Effective Highly Effective Clause Samples

Effective Highly Effective. The evidence indicates that the teacher did not or infrequently planned activities that connect with district, state, and/or national standards to meet the needs of students. The evidence indicates that the teacher planned activities that partially connect with district, state and/or national standards to meet the needs of students. The evidence indicates that the teacher regularly planned rigorous and challenging activities using objectives that align with district, state and/or national standards to meet the needs of all students. The evidence indicates that the teacher consistently and effectively planned rigorous and challenging activities using objectives that align with district, state and/or national standards to meet the needs of all students. Planned rigorous activities Formative and summative assessments Observations (by peers and evaluators) Evidence from student work consistently shows that lessons are planned using challenging and appropriate activities. Student work samples showing the rigor of the assignments Teacher and student reflections Used objectives that align with standards Lesson plans noting relevant standards Assessment data Assessment data consistently shows students meeting district, state, and national standards. Met needs of all students Student need inventory Individual assessment data including portfolios Evidence from portfolios collected over a period of time reflects student understanding of content appropriate for their individual needs.
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Effective Highly Effective. The evidence indicates that the teacher did not or infrequently planned instruction that aligns with students’ developmental levels and learning needs. The evidence indicates that the teacher planned instruction that partially aligns with students’ developmental levels and learning needs. The evidence indicates that the teacher planned instruction that aligns with students’ developmental levels and learning needs. The evidence indicates that the teacher consistently and effectively planned instruction that closely aligns with students’ learning needs and developmental levels. The evidence indicates that the teacher relied on a single teaching approach and resource. The evidence indicates that the teacher incorporated some teaching approaches and resources. The evidence indicates that the teacher regularly used a variety of teaching approaches and resources. The evidence indicates that the teacher consistently and effectively used a variety of appropriate teaching approaches and resources. The evidence indicates that the teacher did not or infrequently provided adaptation of plans and instruction, and the adaptation that was provided was often not appropriate to the students’ learning needs. The evidence indicates that the teacher provided some adaptation of plans and instruction that met some of the student’s learning needs. The evidence indicates that the teacher adapted plans and instruction, when appropriate, to meet all students’ learning needs. The evidence indicates that the teacher consistently and effectively adapted plans and instruction, when appropriate, to meet all students’ learning needs. Planning and alignment of instruction Teacher lesson plans Lesson and unit plans reflect consistent alignment with the students’ learning needs and illustrate how the teacher takes into consideration the developmental levels of all students. Using a variety of teaching approaches and resources Teacher lesson and/or unit plans Student work samples Learning style inventories Observations (by peers or evaluators Lesson plans and student work consistently reflect a variety of approaches to help students learn. Observations or artifacts of classroom activities over a period of time provide evidence of the variety. Adapting instruction to meet student needs Teacher reflection Samples of student work Conference notes with colleagues The teacher consistently reflects on instruction both during and after and provides both written and oral evidence of this.
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Related to Effective Highly Effective

  • Effective December 17, 2020, all provisions of this collective agreement shall be read to be gender neutral.

  • Effective November 15, 1985 casual part-time nurses will be placed on the salary grid in accordance with their service, such service to be calculated in accordance with the seniority calculation set out in Article

  • Initial Effective Date The initial effective date of coverage under the Group Insurance Program is the thirty-fifth (35th) day following the employee's first day of employment, re- hire, or reinstatement with the State. The initial effective date of coverage for an employee whose eligibility has changed is the date of the change. An employee must be actively at work on the initial effective date of coverage, except that an employee who is on paid leave on the date State-paid life insurance benefits increase is also entitled to the increased life insurance coverage. In no event shall an employee's dependent's coverage become effective before the employee's coverage. If an employee is not actively at work due to employee or dependent health status or medical disability, medical and dental coverage will still take effect. (Life and disability coverage will be delayed until the employee returns to work.)

  • Termination Effectiveness This Agreement and the Proxy shall terminate and shall have no further force or effect as of the Expiration Date. Notwithstanding the foregoing, nothing set forth in this Section 11 or elsewhere in this Agreement shall relieve either party hereto from any liability, or otherwise limit the liability of either party hereto, for any breach of this Agreement. The effectiveness of this Agreement is conditioned upon the execution and delivery of the Merger Agreement by the parties thereto.

  • Effective September 1, 2022, teacher instructional time will be capped at 916 hours per school year commencing the 2022-2023 school year.