely or never checks the students' understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher persists in using a particular strategy for responding to misunderstandings, even when data suggest the approach is not succeeding. The teacher does not provide students with feedback about their learning. The teacher uses assessments to measure student mastery, but may not differentiate instruction based on this informationinformation The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher gathers and uses student data from a few sources to choose appropriate instructional strategies for groups of students. Students receive occasional or limited feedback about their performance from the teacher. The teacher uses assessment data to tot identify students’ strengths and needs, and modifies and differentiates instruction accordingly, although the teacher may not be able to anticipate learning obstacles. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students).The teacher responds to student misunderstandings by providing additional clarification. The teacher gathers and uses student data from a variety of sources to choose and implement appropriate instructional strategies for groups of students. The teacher provides substantive, specific, and timely feedback of student progress to students, families, and other school personnel while maintaining confidentiality. The teacher uses assessment data to identify students’ strengths and needs, and modifies and differentiates instruction accordingly, as well as examines classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate learning obstacles. ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) The teacher rarely or never checks the students’ understanding of content. The teacher fails to make adjustments in response to student confusion. The teacher checks for student understanding and makes attempts to adjust instruction accordingly, but these adjustments may cause some additional confusion. The teacher checks for understanding at key moments and makes adjustments to instruction (whole-class or individual students). The teacher responds to student misunderstandings by providing additional clarification. The teacher continually checks for understanding and makes adjustments accordingly (whole-class or individual students). When an explanation is not effectively leading students to understand the content, the teacher adjusts quickly and seamlessly within the lesson and uses an alternative way to explain the concept. 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 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 Professionalism PROFESSIONAL RESPONSIBILITIES (Standard 6: Collaboration and Communication; Standard 7: Professional Responsibility and Growth) Sources of Evidence: Professional Development Plan or Improvement Plan; Pre-conference; Post-conference; daily interaction with others The teacher fails to communicate clearly with students and families or collaborate effectively with professional colleagues. The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher uses a variety of strategies to communicate with students and families and collaborate with colleagues, but these approaches may not always be appropriate for a particular situation or achieve the intended outcome, The teacher understands and follows district policies and state and federal regulations at a minimal level, The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher uses effective communication strategies with students and families and works effectively with colleagues to examine problems of practice, analyze student work, and identify targeted strategies. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence BOWLING GREEN CITY SCHOOL DISTRICT Final Summative Rating A-8 Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement / refinement: Student Growth Measure of Effectiveness Areas of reinforcement / refinement: Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.