Reflecting on Teaching Sample Clauses

Reflecting on Teaching. 4b. Maintaining Accurate Records 4c. Communicating with Families 4d. Participating in the Professional Community 4e. Growing and Developing Professionally 4f. Showing Professionalism ● Highly Effective – Evidence of high levels of knowledge, implements of performance standards along with evidence of leadership initiative and willingness to model and/or serve as a mentor for colleagues. ● Effective – Evidence of increased knowledge, implementation and integration of performance standards. Evidence of a clear proficiency and skill in the performance area. ● Developing – Evidence of basic knowledge and implementation of performance standards. Integration of performance standards is not evident. Educator is making progress towards proficiency. ● Ineffective – Little or no knowledge and minimal implementation of performance standards. Does not meet minimal performance standards and needs substantial improvement.

Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher does not know whether a lesson was e¤ective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s e¤ectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s e¤ectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoires of skills, teacher offers specific alternative actions, complete with probable success of difference courses of action. Critical Attributes The teacher considers the lesson but draws incorrect conclusions about its e¤ectiveness. The teacher makes no suggestions for improvement. The teacher has a general sense of whether or not instructional practices were e¤ective. The teacher o¤ers general modifications for future instruction. The teacher accurately assesses the effectiveness of instructional activities used. The teacher identifies specific ways in which a lesson might be improved. In addition to the characteristics of “proficient”: Teacher’s assessment of the lesson is thoughtful and includes specific indicators of e¤ectiveness. Teacher’s suggestions for improvement draw on an extensive repertoire. Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.

Reflecting on Teaching. 2 Instruction 🞎 2.8 Reflects and evaluates the effectiveness of instructional performance to identify areas of pedagogical strength and weakness 2.8 Evaluating effectiveness of individual lessons and units #8 Professional Practice 🞎 8.4 Pursues professional development based on his/her written growth and development plan, and monitors progress relative to that plan 8.4 Monitoring progress relative to the professional growth and development plan 7 Domain 4: Collegiality & Professionalism #7 Families and Communities 🞎 7.1 Communicates with parents/guardians and school/communities in a timely and professional manner regarding courses, programs, school events and grade level expectations 7.1 Promoting positive interactions about students and parents - courses, program and school events 🞎 7.2 Communicates individual student progress to parents/guardians in a timely and professional manner 7.2 Promoting positive interactions about students and parents - timeliness and professionalism #8 Professional Practice 🞎 8.1 Collaborates with colleagues about student learning and instructional practices by seeking mentorship for areas of need or interest, and/or by mentoring other teachers through sharing ideas and strategies 8.1 Establish Team Student Growth Goal(s) 🞎 8.2 Promotes positive interactions with colleagues and displays dependability through active participation 8.2 Promoting positive interactions with colleagues 🞎 8.3 Participates in district and school initiatives 8.3 Participating in district and school initiatives 8 Supervisor’s Signature Date Employee’s Signature Date Employee Class/Subject Observation Date Time started Time Finished Documentation of observation Strengths observed Suggestions for improvement Observer’s Signature Date Employee’s Signature Date Employee’s signature indicates receipt of this report and does not signify agreement. Additional pages may be used as needed. Observation Record: A minimum of two (2) observations for no less than sixty (60) total minutes except for employees who are probationary, provisional or non-continuing status. Record the date, class/activity, and length of observations in the space provided below. Employee Name: School Year:

Reflecting on Teaching. Please reflect on areas of strength and areas for continued growth in your professional capacity.

Reflecting on Teaching. Unsatisfactory Basic Proficient Distinguished Teacher makes a thoughtful and accurate assessment Teacher does not know whether a lesson was eff ective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s eff ectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s eff ectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. of a lesson’s eff ectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher off ers specific alternative actions, complete with the probable success of diff erent courses of action.

Reflecting on Teaching. Criterion Cumulative Score CRITERION 3: Recognizing individual student learning needs and developing strategies to address those needs. Component Obs. Obs. Teacher Teacher Teacher Summative 1b: Demonstrating Knowledge of Students Student Growth Goals Goal Setting W: Check In S:Check In Final Check In

Reflecting on Teaching. REQUIRED Teacher does not accurately assess the effectiveness of the lesson, and has no ideas about how the lesson could be improved. Teacher provides a partially accurate and objective description of the lesson, but does not cite specific evidence. Teacher makes only general suggestions as to how the lesson might be improved. Teacher provides an accurate and objective description of the lesson, citing specific evidence. Teacher makes some specific suggestions as to how the lesson might be improved. Teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. Teacher draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each.

Reflecting on Teaching. Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event, an analysis of the many decisions made in both the planning and the implementation of a lesson. By considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has been learned, is an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking both reflectively and self- critically and of analyzing instruction through the lens of student learning—whether excellent, adequate, or inadequate—becomes a habit of mind, leading to improvement in teaching and learning. ● Accuracy ○ As teachers gain experience, their reflections on practice become more accurate, corresponding to the assessments that would be given by an external and unbiased observer. Not only are the reflections accurate, but teachers can provide specific examples from the lesson to support their judgments. ● Use in future teaching ○ If the potential of reflection to improve teaching is to be fully realized, teachers must use their reflections to make adjustments in their practice. As their experience and expertise increases, teachers draw on an ever-increasing repertoire of strategies to inform these adjustments. ● Accurate reflections on a lesson ● Citation of adjustments to practice that draw on a repertoire of strategies An essential responsibility of professional educators is keeping accurate records of both instructional and non- instructional events. These include student completion of assignments, student progress in learning, and non- instructional activities that are part of the day-to-day functions in a school setting, such as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital because these records inform interactions with students and parents and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping rec...

Reflecting on Teaching. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved. Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved. Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught. Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional out- comes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action.