Delivery of Instruction Sample Clauses

Delivery of Instruction. Bargaining unit members will provide virtual instruction using District approved virtual platforms during working hours established by the District and each building Principal. Bargaining unit members will be on-site where resources, support, and connectivity are readily available. The District will follow federal and state requirements and this bargaining agreement to ensure reasonable accommodations are provided to qualified bargaining unit members. The District shall grant reasonable accommodations, including the opportunity to work from home as necessary, for employees who would otherwise be required to take leave. Employees covered by this section may include members in high-risk categories, members who live in a household with a person who is high-risk, members who qualify for EPSL/EFMLEA due to lack child or elder care because of the pandemic, and members who have other physical or mental health conditions that may qualify them for sick leave. Members shall request such accommodations by signing an attestation.

Delivery of Instruction. The Association and the District agree that should the District create and/or provide a cyber school for Rose Tree Media students, no bargaining unit member shall be furloughed as a direct result of cyber instruction. When practical, cyber instruction shall be conducted by bargaining unit members. A bargaining unit member certified in the content area shall be assigned to each classroom where cyber instruction is occurring. The assignment shall be considered a part of the bargaining unit member’s teaching requirement. The District and the Association will enter into a Memorandum of Agreement should the District create a cyber school or subcontract with a cyber-provider to teach certain courses not offered by the District.

Delivery of Instruction. CLOSURE. AND

Delivery of Instruction. Staff are required to ensure access to curriculum and academic support for all students, including students who are quarantined or homebound. This includes responding to student communication and posting class material and assignments on online platforms.

Delivery of Instruction. Supervises students in a positive manner Implements instructional procedures and techniques with accuracy and quality Reliable, dependable, punctual *NOTE: Comments by the evaluator/s are encouraged on any item. A comment is REQUIRED on any item checked 'Needs Improvement' or 'Unsatisfactory'. (Please use other side of this sheet if more room is needed). Administrator/Supervisor Signature (If Applicable) Date Employee's Signature Date I, , hereby authorize (Employee Name) (Employer) of $ , beginning and ending until (Amount) (Date) (Date) The total amount of $ has been deducted. I am authorizing this voluntary deduction as specified in RSA 275:48 I and/or Lab 803.03( c ). For deductions made for accidental overpayments, employers are not allowed to deduct more than 20% of the employee’s gross pay in any pay period. See RSA 275:48 I (d), (4), ( c ), (ii). In the event my employment ends for any reason before the final deduction is made, the entire balance may (X) or may not (Employee’s Signature) (Date Signed) Name: School: Classification: Date: Supervisor (if assigned): Administrator: For the performance factors/criteria listed below, indicate (X) the effectiveness with which they were applied in achieving the results. When evaluating each factor, apply the following definitions: Commendable: Exceptional performance; role model for peers Proficient: A skillful worker who consistently meets requirements and expectations Needs Improvement: Improvement needed to increase effectiveness; growth will strengthen ability to handle responsibilities Unsatisfactory: Unacceptable job performance Performance Factors/Criteria: Commendable Proficient Needs Improvement Unsatisfactory Demonstrates accuracy and quality work Demonstrates decision-making and problem-solving; common sense and logical decisions Shows initiative and good work ethic Uses good judgment working with students Works effectively with students, staff, parents, and other adults Flexible/adaptable - adjusts to changing work requirements Willing to implement new methods and ideas Complies with rules, regulations and District policies Responds appropriately to supervision Performance Factors/Criteria: Commendable Proficient Needs Improvement Unsatisfactory

Delivery of Instruction. The Teacher: 4. Highly Effective 3. Effective 2. Improvement Necessary 1. Does Not Meet Standards a. Expectations Exudes high expectations and determination and convinces students that they will master the material. For example, the RT conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language. Conveys to students: This is important, you can do it, and I’m not going to give up on you. For example, the RT establishes a small group culture where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Small group interactions support learning, hard work, and the precise use of language. Tells students that the subject matter is important, and they need to work hard. For example, the RT focuses more on task completion rather than the quality of the work and the learning opportunities available in that work. Learning expectations vary based on the student with little or no attempt to make positive change. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject or who are already intrinsically motivated. Gives up on some students as hopeless. For example, the small group culture is characterized by a lack of RT or student commitment to learning, and/or little or no investment of student energy in the task at hand. Hard work and the precise use of language are not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students. b. Clarity Presents material clearly and explicitly, with well-chosen examples and vivid and appropriate language. The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice. Uses clear explanations, appropriate language, and examples to present material. Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning acti...

Delivery of Instruction. Classroom teachers shall be responsible for providing instruction and instructional activities that allow students the opportunity to master goals and objectives specified in District #477’s written curriculum; however, a teacher may go beyond the district’s written curriculum. Teachers will make professional contributions to curriculum development through curriculum committee.

Delivery of Instruction. The 4 3 2 1 teacher: Highly Effective Effective Improvement Necessary Does Not Meet Standards a. Expectations Exudes high expectations and determination and convinces students that they will master the material. Conveys to students: This is important, you can do it, and I’m not going to give up on you. Tells students that the subject matter is important and they need to work hard. Gives up on some students as hopeless. b. Clarity Presents material clearly and explicitly, with well-chosen examples and vivid and appropriate language. Uses clear explanations, appropriate language, and examples to present material. Sometimes uses language and explanations that are fuzzy, confusing, or inappropriate. Often presents material in a confusing way, using language that is inappropriate. c. Engagement Gets students highly involved in focused work and discussions in which they are active learners and problem-solvers. Has students actively think about, discuss, and use the ideas and skills being taught. Attempts to get students actively involved but some students are disengaged. Mostly lectures to passive students or has them plod through textbooks and worksheets. d. Differentiation Successfully reaches students by skillfully differentiating and scaffolding and using peer and/or adult helpers. Differentiates and scaffolds instruction and uses peer and/or adult helpers to accommodate most students’ learning needs. Attempts to accommodate students with learning deficits, but with mixed success. Fails to differentiate instruction for students with learning deficits.

Delivery of Instruction. The Teacher: 4. Highly Effective 3. Effective 2. Improvement Necessary 1. Does Not Meet Standards a. Expectations There is evidence that the Special Education teacher consistently demonstrates high expectations for student and establishes a learning environment that encourages, guides, and supports students’ self- monitoring and self- improvement of achievement and behavior. There is evidence that the Special Education teacher holds high expectations for most students and encourages them to engage in self-monitoring and self- improvement of behavior and achievement; however, the teacher provides guidance to students on how to monitor their own learning and behavior. There is some evidence that the Special Education teacher holds high expectations for some students and encourages them to engage in self- monitoring and self- improvement of behavior and achievement; however, the teacher does not provide guidance to students on how to monitor their own learning and behavior. There is no evidence that the Special Education teacher demonstrates high expectations for all learners or allows the students to be responsible for their own learning or behavior, and essentially gives up.