Literacy Teaching Performance Expectations Clause Samples

Literacy Teaching Performance Expectations. District acknowledges that teacher candidates (Intern or College Intern) are required to take and pass a Commission approved Literacy Performance Assessment. To that end, District placements must provide students the opportunity to practice teaching TPE 7 (▇▇▇▇▇://▇▇▇.▇▇▇.▇▇.▇▇▇/docs/default-source/educator- prep/standards/literacy-tpes.pdf?sfvrsn=9e802cb1_2) in one-on-one, small group or whole group settings in the following areas to support literacy instruction for all students:
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Literacy Teaching Performance Expectations. The District acknowledges that teacher candidates (Intern or College Intern) are required to take and pass a Commission approved Literacy Performance Assessment. To that end, District placements must provide students the opportunity to practice teaching TPE 7 (▇▇▇▇▇://▇▇▇.▇▇▇.▇▇.▇▇▇/docs/default-source/educator- prep/standards/literacy-tpes.pdf?sfvrsn=9e802cb1_2) in one-on-one, small group or whole group settings in the following areas to support literacy instruction for all students: A. Foundational Skills. Multiple Subject Candidates: Develop students’ skills in print concepts, including letters of the alphabet; phonological awareness, including phonemic awareness; phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound-symbol correspondences; decoding and encoding; morphological awareness; and text reading fluency, including accuracy, prosody (expression), and rate (as an indicator of automaticity), through instruction that is structured and organized as well as direct, systematic, and explicit and that includes practice in connected, decodable text. Multiple Subject and Single Subject English Candidates: Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax. Multiple Subject and Single Subject Candidates: Advance students’ progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression. B. Meaning Making. Engage students in meaning making by building on prior knowledge and using complex literary and informational texts (print, digital, and oral), questioning, and discussion to develop students’ literal and inferential comprehension, including the higher-order cognitive skills of reasoning, perspective taking, and critical reading, writing, listening, and speaking across the disciplines. Engage students in reading, listening, speaking, writing, and viewing closely to draw evidence from texts, ask and answer questions, and support analysis, reflection, and research.
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Related to Literacy Teaching Performance Expectations

  • Performance Expectations The Charter School’s performance in relation to the indicators, measures, metrics and targets set forth in the CPF shall provide the basis upon which the SCSC will decide whether to renew the Charter School’s Charter Contract at the end of the charter term. This section shall not preclude the SCSC from considering other relevant factors in making renewal decisions.

  • Performance Targets Threshold, target and maximum performance levels for each performance measure of the performance period are contained in Appendix B.

  • Ongoing Performance Measures The Department intends to use performance-reporting tools in order to measure the performance of Contractor(s). These tools will include the Contractor Performance Survey (Exhibit G), to be completed by Customers on a quarterly basis. Such measures will allow the Department to better track Vendor performance through the term of the Contract(s) and ensure that Contractor(s) consistently provide quality services to the State and its Customers. The Department reserves the right to modify the Contractor Performance Survey document and introduce additional performance-reporting tools as they are developed, including online tools (e.g. tools within MFMP or on the Department's website).

  • Service Level Expectations Without limiting any other requirements of the Agreement, the Service Provider shall meet or exceed the following standards, policies, and guidelines:

  • Goal The goals of the Department’s grants are to: 1. Reduce delinquency, increase offender accountability, and rehabilitate juvenile offenders through a comprehensive, coordinated, community-based juvenile probation system;