Common use of Ineffective Developing Skilled Accomplished Clause in Contracts

Ineffective Developing Skilled Accomplished. 4 KNOWLEDGE OF STUDENTS (Standard 1: Students) Sources of Evidence: Analysis of Student Data Pre- Conference • The teacher demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. • The teacher’s plan for instruction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences. • The teacher demonstrates some familiarity with students’ background knowledge and experiences and describes one procedure used to obtain this information. • The teacher’s instructional plan draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds, and prior experiences and/or the plan is inappropriately tailored to the specific population of students in the classroom. • The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. • The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences. • The teacher demonstrates an understanding of the purpose for learning about each students’ background experiences, demonstrates familiarity with each students’ background knowledge and experiences, and describes multiple procedures used to obtain this information. • The teacher’s analysis of student data (student development, student learning and preferred learning styles, and student backgrounds/prior experiences) accurately connects the data to specific instructional strategies and plans. • The teacher plans for and can articulate specific strategies, content, and delivery that will meet the needs of individual students and groups of students. I N S T R U C T I O N A L P L A N N I N G EVIDENCE Rating (circle one) Ineffective = 1 Developing = 2 Skilled = 3 Accomplished = 4 SCORE FOR SECTION 4 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished 5 LESSON DELIVERY (Standard 2: Content; Standard 4; Instruction; Standard 6: Collaboration and Communication) Sources of Evidence: Formal Observation Classroom Walkthroughs/Informal Observations • A teacher’s explanations are unclear, incoherent, or inaccurate, and are generally ineffective in building student understanding. • The teacher uses language that fails to engage students, is inappropriate to the content, and/or discourages independent or creative thinking. • The teacher fails to address student confusion or frustration. • The teacher fails to use effective questioning techniques during the lesson. • The lesson is almost entirely teacher-directed. • Teacher explanations are accurate and generally clear, but the teacher may not fully clarify information based on students’ questions about content or instructions for learning activities. • The teacher uses some language that is developmentally inappropriate, leading to confusion or limiting discussion. • The teacher re-explains topics when students show confusion, but is not always able to provide an effective alternative explanation. • The teacher attempts to employ purposeful questioning techniques, but may confuse students with the phrasing or timing of questions. • The lesson is primarily teacher-directed. • Teacher explanations are clear and accurate. • The teacher uses developmentally appropriate strategies and language designed to actively encourage independent, creative, and critical thinking. • The teacher effectively addresses confusion by re- explaining topics when asked and ensuring understanding. • The teacher employs effective, purposeful questioning techniques during instruction. • The lesson is a balance of teacher-directed instruction and student-led learning. • Teacher explanations are clear, coherent, and precise. • The teacher uses well-timed, individualized, developmentally appropriate strategies and language designed to actively encourage independent, creative, and critical thinking, including the appropriate use of questions and discussion techniques. • The teacher accurately anticipates confusion by presenting information in multiple formats and clarifying content before students ask questions. • The teacher develops high-level understanding through effective uses of varied levels of questions. • The lesson is student-led, with the teacher in the role of facilitator. I N S T R U C T I O N A L A N D A S S E S S M E N T EVIDENCE Rating (circle one) Ineffective = 1 Developing = 2 Skilled = 3 Accomplished = 4 SCORE FOR SECTION 5 = INSTRUCTION AND ASSESSMENT Ineffective Developing Skilled Accomplished